Board Endorsed December 2011 (updated November 2015) Furniture Construction A/M/V Course Type 2 Written under the: Industrial Technology Trades Framework 2010 Accredited from Jan 2015 – Dec 2016 Amended January 2015 to meet new Standards for RTOs and Training Package Requirements Supporting Qualifications Certificate I in Furnishing MSF10113 1 Board Endorsed December 2011 (updated November 2015) Student Capabilities The Student Capabilities (Year 11-12), as shown below, can be mapped to the Curriculum Framework for ACT schools Every Chance to Learn (P-10). A student continues study from informative years and their capabilities are supported through course and unit content with current pedagogical and assessment practices. All programs of study for the ACT Year 12 Certificate should enable students to become: creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members and provide students with: a comprehensive body of specific knowledge, principles and concepts a basis for self-directed and lifelong learning personal attributes enabling effective participation in society. 2 Board Endorsed December 2011 (version 7 January 2015) Course Adoption Form for A Courses Choose one of the following: adoption of units as per course document adoption of units with a different combination of units B S S S AUSTRALIAN CAPITAL TERRITORY The college is entered on the National Register to award Certificates delivered by this course. Yes No (V Adoption only) College: Course Title: Furniture Construction Classification: A V Adoption Framework: Industrial Technology Trades - 2010 Course Area: 821 Course Code: Dates of Course Accreditation: From to 2015 2016 Identify units to be adopted by ticking the check boxes. The following 1.0 units are the approved combinations of 0.5 units. Refer to page 8 for the 0.5 units combined for each. Value Unit Prefix Unit Title Length (1.0/0.5) S1 Furniture & Timber: Fundamentals 1.0 S Q1 Furniture & Timber: Introduction 0.5 Q Q2 Furniture & Timber: Continuing 0.5 Q S2 Furniture & Timber: Industrial Skills 1.0 S S3 Furniture & Timber: Project 1.0 S S4 Furniture & Timber: Timber Joints 1.0 S Q7 Furniture & Timber: Basic Timber Joints 0.5 Q Y2 Furniture & Timber: Major Project 2.0 Y SL1 FC Structured Workplace Learning 1 0.5 Q SL2 FC Structured Workplace Learning 2 0.5 Q SL3 FC Structured Workplace Learning 3 0.5 Q SL4 FC Structured Workplace Learning 4 0.5 Q Adoption The course and units named above are consistent with the philosophy and goals of the college and the adopting college has the human and physical resources to implement the course. Principal: / /20 BSSS Office Use Entered into database: / /20 College Board Chair: / /20 3 Board Endorsed December 2011 (version 7 January 2015) Course Adoption Form for M Courses Choose one of the following: adoption of units as per course document adoption of units with a different combination of units B S S S AUSTRALIAN CAPITAL TERRITORY The college is entered on the National Register to award Certificates delivered by this course. Yes No (V Adoption only) College: Course Title: Furniture Construction Classification: M V Adoption Framework: Industrial Technology Trades - 2010 Course Area: 821 Course Code: Dates of Course Accreditation: From to 2015 2016 Identify units to be adopted by ticking the check boxes. The following 1.0 units are the approved combinations of 0.5 units. Refer to page 8 for the 0.5 units combined for each. Value Unit Prefix Unit Title Length (1.0/0.5) Furniture & Timber Fundamentals 1.0 S Furniture & Timber Industrial Skills 1.0 S Furniture & Timber: Project 1.0 S Furniture & Timber: Timber Joints 1.0 S Adoption The course and units named above are consistent with the philosophy and goals of the college and the adopting college has the human and physical resources to implement the course. Principal: / /20 BSSS Office Use Entered into database: / /20 College Board Chair: / /20 4 Board Endorsed December 2011 (version 7 January 2015) Contents Student Capabilities .................................................................................. 2 Course Adoption Form for A Courses .................................................................................. 3 Course Adoption Form for M Courses .................................................................................. 4 VET Qualifications .................................................................................. 6 Course Name ................................................................................ 10 Course Classification ................................................................................ 10 Course Framework ................................................................................ 10 Course Developers ................................................................................ 10 Evaluation of Previous Course ................................................................................ 10 Course Length and Composition ................................................................................ 11 Duplication of Content Rules ................................................................................ 12 Subject Rationale ................................................................................ 12 Goals ................................................................................ 12 Student Group ................................................................................ 13 Content ................................................................................ 13 Teaching and Learning Strategies ................................................................................ 13 Assessment ................................................................................ 14 Student Capabilities ................................................................................ 17 Unit Grades ................................................................................ 19 Moderation ................................................................................ 21 Standards for Registered Training Organisations 2015 ................................................................. 22 Physical Resources ................................................................................ 29 Recommended Course Evaluation Procedures ............................................................................. 32 Furniture & Timber: Fundamentals Value 1.0 .................................................................. 33 Furniture & Timber: Fundamentals M Value 1.0 .................................................................. 35 Furniture & Timber: Introduction Value 0.5 .................................................................. 38 Furniture & Timber: Continuing Value 0.5 .................................................................. 40 Furniture & Timber: Industrial Skills Value 1.0 .................................................................. 42 Furniture & Timber: Industrial Skills M Value 1.0 .................................................................. 44 Furniture & Timber: Project Value 1.0 .................................................................. 47 Furniture & Timber: Project M Value 1.0 .................................................................. 49 Furniture & Timber: Timber Joints Value 1.0 .................................................................. 51 Furniture & Timber: Basic Timber Joints Value 0.5 .................................................................. 53 Furniture & Timber: Timber Joints M Value 1.0 .................................................................. 55 Furniture & Timber: Major Project Value 2.0 .................................................................. 57 FC Structured Workplace Learning 1 Value 0.5 .................................................................. 59 FC Structured Workplace Learning 2 Value 0.5 .................................................................. 60 FC Structured Workplace Learning 3 Value 0.5 .................................................................. 61 FC Structured Workplace Learning 4 Value 0.5 .................................................................. 62 5 Board Endorsed December 2011 (version 7 January 2015) VET Qualifications MSF10113 Certificate I in Furnishing See - http://training.gov.au/Training/Details/MSF10113 To be awarded the MSF10113 Certificate I in Furnishing, competency must be achieved in eight (8) units of competency. five (5) core units of competency three (3) elective units of competency. If the full requirements of a certificate are not met, students will be awarded a Statement of Attainment for the units of competence achieved. CORE UNITS Complete all five (5) units from this list: Unit code Unit title MSAENV272B Participate in environmentally sustainable work practices MSAPMOHS100A Follow OHS procedures MSAPMOPS101A Make measurements MSAPMSUP102A Communicate in the workplace MSAPMSUP106A Work in a team ELECTIVE UNITS Select a maximum of three (3) elective units from Group A or B. Group A Unit code Unit title MSFFM1001 Construct a basic timber furnishing product Group B Two (2) units may be chosen from units available in this Training Package or from other endorsed Training Packages and accredited courses. The units must be aligned at Certificate I or II level. ELECTIVE UNITS FROM MSF TRAINING PACKAGE Unit code Unit title MSFFM2001 Use furniture making sector hand and power tools MSFFM2006 Hand make timber joints 6 Board Endorsed December 2011 (version 7 January 2015) Structured Workplace Learning Units It is a requirement to complete at least one Structured Workplace Learning (SWL) placement to attain the Certificate 1 in Furniture Construction. It is highly recommended that students complete a number of SWLs in a variety of workplaces to give exposure to different work environments such as: small firm, large firm, kitchen & shopfitting. Colleges are also encouraged to develop industry partnerships to provide access to computer aided design and specialist production equipment. Nominal Hours Nominal hours are a guide for teachers to the depth and complexity of the units of competence in each qualification. They are not actual hours, as delivery and assessment is holistic and is based on competency not hours. The gaining of the competency may not be achieved in the semester it is first offered as it may take the student a number of semesters to demonstrate competence. For example, a number of elements of the competence ‘Follow OHS procedures’ will be assessed in the first unit of work. The student however, would not be assessed as proficient until they have demonstrated an ongoing application of the OHS competence, which could be in subsequent units. A guide to nominal hours can be found in the Victorian Purchasing Guide: http://trainingsupport.skills.vic.gov.au/p_trgpck.cfm 7 Board Endorsed December 2011 (version 7 January 2015) Implementation Guide The competency stream as outlined below is aimed at allowing students to achieve a Certificate 1 by the end of Semester 3. By applying consistency through delivering the competencies as outlined, students will be able to continue their studies uninterrupted when moving between education institutions. Competencies can be delivered in a sequence that better suits individual educational institutions (due to varying resources and expertise), however, the initial core competency must be ‘Follow OH&S Procedures’. Board Unit Title Furniture & Timber: Fundamentals Value 1.0 Competencies MSAPMOHS1OOA MSAPMOPS101A Follow OHS procedures Make measurements Furniture & Timber: Introduction Value 0.5 MSAPMOHS1OOA Follow OHS procedures Furniture & Timber: Continuing Value 0.5 Furniture & Timber: Industrial Skills Value 1.0 MSAPMOPS101A Make measurements MSAPMOHS1OOA MSAPMSUP102A MSFFM2001 and power tools Follow OHS procedures Communicate in the workplace Use furniture making sector hand Furniture & Timber: Project Value 1.0 MSAPMOHS1OOA Follow OHS procedures MSAENV272B Participate in environmentally sustainable work practices MSAPMSUP106A Work in a team Furniture & Timber: Timber Joints Value 1.0 MSAPMOHS100A MSFFM2006 MSFFM1001 product MSAPMOHS100A MSFFM2006 MSFFM1001 Furniture & Timber: Basic Timber Joints Value 0.5 Follow OHS procedures Hand make timber joints Construct a basic timber furnishing Follow OHS procedures Hand make timber joints Construct a basic timber furnishing product 8 Board Endorsed December 2011 (version 7 January 2015) Furniture & Timber: Major Project Value 2.0 A year long unit to enable students to undertake an advanced project of a minimum of 110 hours. MSAPMOHS1OOA Follow OHS procedures MSAENV272B Participate in environmentally sustainable work practices MSAPMSUP106A Work in a team MSFFM2006 Hand make timber joints Prerequisite for this unit Students must have demonstrated a high level of technical and project management skills in the following units: ‘Furniture & Timber: Fundamentals 1.0’ and Furniture & Timber: Industrial Skills 1.0’. FC Structured Workplace Learning 1 (0.5 Unit) MSAPMOHS1OOA Follow OHS procedures FC Structured Workplace Learning 2 (0.5 Unit) MSAPMOHS1OOA MSAPMSUP106A Follow OHS procedures Work in a team FC Structured Workplace Learning 3 (0.5 Unit) MSAPMOHS1OOA MSAPMSUP106A Follow OHS procedures Work in a team FC Structured Workplace Learning 4 (0.5 Unit) MSAPMOHS1OOA MSAPMOPS101A Follow OHS procedures Make measurements 9 Board Endorsed December 2011 (version 7 January 2015) Course Name Furniture Construction Course Classification A/V Course Framework This course is presented under the Industrial Technology Trades 2010 Course Framework. Course Developers Name College Eddy Hoek Erindale College Adrian Lemcke Hawker College Shannon Dunn Gunghalin College David Kurthi Daramalan College Andrew Lofthouse Marist College This group gratefully acknowledges the work of previous developers. Evaluation of Previous Course Effective literacy and numeracy skills have economic, social and environmental consequences. Heather Ridout highlights the cost of inadequate literacy and numeracy skills in her address to the Ai Group in May 2010: “The consequences of inadequate literacy and numeracy are significant both in terms of the number and depth. Poor completion of workplace documents and time wasting through repeated work are the most reported impacts at over 40%. But there is a long list of other important consequences including ineffective work teams, materials wastage, ineffective training, financial miscalculations, workplace injuries and unsafe work practices and recruitment difficulties. It is clear that inadequate levels of workplace literacy and numeracy are having negative impacts on productivity and workplace safety.” The Australian Bureau of Statistics survey on Adult literacy reveals that much work needs to be done in improving individual’s literacy and numeracy skills. 1 Over 45% of the manufacturing workforce have literacy skills at a level that are below the level required to function effectively1 (i.e. skill level 3) In the area of numeracy skills, over 50% of workers in manufacturing have inadequate numeracy skills Nearly 75% of workers in the manufacturing industry do not have adequate skills in problem solving. This was more than double the national percentage.1 Australian Bureau of Statistics 2006, Adult Literacy and Life Skills Survey, Summary Results p. 5 10 Board Endorsed December 2011 (version 7 January 2015) The redevelopment of this course consisted of ensuring that the training package underpinning this qualification is current and emphasising the literacy and numeracy skills in unit goals and content. Course Length and Composition The following are the combinations of 0.5 units that have been approved by the Industrial Trades and Technology panel as having coherence of purpose and clarity. No other combinations of 0.5 units have been accredited. Unit Title Unit Value Furniture & Timber: Fundamentals 1.0 Furniture & Timber: Introduction 0.5 Furniture & Timber: Continuing 0.5 Furniture & Timber: Industrial Skills 1.0 Furniture & Timber: Project 1.0 Furniture & Timber: Timber Joints 1.0 Furniture & Timber: Basic Timber Joints Furniture & Timber: Major Project (an alternative year-long unit) FC Structured Workplace Learning 1 0.5 2.0 FC Structured Workplace Learning 2 0.5 FC Structured Workplace Learning 3 0.5 FC Structured Workplace Learning 4 0.5 0.5 Available course patterns Course Minor Major Major Minor Double Major Number of standard units to meet course requirements Minimum of 2 units Minimum of 3.5 units Minimum of 5.5 units Minimum of 7 units Implementation Guidelines It is highly recommended that students undertake additional units in a course that offers Computer Aided Design (CAD). This will provide underpinning knowledge and skills for further training in furnishings. Students must complete at least one SWL placement to attain Certificate 1 in Furniture Construction. Prerequisites for the course or units within the course Furniture & Timber: Fundamentals (part of Furniture & Timber: Fundamentals) is the beginning unit and must be studied to achieve a minor course and in order to undertake Structured Workplace Learning units. Other units may be delivered in any order. Arrangements for students who are continuing to study a course in this subject Teachers delivering this course must map the competencies of students who studied the previous course in Year 11 so that they can complete the competencies in Year 12 to complete the MSF 10113 Certificate I in Furnishing. 11 Board Endorsed December 2011 (version 7 January 2015) Duplication of Content Rules The responsibility for preventing undesirable overlap of content studied by a student rests with the principal and the teacher delivering the course. While it is acceptable for a student to be given the opportunity to demonstrate competence over more than one semester substantial overlap of content is not permitted. Students will only be given credit for covering the content once. Units from other courses Nil. Negotiated Units Furniture & Timber: Project Management 2.0 is only available to students who have demonstrated a high level of technical and project management skills in the following units: Furniture & Timber: Fundamentals 1.0 and Furniture & Timber: Industrial Skills 1.0. Students can only enrol in this unit after negotiation with the teacher, as it is a year long unit to enable students to undertake an advanced project of a minimum of 110 hours. Relationship with other courses Students undertaking this course cannot also study Wood Technology A or complete an ASBA in Cabinetmaking due to duplication of content. They can however complete an ASBA in Construction, Carpentry or other areas. Subject Rationale This course promotes skills and knowledge for further training in the Furniture or Construction industry trades. Further training may be in the areas of Cabinet Making, Carpentry, Formwork, Kitchen Renovation, Upholstery, Antique Restoration, Picture Framing, Soft Furnishing, Wood Machining, Furniture Polishing, Floor Covering and Finishing, Bed and Mattress Making, Glass and Glazing and Musical Instrument construction. Furnishing and Construction industry members, regardless of discipline, work in highly technical and continually changing environments. Science and technology continues to influence existing products, processes and equipment to meet global and local demands. This course provides students with an opportunity to develop skills in communication, research, oral delivery, writing, control of technical equipment, assessment and appraisal of situations and application of diagnostic and problem solving techniques. Goals This course should enable students to: understand the concepts, techniques, terminology and content appropriate to the industry focus of the course demonstrate employment related practical skills and workplace best practice demonstrate problem solving ability incorporating evaluation techniques and skills relate basic numeracy and scientific principles to practical applications demonstrate oral, written and graphical communication skills work independently and collaboratively in accordance with occupational health and safety principles and industry standards demonstrate an awareness of existing and emerging technologies and career pathways 12 Board Endorsed December 2011 (version 7 January 2015) Student Group This course is aimed at students who: are seeking a career in the Furniture and Construction industries wish to undertake a course in which they can gain recognition of prior learning when entering appropriately related post or tertiary education/training wish to develop practical furniture or construction industry skills Content Essential concepts Furniture and Construction Essential skills ability to work safely industry specific skills such as fine motor and physical ability to work independently planning and organising of their work in a defined range of activities teamwork such as sharing, defining roles and responsibilities, recognising and responding to individual’s strengths and weaknesses literacy such as reading, comprehension, writing communication including written, oral and visual numeracy such as costing, quantities, measurement, time, mathematical techniques Teaching and Learning Strategies Teaching strategies that are particularly relevant and effective in Industrial Trades Technology include: in-class exercises and class discussions quizzes individual and group demonstrations individual tutorials regular and meaningful feedback research assignments awareness of materials and processes use of information and communication technologies questionnaires practical projects industry visits guest speakers work placements establishing industry links with individuals or groups 13 Board Endorsed December 2011 (version 7 January 2015) Assessment Assessment Tasks Types A Task Type Examples Practical Theory Practical test Individual project Group project Continuous observation (eg skills, OHS) Competency based assessment Weightings A Units Folio Written test Assignment Research project Cooperative tasks Planning tasks Risk assessments Presentations 60 – 70% 30 – 40% Assessment Tasks Types M Task Type Practical Theory Examples Practical test Individual project Group project Continuous observation (eg skills, OHS) Weightings M Units 50 – 60% Folio Written test Assignment Research project Cooperative tasks Planning tasks Risk assessments 40 – 50% Additional Assessment Advice Assessments will involve aspects of problem solving and OHS. The Board recommends 3 – 5 assessment items per standard unit (1.0) or 2 – 3 per half standard unit (0.5). Units of competency must be assessed in accordance with the rules for assessment within the relevant Training Package. Board requirements Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late entry or early exit in a semester. Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task types should be used. If not, separate mark books must be maintained and the 0.5 units must be meshed with the 1.0 standard unit following documented meshing procedures. These meshing procedures must be provided to students as part of the Unit Outline. 14 Board Endorsed December 2011 (version 7 January 2015) Course Minimum number of hours per course Number of standard 1.0 value units to meet course requirements Minor 110 hours 2 units of 55 hours Major 220 hours 4 units of 55 hours Major 220 hours 3.5 units equivalent to 220 hours Assessment Criteria Students will be assessed on the degree to which they demonstrate: Industry specific skills Understanding and application of knowledge Understanding and use of Occupation Health and Safety procedures Communication skills Competency-Based Assessment The assessment of competence must focus on the competency standards and the associated elements as identified in the Training Package. Assessors must develop assessment strategies that enable them to obtain sufficient evidence to deem students competent. This evidence must be gathered over a number of assessment items. Competence to industry standard requires a student to be able to demonstrate the relevant skills and knowledge in a variety of industry contexts on repeated occasions. The most appropriate method of assessing workplace competence is on-the-job in an industry setting under normal working conditions. This includes using industry standard tools, equipment and job aids and working with trade colleagues. Where this is not available, a simulated workplace environment that mirrors the industry setting will be used. The following general principles and strategies apply: assessment is competency based assessment is criterion-referenced Quality outcomes can only be assured through the assessment process. The strategy for assessment is based on an integration of the workplace competencies for the learning modules into a holistic activity. The awarding of vocational qualifications is dependent on successful demonstration of the learning outcomes within the modules through the Integrated Competency Assessment that meets the Training Package rules and requirements. Structured Workplace Learning: Assessment Structured Workplace Learning is the workplace component of a nationally recognised industry specific VET in Schools program. It provides supervised learning activities contributing to an assessment of competence, and achievement of outcomes and requirements of a particular Training Package. (Please refer to BSSS Policies and Procedures Manual page 92 for Board policy on SWL) Students must be able to demonstrate identified competencies in SWL units with direct reference to elements of competence and required skills and knowledge from the relevant Training Package. Assessment of SWL units is competency based and reliant on the gathering of sufficient evidence from a student’s work placement. Students will be awarded a grade Pass or Participated in the SWL unit (refer section 4.3.6.3 Unit Grades – BSSS Policies and Procedures Manual). 15 Board Endorsed December 2011 (version 7 January 2015) Recognition of Prior Learning (RPL) RPL is an assessment process that assesses an individual’s formal, non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competence outcomes, or standards for entry to, and/or partial or total completion of, a VET qualification. Recognition of competence through the RPL process should be granted to students through gathering supplementary evidence against elements, skills and knowledge from the Training Package as well as through established assessment criteria. RPL may be granted for individual Units of Competence where the evidence is sufficient to do so. A student having been granted RPL for one or more Units of Competence will still be required to fulfill the time based component of units. To cater for this requirement, curriculum designers should design the course to be flexible enough to accommodate students who have gained some competencies through RPL. 16 Board Endorsed December 2011 (version 7 January 2015) Four Dimensions of Competency Assessment All assessments of competence must be designed to collect evidence against the four dimensions of competency. Task skills – undertaking a specific work place task(s) Task management skills – managing a number of different tasks to complete a whole work activity Contingency management skills – responding to problems and irregularities when undertaking a work activity, such as: breakdowns changes in routine unexpected or atypical results or outcomes difficult or dissatisfied clients. Job/role environment skills – dealing with the responsibilities and expectations of the work environment when undertaking a work activity, such as: working with others interacting with clients and suppliers complying with standard operating procedures observing enterprise policy and procedures. Student Capabilities Critical thinkers with problem solving skills Students will be encouraged to develop thinking, problem solving and resource management skills as they make a range of furniture projects. They will appraise, evaluate and justify their ideas and furniture products. Skilled and empathetic communicators In this course, students will develop skills using workplace examples and simulations to provide opportunities for them to deal with clients and work colleagues. The course will also focus students on developing the metalanguage of the furnishings industry. Student work will receive oral and/or written feedback in order to assist skill development. Informed and ethical decision-makers Students will be encouraged to consider the variety of ethical issues pertinent to the furnishings industry. Students will critically examine their own values and beliefs in regard to making informed decisions in relation to the furniture and manufacturing industry. Environmentally and culturally aware citizens In this course students will become aware of the effects of products and systems on the environment. Students will show an awareness of sustainability in the selection and use of resources. Greater cultural awareness will be developed through the exposure to a variety of workplace simulations. Confident and capable users of technologies Students will be exposed to and develop their confidence and competence in using a variety of technologies relevant to their study in the classroom and through structured workplace learning. A range of new technologies are impacting on the furnishings industry and these should be introduced to students. ICT will be used as a tool for research and presentation of assessed work. 17 Board Endorsed December 2011 (version 7 January 2015) Independent and self-managing learners This course is designed to encourage and develop skills in independent learning and resource management to achieve the desired outcomes of the course. Students will be given guidance and support in how to manage time and outcomes to achieve the requirements of set tasks within industry acceptable timeframes. Students will be provided with industry standard documentation such as specification and costing sheets to simulate job roles and responsibilities within a furnishings context. Collaborative team members Students will have the opportunity to work within a variety of teams as they engage with industry through structured work placements and complete a number of classroom based projects. 18 Board Endorsed December 2011 (version 7 September 2014) Proficiently and effectively performs all technical skills to a very high standard Effectively performs technical skills to a high standard. Performs technical skills to a satisfactory standard Performs some technical skills to a satisfactory standard Performs some basic skills Demonstrates excellent time management skills Demonstrates good time management skills Demonstrates adequate time management skills Demonstrates some time management skills Demonstrates very few time management skills Demonstrates a thorough understanding and knowledge of workplace best practice and all key concepts Demonstrates a good understanding and knowledge of workplace best practice and key concepts Demonstrates an understanding and knowledge of workplace best practice and some key concepts Demonstrates limited understanding and knowledge of workplace best practice Effectively applies the knowledge throughout the unit Mostly applies the knowledge throughout the unit Satisfactorily applies the knowledge throughout the unit Sometimes applies the knowledge throughout the unit Understanding and use of OHS procedures Applies injury prevention management strategies and consistently identifies risks Applies injury prevention management strategies and sometimes identifies risks Applies injury prevention management strategies Usually demonstrates OHS practices May require support to demonstrate OHS practices Consistently demonstrates OHS practices Consistently demonstrates OHS practices Demonstrates OHS practices Consistently demonstrates knowledge and understanding clearly and accurately through various communication forms (e.g. written, oral, visual) Demonstrates knowledge and understanding clearly and accurately through various communication forms (e.g. written, oral, visual) Demonstrates knowledge and understanding satisfactorily through various communication forms (e.g. written, oral, visual) Demonstrates limited knowledge and understanding through some communication forms (e.g. written, oral, visual) Demonstrates very limited knowledge and understanding through few communication forms (e.g. written, oral, visual) Understanding and application of knowledge Industry specific skills A student who achieves an A grade typically UNIT GRADE DESCRIPTORS FOR A COURSES A student who achieves a B A student who achieves an A student who achieves an grade typical C grade typically D grade typically Communication skills Unit Grades A student who achieves an E grade typically Demonstrates very limited understanding and knowledge of workplace best practice 19 Board Endorsed December 2011 (version 7 September 2014) Unit Grade Descriptors for M Courses Grade Descriptor A student who achieves the grade A typically demonstrates high level of ability in the modified assessment criteria A student who achieves the grade B typically demonstrates sound ability in the modified assessment criteria A student who achieves the grade C typically demonstrates satisfactory ability in the modified assessment criteria A student who achieves the grade D typically demonstrates limited ability in the modified assessment criteria A student who achieves the grade E typically has met the minimum requirements for attendance and assessment. achieves all of the assessable goals of the unit shows a consistent ability to transfer knowledge and apply skills in familiar and unfamiliar situations achieves most of the assessable goals of the unit shows an ability to transfer knowledge and apply skills in familiar situations achieves some of the assessable goals of the unit shows an awareness of the need to transfer knowledge and skills achieves few of the assessable goals of the unit shows limited awareness of the need to transfer knowledge and skills 20 Board Endorsed December 2011 (version 7 September 2014) Moderation Moderation is a system designed and implemented to: provide comparability in the system of school-based assessment form the basis for valid and reliable assessment in senior secondary schools involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership maintain the quality of school-based assessment and the credibility, validity and acceptability of Board certificates. Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions. The Moderation Model Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures, for T courses. Moderation by Structured, Consensus-based Peer Review Review is a subcategory of moderation, comprising the review of standards and the validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments. Preparation for Structured, Consensus-based Peer Review Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of student work completed in Semester 1. Colleges not on a semester structure will negotiate with BSSS on work required. Assessment and other documentation required by the Office of the BSSS should also be kept. Year 11 work from Semester 2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from Semester 1 is presented for review at Moderation Day 2 in August. In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a set of student portfolios) is prepared for each A and T course offered by the school, and is sent in to the Office of the BSSS. The College Course Presentation The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following: a folder containing supporting documentation as requested by the Office of the Board through memoranda to colleges a set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the student review portfolios. Specific requirements for subject areas and types of evidence to be presented for each moderation day will be outlined by the Office of the BSSS through memoranda and Information Papers. 21 Board Endorsed December 2011 (version 7 September 2014) Standards for Registered Training Organisations 2015 These Standards form part of the VET Quality Framework, a system which ensures the integrity of nationally recognised qualifications. RTOs are required to comply with these Standards and with the: National Vocational Education and Training Regulator Act 2011 VET Quality Framework The purpose of these Standards is to: set out the requirements that an organisation must meet in order to be an RTO; ensure that training products delivered by RTOs meet the requirements of training packages or VET accredited courses, and have integrity for employment and further study; and ensure RTOs operate ethically with due consideration of learners’ and enterprises’ needs. Standards 1 – 3 are included in this course document. To access all standards refer to: http://www.comlaw.gov.au/Details/F2014L01377 Standard 1. The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses To be compliant with Standard 1 the RTO must meet the following: 1.1. The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled. 1.2. For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to: a) the existing skills, knowledge and the experience of the learner; b) the mode of delivery; and c) where a full qualification is not being delivered, the number of units and/or modules being delivered as a proportion of the full qualification. 1.3. The RTO has, for all of its scope of registration, and consistent with its training and assessment strategies, sufficient: a) trainers and assessors to deliver the training and assessment; b) educational and support services to meet the needs of the learner cohort/s undertaking the training and assessment; c) learning resources to enable learners to meet the requirements for each unit of competency, and which are accessible to the learner regardless of location or mode of delivery; and d) facilities, whether physical or virtual, and equipment to accommodate and support the number of learners undertaking the training and assessment. 1.4. The RTO meets all requirements specified in the relevant training package or VET accredited course. Industry relevance 1.5. The RTO’s training and assessment practices are relevant to the needs of industry and informed by industry engagement. 22 Board Endorsed December 2011 (version 7 September 2014) 1.6. The RTO implements a range of strategies for industry engagement and systematically uses the outcome of that industry engagement to ensure the industry relevance of: a) its training and assessment strategies, practices and resources; and b) the current industry skills of its trainers and assessors. Learner support 1.7. The RTO determines the support needs of individual learners and provides access to the educational and support services necessary for the individual learner to meet the requirements of the training product as specified in training packages or VET accredited courses. Assessment 1.8. The RTO implements an assessment system that ensures that assessment (including recognition of prior learning): a) complies with the assessment requirements of the relevant training package or VET accredited course; and b) is conducted in accordance with the Principles of Assessment contained in Table 1.8-1 and the Rules of Evidence contained in Table 1.8-2. Table 1.8-1: Principles of Assessment Fairness The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs. The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary. Flexibility Assessment is flexible to the individual learner by: reflecting the learner’s needs; assessing competencies held by the learner no matter how or where they have been acquired; and drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual. Validity Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires: assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance; assessment of knowledge and skills is integrated with their practical application; assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements. Reliability Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment. 23 Board Endorsed December 2011 (version 7 September 2014) Table 1.8-2: Rules of Evidence Validity The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements. Sufficiency The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency. Authenticity The assessor is assured that the evidence presented for assessment is the learner’s own work. Currency The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past. 1.9. The RTO implements a plan for ongoing systematic validation of assessment practices and judgements that includes for each training product on the RTO’s scope of registration: a) when assessment validation will occur; b) which training products will be the focus of the validation; c) who will lead and participate in validation activities; and d) how the outcomes of these activities will be documented and acted upon. 1.10. For the purposes of Clause 1.9, each training product is validated at least once every five years, with at least 50% of products validated within the first three years of each five year cycle, taking into account the relative risks of all of the training products on the RTO’s scope of registration, including those risks identified by the VET Regulator. 1.11. For the purposes of Clause 1.9, systematic validation of an RTO’s assessment practices and judgements is undertaken by one or more persons who are not directly involved in the particular instance of delivery and assessment of the training product being validated, and who collectively have: a) vocational competencies and current industry skills relevant to the assessment being validated; b) current knowledge and skills in vocational teaching and learning; and c) the training and assessment qualification or assessor skill set referred to in Item 1 or 3 of Schedule 1 in the Standards for RTOs 2015. Industry experts may be involved in validation to ensure there is the combination of expertise set out in (a) to (c) above. 1.12. The RTO offers recognition of prior learning to individual learners. Trainers and assessors 1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO’s training and assessment is delivered only by persons who have: a) vocational competencies at least to the level being delivered and assessed; b) current industry skills directly relevant to the training and assessment being provided; and c) current knowledge and skills in vocational training and learning that informs their training and assessment. Industry experts may also be involved in the assessment judgement, working alongside the trainer and/or assessor to conduct the assessment. 24 Board Endorsed December 2011 (version 7 September 2014) 1.14. The RTO’s training and assessment is delivered only by persons who have: a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 of Schedule 1 in the Standards for RTOs 2015, or demonstrated equivalence of competencies; and b) from 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 of Schedule 1 in the Standards for RTOs 2015. 1.15. Where a person conducts assessment only, the RTO ensures that the person has: a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 or Item 3 of Schedule 1 in the Standards for RTOs 2015, or demonstrated equivalence of competencies; and b) from 1 January 2016, Item 1 or Item 2 or Item 3 of Schedule 1 in the Standards for RTOs 2015. 1.16. The RTO ensures that all trainers and assessors undertake professional development in the fields of the knowledge and practice of vocational training, learning and assessment including competency based training and assessment. Individuals working under the supervision of a trainer 1.17. Where the RTO, in delivering training and assessment, engages an individual who is not a trainer or assessor, the individual works under the supervision of a trainer and does not determine assessment outcomes. 1.18. The RTO ensures that any individual working under the supervision of a trainer under Clause 1.17: a) holds the skill set defined in Item 4 of Schedule 1 in the Standards for RTOs 2015 or, prior to 1 January 2016, is able to demonstrate equivalence of competencies; b) has vocational competencies at least to the level being delivered and assessed; and c) has current industry skills directly relevant to the training and assessment being provided. 1.19. Where the RTO engages an individual under Clause 1.17, it ensures that the training and assessment complies with Standard 1. 1.20. Without limiting Clauses 1.17 - 1.19, the RTO: a) determines and puts in place: i) the level of the supervision required; and ii) any requirements, conditions or restrictions considered necessary on the individual’s involvement in the provision of training and collection of assessment evidence; and b) ensures that trainers providing supervision monitor and are accountable for all training provision and collection of assessment evidence by the individual under their supervision. Delivery of the training and assessment qualifications for trainers and assessors 1.21. Prior to 1 January 2016, to deliver any AQF qualification or skill set from the Training and Education Training Package (or its successor) the RTO must ensure all trainers and assessors delivering the training and assessment: a) hold the training and assessment qualification at least to the level being delivered; or b) have demonstrated equivalence of competencies. 25 Board Endorsed December 2011 (version 7 September 2014) 1.22. From 1 January 2016, to deliver any AQF qualification or skill set from the Training and Education Training Package (or its successor) the RTO must ensure all trainers and assessors delivering the training and assessment hold the training and assessment qualification at least to the level being delivered. 1.23. From 1 January 2017, to deliver the training and assessment qualification specified in Item 1 of Schedule 1 in the standards for RTOs 2015, or any assessor skill set from the Training and Education Training Package (or its successor), the RTO must ensure all trainers and assessors delivering the training and assessment: a) hold the qualification specified in Item 5 of Schedule 1 in the Standards for RTOs 2015; or b) work under the supervision of a trainer that meets the requirement set out in (a) above. 1.24. The RTO must ensure that any individual working under supervision under Clause 1.23. (b) holds the qualification specified in Item 1 of Schedule 1 in the Standards for RTOs 2015 and does not determine assessment outcomes. Note: from 1 January 2017, the requirements set out in Clause 1.22 continue to apply to any other AQF qualification or skill set from the Training and Education Training Package (or its successor). Independent validation of training and assessment qualifications 1.25. From 1 January 2016, to deliver any AQF qualification or assessor skill set from the Training and Education Training Package (or its successor), the RTO must have undergone an independent validation of its assessment system, tools, processes and outcomes in accordance with the requirements contained in Schedule 2 in the Standards for RTOs 2015 (and the definitions of independent validation and validation). Transition of training products 1.26. Subject to Clause 1.27 and unless otherwise approved by the VET Regulator, the RTO ensures that: a) where a training product on its scope of registration is superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation is issued or learners are transferred into its replacement, within a period of one year from the date the replacement training product was released on the National Register; b) where an AQF qualification is no longer current and has not been superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation issued within a period of two years from the date the AQF qualification was removed or deleted from the National Register; c) where a skill set, unit of competency, accredited short course or module is no longer current and has not been superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation issued within a period of one year from the date the skill set, unit of competency, accredited short course or module was removed or deleted from the National Register; and d) a new learner does not commence training and assessment in a training product that has been removed or deleted from the National Register. 1.27. The requirements specified in Clause 1.26 (a) do not apply where a training package requires the delivery of a superseded unit of competency. Standard 2. The operations of the RTO are quality assured. To be compliant with Standard 2 the RTO must meet the following: 2.1. The RTO ensures it complies with these Standards at all times, including where services are being delivered on its behalf. This applies to all operations of an RTO within its scope of registration. 26 Board Endorsed December 2011 (version 7 September 2014) 2.2. The RTO: a) systematically monitors the RTO’s training and assessment strategies and practices to ensure ongoing compliance with Standard 1; and b) systematically evaluates and uses the outcomes of the evaluations to continually improve the RTO’s training and assessment strategies and practices. Evaluation information includes but is not limited to quality/performance indicator data collected under Clause 7.5 of the Standards for RTOs 2015, validation outcomes, client, trainer and assessor feedback and complaints and appeals. 2.3. The RTO ensures that where services are provided on its behalf by a third party the provision of those services is the subject of a written agreement. 2.4. The RTO has sufficient strategies and resources to systematically monitor any services delivered on its behalf, and uses these to ensure that the services delivered comply with these Standards at all times. Standard 3. The RTO issues, maintains and accepts AQF certification documentation in accordance with these Standards and provides access to learner records. To be compliant with Standard 3 the RTO must meet the following: 3.1. The RTO issues AQF certification documentation only to a learner whom it has assessed as meeting the requirements of the training product as specified in the relevant training package or VET accredited course. 3.2. All AQF certification documentation issued by an RTO meets the requirements of Schedule 5 in the Standards for RTOs 2015. 3.3. AQF certification documentation is issued to a learner within 30 calendar days of the learner being assessed as meeting the requirements of the training product if the training program in which the learner is enrolled is complete, and providing all agreed fees the learner owes to the RTO have been paid. 3.4. Records of learner AQF certification documentation are maintained by the RTO in accordance with the requirements of Schedule 5 in the Standards for RTOs 2015 and are accessible to current and past learners. 3.5. The RTO accepts and provides credit to learners for units of competency and/or modules (unless licensing or regulatory requirements prevent this) where these are evidenced by: a) AQF certification documentation issued by any other RTO or AQF authorised issuing organisation; or b) authenticated VET transcripts issued by the Registrar. 27 Board Endorsed December 2011 (version 7 September 2014) 3.6. The RTO meets the requirements of the Student Identifier scheme, including: a) verifying with the Registrar, a Student Identifier provided to it by an individual before using that Student Identifier for any purpose; b) ensuring that it will not issue AQF certification documentation to an individual without being in receipt of a verified Student Identifier for that individual, unless an exemption applies under the Student Identifiers Act 2014; c) ensuring that where an exemption described in Clause 3.6 (b) applies, it will inform the student prior to either the completion of the enrolment or commencement of training and assessment, whichever occurs first, that the results of the training will not be accessible through the Commonwealth and will not appear on any authenticated VET transcript prepared by the Registrar; and d) ensuring the security of Student Identifiers and all related documentation under its control, including information stored in its student management systems. 28 Board Endorsed December 2011 (version 7 September 2014) Physical Resources List of minimum Physical Resources - Hand Tools All to meet current OH&S standards Tool Marking knife 1x 3students Suggested No. As req. Try Square 10 300 mm Steel Rule 10 600 mm Steel Rule 3 1m Steel Rule 1 3m Retractable Tape Measure 1 Marking Gauge 1x 3students As req. Mortice Gauge 1x 3students As req. Sliding Bevel 1x 3students As req. Coping Saw 5 Tenon Saw 1x 3students As req. Dovetail Saw 1x 3students As req. Panel Saw 1 Cross Cut Saw 1 Rip Saw 1 Keyhole Saw 1 Stanley Knife 1 Glass Cutter 1 Bevel Edge Wood Chisels 6 mm 5 of each Mortise Wood Chisels 6 mm to 25 mm 5 of each Oil or Diamond Stone 1 Trying Plane 1 Jack Plane 5 Smoothing Plane 5 Block Plane 2 Combination Plane 1 Flat Spokeshave 1 Rounded Spokeshave 1 Scraper 1 Cross Peen Hammer 10 Claw Hammer 1 Mallet 5 Nail Punch 2 Pincers 1 G Cramp Range of sizes 10 29 Board Endorsed December 2011 (version 7 September 2014) Quick Acting Cramp 2 Mitre Cramp 2 Sash Cramp Range of Lengths 10 Bench Hook 1 x 2 students As req. Twist Drill Bits 1 mm to 13 mm 1 Speed Bore Bits. Range of sizes. 1 Expanding Bit or Set of Forstner Bits 6mm – 80mm 1 Hole Saw Kit (range of sizes) 1 Countersink 1 Screwdrivers Range of sizes and types. 1 Rasp 1 Files - range of grades and shapes 1 Adjustable Wrench 1 Multigrips 1 Vice Grips 1 Pliers 1 Spanners - as required for machinery Face Masks. 1 per lathe. As req. 3 Eye Protection. 1 x student. As req. Ear Muffs. 1 x student. As req. Dust Mask. 1 x student. As req. List of minimum Physical Resources - Portable Power Tools (All to meet current OH&S standards) PORTABLE POWER TOOL Extension Cord Air Line Circular Saw Corded Electric Drill Cordless Drill Jig Saw Planer Router 12.7mm chuck Trimming Router Belt Sander Random Orbital Disc Sander Biscuit Joiner Steam Iron Air Compressor Pneumatic Stapler 30 Board Endorsed December 2011 (version 7 September 2014) List of minimum Physical Resources - Machinery / Facilities Facilities Reasonable Workbench space and vice for each student Storage space for Materials Secure Storage space for Projects It is highly recommended that students have access to a Theory/Drawing Room with Drawing Boards, Equipment and access to Computers for CAD etc. Machinery Table Saw Band Saw Radial Arm or Mitre Saw or Compound Slide Saw Thicknesser 20” Jointer Lathe Bench Grinder Linisher Wet wheel Drill Press Router Table/ Spindle Moulder Morticing Machine Drum Sander 24” MSF10113 Furnishing Training Package National Furnishings. Broad Based Skills. ABC 1-13, ACTRAC. 1995 Furnishing – An Industry Study for Secondary Schools - D. Schlyder SAA Handbook 1 Technical Drawing Practise for Students Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and specification sheets that teachers can use and modify. Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture Online ACT Safety Modules - http://www.actsafe.act.gov.au Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/ (There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used for free and even modified for your own use. These links were accurate at the time of publication) Examples of assessment items as recommended through Moderation Day can be found on the BSSS ‘Connected Learning Communities’ cLc page. Colleges are also encouraged to develop industry partnerships and a relationship with CIT to provide access to computer aided design and production equipment. 31 Board Endorsed December 2011 (version 7 September 2014) Recommended Course Evaluation Procedures The evaluation will proceed through: discussions with the BSSS, personnel from other colleges, colleagues in relevant professional associations and employers in the industry teacher, student and parent evaluation during the course, and consultation with the relevant Industry representatives. On-going monitoring/evaluation will be continued. This evaluation will consider: implementation issues curriculum issues (eg., relevance, scheduling, effectiveness of RPL processes, integration of training, assessment procedures - both in the workplace and college situations student outcomes (further education and training; employment - in the industry and outside it) the perceptions of both employed graduates and employers on the relevance and value of the course to employment retention rates to graduation, and reasons for early withdrawal feedback from other training providers on articulation; and level of certification gained - perceived relevance of the exit and entry points; perceived relevance of the qualification gained. 32 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Fundamentals Value 1.0 Prerequisites Nil Duplication of Content Rules Refer to page 12. Specific Unit Goals This unit should enable students to: make measurements using appropriate measuring equipment construct and finish a basic timber project(s) correctly identify and use basic tools and equipment use and explain timber industry terms in a workshop/workplace environment identify and use personal protective equipment (PPE) demonstrate knowledge and understanding of OHS principles and requirements use appropriate technical language when explaining OHS procedures Units of Competency Refer to Page 6 for Elective Requirements. This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core MSAPMOPS101A Make measurements Core Teaching and Learning Strategies Refer to Teaching and Learning Strategies on page 13. Assessment Tasks Types Refer to Assessment task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting value is used for assessment. Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late entry or early exit in a semester. 33 Board Endorsed December 2011 (version 7 September 2014) Student Capabilities Evidence could be in: Student Capabilities Goals Content Teaching and Learning Assessment creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members Specific Unit Resources See Resource section on page 25. These were accurate at the time of publication. 34 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Fundamentals M Value 1.0 Student Profile For students with a mild to moderate intellectual disability. Prerequisites Nil Specific Unit Goals A unit before Modification M unit after Modification This unit should enable students to: This unit should enable students to: make measurements using appropriate measuring equipment make measurements using basic measuring equipment construct and finish a basic timber project(s) construct and finish a simple timber project(s) correctly identify and use basic tools and equipment identify and use basic tools and equipment use and explain timber industry terms in a workshop/workplace environment use and describe basic timber industry terms in a workshop environment identify and use personal protective equipment (PPE) use personal protective equipment (PPE) demonstrate knowledge and understanding of OHS principles and requirements demonstrate OHS requirements use appropriate technical language when explaining OHS procedures describe OHS procedures Content A unit before Modification Identify appropriate measurements. M unit after Modification Selecting basic measuring equipment Using suitable measuring units Using simple measuring techniques Perform measurements Record measurements as required. Respond to routine problems in accordance with procedures Recording measurements correctly Recognise hazards. Follow procedures for hazard control. Identifying and checking for hazards in the workshop Following safety procedures in the workshop Using personal protective equipment and other familiar equipment safely Follow emergency procedures. Report problems. Following familiar emergency procedures in the workshop Reporting hazards in the workshop 35 Board Endorsed December 2011 (version 7 September 2014) Teaching and Learning Strategies Students with special educational needs will be provided with opportunities to engage in successful and challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to their abilities and needs. A unit before Modification in-class exercises and class discussions quizzes individual and group demonstrations individual tutorials regular and meaningful feedback research assignments awareness of materials and processes use of information and communication technologies questionnaires practical projects industry visits guest speakers work placements establishing industry links with individuals or groups M unit after Modification individual and group demonstrations Peer tutoring, assistance and/or mediation Relating topic to student’s personal interests practical projects Cooperative group work Short term goals to make activities more achievable Varying style and mode of presentation Clarifying, shortening and repeating instructions Demonstrating and modelling Using open-ended questions and/or tasks Frequent reviews and revision Working with a teacher assistant, if possible regular and meaningful feedback Planning a wide range of activities to cater for different abilities Providing assessment criteria for set tasks and definite word limits Amending printed material by: o Simplifying language o Pre-teaching vocabulary o Improving legibility and layout o Highlighting critical features o Reducing unnecessary detail o If necessary, providing a copy of the material on studywiz o Providing clear instructions and diagrams Assessment Refer to page 14. 36 Board Endorsed December 2011 (version 7 September 2014) Student Capabilities As shown in the course unit Student Capabilities creative and critical thinkers enterprising problem-solvers Evidence could be in: Goals Content environmentally and culturally aware citizens confident and capable users of technologies Assessment skilled and empathetic communicators informed and ethical decision-makers Teaching independent and self-managing learners collaborative team members Specific Unit Resources Refer to page 25. Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and specification sheets that teachers can use and modify. Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture Online ACT Safety Modules - http://www.actsafe.act.gov.au Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/ (There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used for free and even modified for your own use. These links were accurate at the time of publication) Onguard safety modules http://www.1300acepro.com/ Examples of assessment items as recommended through Moderation Day can be found on the BSSS ‘Connected Learning Communities’ cLc page. These were accurate at the time of publication. 37 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Introduction Value 0.5 This unit is an exit point for Timber Furniture Construction 1.0. It is a prerequisite for any student joining the course. Prerequisites Nil Duplication of Content Rules Refer to page 12. Specific Unit Goals This unit should enable students to: construct a basic timber project(s) correctly identify and use basic tools and equipment identify and use personal protective equipment (PPE) demonstrate knowledge and understanding of OHS principles and requirements use appropriate technical language when explaining OHS procedures Units of Competency Refer to Page 6 for Elective Requirements. This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core Teaching and Learning Strategies Refer to Teaching and Learning Strategies on page 13. Assessment Tasks Types Refer to the Assessment Task Types table on page 14. This is a 0.5 unit. Ensure that the correct weighting value is used for assessment. Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late enrolment or early exit in a semester. 38 Board Endorsed December 2011 (version 7 September 2014) Evidence could be in: Student Capabilities Goals Content Teaching and Learning Assessment creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members Specific Unit Resources See Resources on page 25. These were accurate at the time of publication. 39 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Continuing Value 0.5 Prerequisites This unit has been added to allow student entry to Furniture and Construction at Q2. Duplication of Content Rules Refer to page 12. Specific Unit Goals This unit should enable students to: make measurements using appropriate measuring equipment construct a basic timber project(s) correctly identify and use basic tools and equipment use and explain timber industry terms in a workshop/workplace environment identify and use personal protective equipment (PPE) use appropriate technical language when explaining OHS procedures Units of Competency Refer to Page 6 for Elective Requirements. This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content Code Competency Title Core/Elective MSAPMOPS101A Make measurements Core NB: ‘Follow OHS procedures’. As students who enter in Q2 would use this as their first unit in Furniture Construction, it is imperative that the teacher ensures that the students complete at a very minimum the safety tests required for all machines used before starting work. They should then complete the rest of the OH&S competency from the Q1 unit by the end of the term if possible or at least by the end of the first year. Teaching and Learning Strategies Refer to Teaching and Learning Strategies on page 13. Assessment Tasks Types Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct weighting value is used for assessment. Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late enrolment or early exit in a semester. 40 Board Endorsed December 2011 (version 7 September 2014) Student Capabilities Student Capabilities Evidence could be in: Goals Content Teaching and Learning Assessment creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members Specific Unit Resources See Resource section on page 25. These were accurate at the time of publication. 41 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Industrial Skills Value 1.0 Prerequisites Competencies can be delivered in a sequence that better suits individual colleges (due to varying resources and expertise) however, the initial core competency must be ‘Follow OHS Procedures’ which is delivered in Furniture & Timber Fundamentals. Duplication of Content Rules Refer to page 12. Specific Unit Goals This unit should enable students to: work effectively with others demonstrate effective use of furniture making sector hand and power tools Units of Competency Refer to Page 6 for Elective Requirements. This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core MSAPMSUP102A Communicate in the workplace Core MSFFM2001 Use furniture making sector hand and power tools Elective Teaching and Learning Strategies Refer to Teaching and Learning Strategies on page 13. Assessment Tasks Types Refer to the Assessment Task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting value is used for assessment. Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late enrolment or early exit in a semester. 42 Board Endorsed December 2011 (version 7 September 2014) Student Capabilities Evidence could be in: Student Capabilities Goals Content Teaching and Learning Assessment creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members Specific Unit Resources See Resources on page 25. These were accurate at the time of publication. 43 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Industrial Skills M Value 1.0 Student Profile For students with a mild to moderate intellectual disability. Prerequisites Nil Specific Unit Goals A unit before Modification M unit after Modification This unit should enable students to: This unit should enable students to: Receive, record and convey messages Access workplace information and complete workplace forms Select and use basic hand and power tools for furniture making Apply safe work practices to the use and care of hand and power tools in the workshop work effectively with others demonstrate effective use of furniture making sector hand and power tools Content A unit before Modification M unit after Modification Communication in the workplace Receive and relay messages Interpret messages. Respond to information. Complete workplace forms. Practices for completing workplace forms Identify hand and power tools Select hand tools Basic types of hand and power tools Selecting correct hand tools for simple tasks Use hand tools Select power tools Safe use of familiar hand tools Selecting correct power tools for simple tasks Use power tools Clean up work area and tools Safe use of familiar power tools Cleaning tools, equipment and work area Basic procedures to receive and deliver messages correctly Types of workplace information 44 Board Endorsed December 2011 (version 7 September 2014) Teaching and Learning Strategies Students with special educational needs will be provided with opportunities to engage in successful and challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to their abilities and needs. A unit before Modification in-class exercises and class discussions quizzes individual and group demonstrations individual tutorials regular and meaningful feedback research assignments awareness of materials and processes use of information and communication technologies questionnaires practical projects industry visits guest speakers work placements establishing industry links with individuals or groups M unit after Modification individual and group demonstrations Peer tutoring, assistance and/or mediation Relating topic to student’s personal interests practical projects Cooperative group work Short term goals to make activities more achievable Varying style and mode of presentation Clarifying, shortening and repeating instructions Demonstrating and modelling Using open-ended questions and/or tasks Frequent reviews and revision Working with a teacher assistant, if possible regular and meaningful feedback Planning a wide range of activities to cater for different abilities Providing assessment criteria for set tasks and definite word limits Amending printed material by: o Simplifying language o Pre-teaching vocabulary o Improving legibility and layout o Highlighting critical features o Reducing unnecessary detail o If necessary, providing a copy of the material on studywiz o Providing clear instructions and diagrams Assessment Refer to page 14. 45 Board Endorsed December 2011 (version 7 September 2014) Student Capabilities As shown in the course unit Student Capabilities creative and critical thinkers Evidence could be in: Goals Content enterprising problem-solvers Assessment skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies Teaching independent and self-managing learners collaborative team members Specific Unit Resources Refer to page 25. Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and specification sheets that teachers can use and modify. Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture Online ACT Safety Modules - http://www.actsafe.act.gov.au Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/ (There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used for free and even modified for your own use. These links were accurate at the time of publication) Onguard safety modules http://www.1300acepro.com/ Examples of assessment items as recommended through Moderation Day can be found on the BSSS ‘Connected Learning Communities’ cLc page. These were accurate at the time of publication. 46 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Project Value 1.0 Prerequisites Skills in previous units underpin the required knowledge to develop a major project. Students may work in a team environment, as an individual or as a group on a major project relative to the College resources and equipment the initial core competency must ‘Follow OH&S Procedures’ which is delivered in Furniture & Timber Fundamentals. Duplication of Content Rules Refer to page 12. Specific Unit Goals This unit should enable students to: perform environmentally sustainable work practices demonstrates how to work effectively in a team demonstrate safe material handling explain the impact of unsustainable work practices uses technical knowledge to communicate applies a range of communication techniques Units of Competency Refer to Page 6 for Elective Requirements. This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core MSAENV272B Participate in environmentally sustainable work practices Core MSAPMSUP106A Work in a team Core Teaching and Learning Strategies Refer to Teaching and Learning Strategies on page 13. Assessment Tasks Types Refer to the Assessment Task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting value is used for assessment. Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late enrolment or early exit in a semester. 47 Board Endorsed December 2011 (version 7 September 2014) Specific Unit Resources See Resources on page 25. These were accurate at the time of publication. Evidence could be in: Student Capabilities Goals Content Teaching and Learning Assessment creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members 48 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Project M Value 1.0 Student Profile Student with a mild to moderate intellectual disability Prerequisites: Nil. Specific Unit Goals A unit before Modification M unit after Modification This unit should enable students to: This unit should enable students to: perform environmentally sustainable work practices perform environmentally sustainable work practices demonstrates how to work effectively in a team demonstrate safe material handling demonstrate safe material handling explain the impact of unsustainable work practices uses technical knowledge to communicate uses a range of communication techniques applies a range of communication techniques Content A unit before Modification Identify current resource use and environmental issues Comply with environmental regulations Seek opportunities to improve environmental practices and resource efficiency Identify work activities Participate in a team Receive and relay messages Interpret messages Respond to information Complete workplace forms Recognise hazards Follow procedures for hazard control M unit after Modification Identify environmental issues Identify resources used in own work Report environmental incidents to appropriate personnel. Use interpersonal skills appropriate to the effective teamwork of the class. Communication in the workplace Basic procedures to receive and deliver messages correctly Types of workplace information Identifying and checking for hazards in the workshop Following safety procedures in the workshop Using personal protective equipment and other familiar equipment safely Following familiar emergency procedures in the workshop Reporting hazards in the workshop Follow emergency procedures 49 Board Endorsed December 2011 (version 7 September 2014) Report problems Teaching and Learning Strategies Refer to page 13. Assessment Refer to page 14. Student Capabilities As shown in the course unit Evidence could be in: Student Capabilities Goals Content Teaching creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies Assessment independent and self-managing learners collaborative team members Specific Unit Resources Refer to page 25. Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and specification sheets that teachers can use and modify. • Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture • Online ACT Safety Modules - http://www.actsafe.act.gov.au • Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/ (There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used for free and even modified for your own use. These links were accurate at the time of publication) Onguard safety modules http://www.1300acepro.com/ Examples of assessment items as recommended through Moderation Day can be found on the BSSS ‘Connected Learning Communities’ cLc page. These were accurate at the time of publication. 50 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Timber Joints Value 1.0 Prerequisites Competencies can be delivered in a sequence that suits individual colleges, however, (due to varying resources and expertise), the initial core competency must be ‘Follow OHS Procedures’ which is delivered in Furniture & Timber Fundamentals. Duplication of Content Rules Refer to page 12. Specific Unit Goals This unit should enable students to: construct hand -made timber joints identify, select and use appropriate tools for joint work apply safe OHS procedures identifies and explains industry standards used in a practical workshop identify, select and use appropriate measuring tools interpreting plans and developing a costing schedule demonstrates the ability to sketch, produce and interpret drawings in the production of projects demonstrates appropriate technical principles in the production of projects apply planning and time management skills demonstrates the ability to solve problems apply numerical calculations appropriate to the project Units of Competency *Refer to Page 6 for Elective Requirements. This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core MSFFM2006 Hand make timber joints Elective * MSFFM1001 Construct a basic timber furnishing product Elective* Teaching and Learning Strategies Refer to Teaching and Learning Strategies on page 13. 51 Board Endorsed December 2011 (version 7 September 2014) Assessment Tasks Types Refer to the Assessment Task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting value is used for assessment. Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late enrolment or early exit in a semester. Student Capabilities Evidence could be in: creative and critical thinkers Teaching and Learning enterprising problem-solvers Student Capabilities Goals Content informed and ethical decision-makers environmentally and culturally aware citizens independent and self-managing learners collaborative team members skilled and empathetic communicators confident and capable users of technologies Assessment Specific Unit Resources See Resources on page 25. These were accurate at the time of publication. 52 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Basic Timber Joints Value 0.5 Prerequisites Nil. Duplication of Content Rules Refer to page 12. Specific Unit Goals This unit should enable students to: construct hand -made timber joints identify, select and use appropriate tools for joint work apply safe OHS procedures interpreting plans and developing a costing schedule demonstrates the ability to solve problems apply numerical calculations appropriate to the project Units of Competency *Refer to Page 6 for Elective Requirements. This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core MSFFM2006 Hand make timber joints Elective * MSFFM1001 Construct a basic timber furnishing product Elective* Teaching and Learning Strategies Refer to Teaching and Learning Strategies on page 13. Assessment Tasks Types Refer to the Assessment Task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting value is used for assessment. Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late enrolment or early exit in a semester. 53 Board Endorsed December 2011 (version 7 September 2014) Student Capabilities Evidence could be in: creative and critical thinkers Teaching and Learning enterprising problem-solvers Student Capabilities Goals Content informed and ethical decision-makers environmentally and culturally aware citizens independent and self-managing learners collaborative team members skilled and empathetic communicators confident and capable users of technologies Assessment Specific Unit Resources See Resources on page 25. These were accurate at the time of publication. 54 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Timber Joints M Value 1.0 Student Profile Students with a mild to moderate intellectual disability Prerequisites: NIL Specific Unit Goals A unit before Modification M unit after Modification This unit should enable students to: This unit should enable students to: construct handmade timber joints construct handmade timber joints identify, select and use appropriate tools for joint work apply safe OHS procedures identify, select and use appropriate tools for joint work apply safe OHS procedures identifies and explains industry standards used in a practical workshop identify, select and use appropriate measuring tools identify, select and use appropriate measuring tools interpreting plans and developing a costing schedule demonstrates the ability to sketch, produce and interpret drawings in the production of projects demonstrates appropriate technical principles in the production of projects demonstrates the ability to sketch, produce drawings in the production of projects demonstrates appropriate technical principles in the production of projects apply planning and time management skills demonstrates the ability to solve problems apply numerical calculations appropriate to the project Content A unit before Modification Follow OHS procedures Hand make timber joints Construct a basic timber furnishing product M unit after Modification Follow OHS procedures Hand make timber joints Construct a basic timber furnishing product 55 Board Endorsed December 2011 (version 7 September 2014) Teaching and Learning Strategies Refer to page 13 Assessment Refer to page 14. Student Capabilities As shown in the course unit Evidence could be in: Student Capabilities Goals Content Teaching creative and critical thinkers enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies Assessment independent and self-managing learners collaborative team members Specific Unit Resources Refer to page 25. Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and specification sheets that teachers can use and modify. • Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture • Online ACT Safety Modules - http://www.actsafe.act.gov.au • Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/ (There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used for free and even modified for your own use. These links were accurate at the time of publication) Onguard safety modules http://www.1300acepro.com/ Examples of assessment items as recommended through Moderation Day can be found on the BSSS ‘Connected Learning Communities’ cLc page. These were accurate at the time of publication 56 Board Endorsed December 2011 (version 7 September 2014) Furniture & Timber: Major Project Value 2.0 Prerequisites This unit is only available to students who have demonstrated a high level of technical and project management skills in the following units: Furniture & Timber: Fundamentals 1.0 and Furniture & Timber: Industrial Skills 1.0. Students can only enrol in this unit after negotiation with the teacher, as it is a yearlong unit to enable students to undertake an advanced project of 110 hours. Duplication of Content Rules Refer to page 12. Specific Unit Goals This unit should enable students to: perform and explain environmentally sustainable work practices work in a team demonstrates how to work effectively in a team demonstrates safe material handling understand the impact of unsustainable work practices uses technical knowledge to communicate applies a range of communication techniques apply knowledge to construct hand- made timber joints identify, select and use appropriate tools for joint work apply safe OHS procedures identifies and explains industry standards identify, select and use appropriate measuring tools interpreting plans and developing a costing schedule demonstrates the ability to sketch, produce and interpret drawings in the production of projects demonstrates appropriate technical principles in the production of projects apply planning and time management skills demonstrates the ability to solve problems apply numerical calculations appropriate to the project Units of Competency Refer to Page 6 for Elective Requirements. This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. 57 Board Endorsed December 2011 (version 7 September 2014) Content Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core MSAENV272B Participate in environmentally sustainable work practices Core MSAPMSUP106A Work in a team Core MSFFM2006 Hand make timber joints Elective Teaching and Learning Strategies Refer to Teaching and Learning Strategies on page 13. Assessment Tasks Types Refer to the Assessment Task Types table on page 14. This is a 2.0 unit. Ensure that the correct weighting value is used for assessment. Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late enrolment or early exit in a semester. Evidence could be in: Student Capabilities creative and critical thinkers Goals Content Teaching and Learning enterprising problem-solvers skilled and empathetic communicators informed and ethical decision-makers environmentally and culturally aware citizens confident and capable users of technologies independent and self-managing learners collaborative team members Assessment Specific Unit Resources See Resources on page 25. These were accurate at the time of publication. 58 Board Endorsed December 2011 (version 7 September 2014) FC Structured Workplace Learning 1 Value 0.5 Prerequisites Nil. Duplication of Content Rules Refer to page 12. Specific Unit Goals These units should enable students to increase skills and knowledge pertaining to the Furniture and Timber Industry and: Follow OHS Procedures Units of Competency This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core It is highly recommended that students complete a number of Structured Workplace Learning environments in a variety of workplaces. Assessment Refer to Competency Based Assessment (page 15) and Structured Workplace Learning (page 15). 59 Board Endorsed December 2011 (version 7 September 2014) FC Structured Workplace Learning 2 Value 0.5 Prerequisites Nil Specific Unit Goals This unit should enable students to increase skills and knowledge pertaining to the Furniture and Timber Industry and: Follow OHS Procedures Work effectively with others Units of Competency This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content It is highly recommended that students complete a number of Structured Workplace Learning environments in a variety of workplaces. Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core MSAPMSUP106A Work in a team Core Assessment Refer to Competency Based Assessment (page 15) and Structured Workplace Learning (page 15). 60 Board Endorsed December 2011 (version 7 September 2014) FC Structured Workplace Learning 3 Value 0.5 Prerequisites Nil Specific Unit Goals These units should enable students to increase skills and knowledge pertaining to the Furniture and Timber Industry and: Follow OHS Procedures Work in a team Units of Competency This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content It is highly recommended that students complete a number of Structured Workplace Learning environments in a variety of workplaces. Code Competency Title Core/Elective MSAPMOHS1OOA Follow OHS procedures Core MSAPMSUP106A Work in a team Core Assessment Refer to Competency Based Assessment (page 15) and Structured Workplace Learning (page 15). 61 Board Endorsed December 2011 (version 7 September 2014) FC Structured Workplace Learning 4 Value 0.5 Prerequisites Nil. Specific Unit Goals These units should enable students to increase skills and knowledge pertaining to the Furniture and Timber Industry and: Follow OHS Procedures Make Measurements. Units of Competency This is a guide to the units of competence that may be delivered and assessed concurrently in this unit. Please note that competence must be demonstrated over time and in the full range of furnishing contexts. Teachers must use this unit document in conjunction with the Units of Competence from the Training Package MSF10113 which provides performance criteria, range statements and assessment contexts. Content It is highly recommended that students complete a number of Structured Workplace Learning environments in a variety of workplaces. Code MSAPMOHS1OOA MSAPMOPS101A Competency Title Follow OHS procedures Make Measurements Core/Elective Core Core Assessment Refer to Competency Based Assessment (page 15) and Structured Workplace Learning (page 15). 62
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