Friday, January 6, 2012
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Identify potential hazards in the workplace.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Potential hazards are correctly identified and removed, reduced or reported in terms of own level of authority/capacity.
You need to identif the hazzerd by wat hapend wat is it that is sespieses then report it as fast as posebel.
ASSESSMENT CRITERION 2
2. Instructions relating to exposure to dangerous substances and hazards in the workplace are known and an explanation is given as to why they pose a potential threat to the work environment.
You need to now how you need to triet the hazzerds sapstens and then troe the rest of the work plas and then to deleget to the workers.
ASSESSMENT CRITERION 3
3. The kinds of work that require protective clothing are identified and protective clothing is used according to legal requirements.
Wen working whit cemiekels and mesienerie that is dangeris you need to wer saftie cloting.
ASSESSMENT CRITERION 4
4. Health and safety instructions are followed in situations that require lifting and handling of materials.
You need to do wen yiou get to tel wat to doe so that you doent get hert and sou that your colieks don’t get hert.
ASSESSMENT CRITERION 5
5. The importance of each employee being vigilant and reporting hazards and violations of health, safety and security procedures is known and understood with reference to a possible chain of events that could result from not reporting a violation.
SPECIFIC OUTCOME 2
Know how to limit damage to persons or property in the event of an accident or emergency.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. The location of fire extinguishers, hoses and alarms is known in a selected work context.
You need to now wer the tings is sou if tings happens you can react kwieklie.
ASSESSMENT CRITERION 2
2. The difference between the different kinds of fire extinguishers in the building is identified and the use for each is identified correctly.
You need to now wat exstingweser is uosd for wat and y it is uosd for that fire.
ASSESSMENT CRITERION 3
3. The use of a fire extinguisher is demonstrated competently.
You need to be soun hoe to uos the fire exstingwiser and sou that you can anderstand cleerlie.
ASSESSMENT CRITERION 4
4. Established procedures relating to the identification of fires and other emergencies are known and followed promptly and correctly in an emergency.
You need to be trand how to handel a sitoehasen of a fire and wat to do in difrent sitoehasons.
ASSESSMENT CRITERION 5
5. Dangerous occurrences are identified and accurately and timeously reported according to established policy.
ASSESSMENT CRITERION 6
6. Injuries involving individuals are reported promptly to the relevant authority.
You need to be trand hoe to handel ingeries on the sat .
ASSESSMENT CRITERION 7
7. Reasons are given to explain why it is the responsibility of every employee to maintain the safety and security of a selected work environment.
You need to now that your one life is your responsebeletie.
SPECIFIC OUTCOME 3
Know how to contribute to the maintenance of security in the workplace.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Security procedures are known and followed competently.
You need to noew the prosegers and hoe to uos them.
ASSESSMENT CRITERION 2
2. Security risks are identified and actions taken to deal with security risks that are within limits of own authority.
You need to take aksons and stand up agesns thr rong aksons.
ASSESSMENT CRITERION 3
3. Potential security risks outside own authority are identified and reported using familiar and established procedures.
You need to see the riska and report them and take akson.
ASSESSMENT CRITERION 4
4. Suspicious behaviour is noted and action is taken within own level of authority.
You need to see the suspieses aksons and then whit the nolige you have handel it.
Demonstrate to the health, safety and security of the workplace.
Investigate the advantages and disadvantages of working in a team or group.
Reasons why people work together in teams or group.
Situations in own environment where working in a team.
The characteristics of an effective team or group.
Behaviors and attitude.
Communication is very important.
Problem solving.
If you are working in a group you must know how to work with other, listening to every ones opinion and discuss what the right answer is. Don't discriminate.
Investigate the advantages and disadvantages of working in a team or group.
Reasons why people work together in teams or group.
Situations in own environment where working in a team.
The characteristics of an effective team or group.
Behaviors and attitude.
Communication is very important.
Problem solving.
If you are working in a group you must know how to work with other, listening to every ones opinion and discuss what the right answer is. Don't discriminate.
Thursday, January 5, 2012
FAUNA
SO1
As1 FAISHING NETS,MISTNETS ,CAGES,FIREARMS
As2you need to manetaen uor tools sou that the tools doent get hert and u can uose properlie.
As3 you need to mantane. You needto do ifesent work. And that you can be suksesfoel.
So2
As1 you need to select tools and ekwipment you will uos.
As2 volou legal aspeks.Sou it can be suksesfoul in the end.
As3You need to surets for the apropriet monietoring meterd.
So3
AS1You need to prouses your data so the informason to be sorted.
As2Your informaso needs to be stord and recorded .
As3You need to spesefay the data.
As4 report to the maniement.
SO4
As1 the reports needs to be on paper and verbelie.
As2You need to take the limets in consederason.
FLORA
SO1
Ac1 stems,secelbos,inkbesie
Ac2 problem plants ,maps ,keywards
Ac3 fruis, realton,cauch quuss
Ac4frent feat and veters or her
SO2
Ac1 mechanicul, biolaical , chemical
Ac2 sekelbos biglograal usng of maps
Ac3rit eguipment fuly tvainetl staff
Ac4carrid out to haelthand safety
So3
Ac1water ,ohs
Ac2 Eheckiry jup on them
Ac3supqerhsen
Sunday, January 1, 2012
maps.
SPECIFIC OUTCOME 3
Read, interpret and use maps.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
An appropriate map type is selected as it applies to the terrain and the purpose for use.
Wen the map is selected for the job thy ferst need to desad wat erie thy gone work in and wer it is loekated and then piek a map from that spesefie eria.thy woed then desad on wat tap of map will thy toes Cadastral, relief, road map, vegetation maps, census data maps, distribution maps.
ASSESSMENT CRITERION RANGE
Cadastral, relief, road map, vegetation maps, census data maps, distribution maps.
ASSESSMENT CRITERION 2
The user is orientated to the map using compass points (such as true and magnetic north).
Wen usen a map thy woe duos a compest whet it an thy woed use the true and magnetic north whit the compast wael thy worek whet the compest.
ASSESSMENT CRITERION 3
Real locations, distances, areas and relative positions are identified through the use of map reading and interpretation of information.
Wen working whit a map and a spesefiek loekasen all the termenalegiSymbols such as roads, powerlines, railways, rivers, beacons, Scale, (for example. 1:50,000); Measurements (e.g. distance and area); Co-ordinates (e.g. GPS and/or six-figure grid references, etc.) Triangulatione wod be uosd whit it.
ASSESSMENT CRITERION RANGE
Symbols such as roads, powerlines, railways, rivers, beacons, Scale, (for example. 1:50,000); Measurements (e.g. distance and area); Co-ordinates (e.g. GPS and/or six-figure grid references, etc.) Triangulation.
ASSESSMENT CRITERION 4
Map errors and shortcomings are identified and corrected in accordance with industry norms and standards.
Problems can ouker on the map thy woed weriefay it and the thy woed report the problem and try to fieksit.
ASSESSMENT CRITERION RANGE
Roads, boundaries, firebreaks, rivers, vegetative species distribution, grid-squares.
ASSESSMENT CRITERION 5
Contour lines are interpreted and explained in accordance with industry standards.
Wen doen thes speseviek job thes needs to be takn in to consederason Aspect; elevation; topography.
ASSESSMENT CRITERION RANGE
Aspect; elevation; topography.
SPECIFIC OUTCOME 3
Read, interpret and use maps.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
An appropriate map type is selected as it applies to the terrain and the purpose for use.
Wen the map is selected for the job thy ferst need to desad wat erie thy gone work in and wer it is loekated and then piek a map from that spesefie eria.thy woed then desad on wat tap of map will thy toes Cadastral, relief, road map, vegetation maps, census data maps, distribution maps.
ASSESSMENT CRITERION RANGE
Cadastral, relief, road map, vegetation maps, census data maps, distribution maps.
ASSESSMENT CRITERION 2
The user is orientated to the map using compass points (such as true and magnetic north).
Wen usen a map thy woe duos a compest whet it an thy woed use the true and magnetic north whit the compast wael thy worek whet the compest.
ASSESSMENT CRITERION 3
Real locations, distances, areas and relative positions are identified through the use of map reading and interpretation of information.
Wen working whit a map and a spesefiek loekasen all the termenalegiSymbols such as roads, powerlines, railways, rivers, beacons, Scale, (for example. 1:50,000); Measurements (e.g. distance and area); Co-ordinates (e.g. GPS and/or six-figure grid references, etc.) Triangulatione wod be uosd whit it.
ASSESSMENT CRITERION RANGE
Symbols such as roads, powerlines, railways, rivers, beacons, Scale, (for example. 1:50,000); Measurements (e.g. distance and area); Co-ordinates (e.g. GPS and/or six-figure grid references, etc.) Triangulation.
ASSESSMENT CRITERION 4
Map errors and shortcomings are identified and corrected in accordance with industry norms and standards.
Problems can ouker on the map thy woed weriefay it and the thy woed report the problem and try to fieksit.
ASSESSMENT CRITERION RANGE
Roads, boundaries, firebreaks, rivers, vegetative species distribution, grid-squares.
ASSESSMENT CRITERION 5
Contour lines are interpreted and explained in accordance with industry standards.
Wen doen thes speseviek job thes needs to be takn in to consederason Aspect; elevation; topography.
ASSESSMENT CRITERION RANGE
Aspect; elevation; topography.
SPESEMENTS
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Required specimens are collected; data obtained and/or prepared using prescribed methods and procedures.
The choice of the many methods for collecting fishery data will depend on the variables to be measured, the source and the resources available. In many cases, there is a natural way to collect particular variables. For example, relatively static variables, like vessel length or engine size, are often best collected through a registration system. Highly dynamic variables, like catch or effort, may often be best obtained through daily records, such as logsheets.
For the same variable, the methods can be different depending on the type of fishery. For example, for a large-scale fishery, catch data would be best collected from logbooks, whilst in a small-scale fishery interviews and/or questionnaires would often be the best method. The sources (fishers, processors etc.) are also an important factor for the choice and design of methods. Buyers, processors and other intermediaries are likely to keep their own sales records, which should be used as the basis of data forms. Small-scale fishers often do not keep any records, and data acquisition in this case would be restricted to one-to-one interviews, but the interview structure could be more flexible.
ASSESSMENT CRITERION 2
Records and relevant data are kept of the precise location where the specimens were collected.
Wen dthe data is colekted the data needs to be kep saf in A FAEL AND FOR A LONG PERED OF TAM SO RIESOTS CN BE DON ON THAT DATA
ASSESSMENT CRITERION 3
Required environmental data is recorded using appropriate methods and equipment.
Registration: registers and licences are particularly valuable for complete enumeration, but are limited to variables that change slowly, such as numbers of fishing vessels and their characteristics.
• Questionnaires: forms which are completed and returned by respondents. An inexpensive method that is useful where literacy rates are high and respondents are co-operative.
• Interviews: forms which are completed through an interview with the respondent. More expensive than questionnaires, but they are better for more complex questions, low literacy or less co-operation.
• Direct observations: making direct measurements is the most accurate method for many variables, such as catch, but is often expensive. Many methods, such as observer programmes, are limited to industrial fisheries.
• Reporting: the main alternative to making direct measurements is to require fishers and others to report their activities. Reporting requires literacy and co-operation, but can be backed up by a legal requirement and direct measurements.
ASSESSMENT CRITERION RANGE
Tree diameter, prevailing weather condition, and photographs taken.
ASSESSMENT CRITERION 4
A review is given of what constitutes ethical collecting practices.
ASSESSMENT CRITERION 5
Live specimens are released in area of origin where transportation and additional data collection is not required. Wen that happens seten permieson and dokoments needs to be werievad and it mast be aproefed first befor that can happen.
SPECIFIC OUTCOME 4
Package specimens safely for transportation.
Wen you need to Package specimens safely for transportation you need to weriefay wat metord is gone be used and if that metord is safe for the animal or not.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Required specimens are collected; data obtained and/or prepared using prescribed methods and procedures.
The choice of the many methods for collecting fishery data will depend on the variables to be measured, the source and the resources available. In many cases, there is a natural way to collect particular variables. For example, relatively static variables, like vessel length or engine size, are often best collected through a registration system. Highly dynamic variables, like catch or effort, may often be best obtained through daily records, such as logsheets.
For the same variable, the methods can be different depending on the type of fishery. For example, for a large-scale fishery, catch data would be best collected from logbooks, whilst in a small-scale fishery interviews and/or questionnaires would often be the best method. The sources (fishers, processors etc.) are also an important factor for the choice and design of methods. Buyers, processors and other intermediaries are likely to keep their own sales records, which should be used as the basis of data forms. Small-scale fishers often do not keep any records, and data acquisition in this case would be restricted to one-to-one interviews, but the interview structure could be more flexible.
ASSESSMENT CRITERION 2
Records and relevant data are kept of the precise location where the specimens were collected.
Wen dthe data is colekted the data needs to be kep saf in A FAEL AND FOR A LONG PERED OF TAM SO RIESOTS CN BE DON ON THAT DATA
ASSESSMENT CRITERION 3
Required environmental data is recorded using appropriate methods and equipment.
Registration: registers and licences are particularly valuable for complete enumeration, but are limited to variables that change slowly, such as numbers of fishing vessels and their characteristics.
• Questionnaires: forms which are completed and returned by respondents. An inexpensive method that is useful where literacy rates are high and respondents are co-operative.
• Interviews: forms which are completed through an interview with the respondent. More expensive than questionnaires, but they are better for more complex questions, low literacy or less co-operation.
• Direct observations: making direct measurements is the most accurate method for many variables, such as catch, but is often expensive. Many methods, such as observer programmes, are limited to industrial fisheries.
• Reporting: the main alternative to making direct measurements is to require fishers and others to report their activities. Reporting requires literacy and co-operation, but can be backed up by a legal requirement and direct measurements.
ASSESSMENT CRITERION RANGE
Tree diameter, prevailing weather condition, and photographs taken.
ASSESSMENT CRITERION 4
A review is given of what constitutes ethical collecting practices.
ASSESSMENT CRITERION 5
Live specimens are released in area of origin where transportation and additional data collection is not required. Wen that happens seten permieson and dokoments needs to be werievad and it mast be aproefed first befor that can happen.
SPECIFIC OUTCOME 4
Package specimens safely for transportation.
Wen you need to Package specimens safely for transportation you need to weriefay wat metord is gone be used and if that metord is safe for the animal or not.
SPESEMENTS
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Required specimens are collected; data obtained and/or prepared using prescribed methods and procedures.
The choice of the many methods for collecting fishery data will depend on the variables to be measured, the source and the resources available. In many cases, there is a natural way to collect particular variables. For example, relatively static variables, like vessel length or engine size, are often best collected through a registration system. Highly dynamic variables, like catch or effort, may often be best obtained through daily records, such as logsheets.
For the same variable, the methods can be different depending on the type of fishery. For example, for a large-scale fishery, catch data would be best collected from logbooks, whilst in a small-scale fishery interviews and/or questionnaires would often be the best method. The sources (fishers, processors etc.) are also an important factor for the choice and design of methods. Buyers, processors and other intermediaries are likely to keep their own sales records, which should be used as the basis of data forms. Small-scale fishers often do not keep any records, and data acquisition in this case would be restricted to one-to-one interviews, but the interview structure could be more flexible.
ASSESSMENT CRITERION 2
Records and relevant data are kept of the precise location where the specimens were collected.
Wen dthe data is colekted the data needs to be kep saf in A FAEL AND FOR A LONG PERED OF TAM SO RIESOTS CN BE DON ON THAT DATA
ASSESSMENT CRITERION 3
Required environmental data is recorded using appropriate methods and equipment.
Registration: registers and licences are particularly valuable for complete enumeration, but are limited to variables that change slowly, such as numbers of fishing vessels and their characteristics.
• Questionnaires: forms which are completed and returned by respondents. An inexpensive method that is useful where literacy rates are high and respondents are co-operative.
• Interviews: forms which are completed through an interview with the respondent. More expensive than questionnaires, but they are better for more complex questions, low literacy or less co-operation.
• Direct observations: making direct measurements is the most accurate method for many variables, such as catch, but is often expensive. Many methods, such as observer programmes, are limited to industrial fisheries.
• Reporting: the main alternative to making direct measurements is to require fishers and others to report their activities. Reporting requires literacy and co-operation, but can be backed up by a legal requirement and direct measurements.
ASSESSMENT CRITERION RANGE
Tree diameter, prevailing weather condition, and photographs taken.
ASSESSMENT CRITERION 4
A review is given of what constitutes ethical collecting practices.
ASSESSMENT CRITERION 5
Live specimens are released in area of origin where transportation and additional data collection is not required. Wen that happens seten permieson and dokoments needs to be werievad and it mast be aproefed first befor that can happen.
SPECIFIC OUTCOME 4
Package specimens safely for transportation.
Wen you need to Package specimens safely for transportation you need to weriefay wat metord is gone be used and if that metord is safe for the animal or not.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Required specimens are collected; data obtained and/or prepared using prescribed methods and procedures.
The choice of the many methods for collecting fishery data will depend on the variables to be measured, the source and the resources available. In many cases, there is a natural way to collect particular variables. For example, relatively static variables, like vessel length or engine size, are often best collected through a registration system. Highly dynamic variables, like catch or effort, may often be best obtained through daily records, such as logsheets.
For the same variable, the methods can be different depending on the type of fishery. For example, for a large-scale fishery, catch data would be best collected from logbooks, whilst in a small-scale fishery interviews and/or questionnaires would often be the best method. The sources (fishers, processors etc.) are also an important factor for the choice and design of methods. Buyers, processors and other intermediaries are likely to keep their own sales records, which should be used as the basis of data forms. Small-scale fishers often do not keep any records, and data acquisition in this case would be restricted to one-to-one interviews, but the interview structure could be more flexible.
ASSESSMENT CRITERION 2
Records and relevant data are kept of the precise location where the specimens were collected.
Wen dthe data is colekted the data needs to be kep saf in A FAEL AND FOR A LONG PERED OF TAM SO RIESOTS CN BE DON ON THAT DATA
ASSESSMENT CRITERION 3
Required environmental data is recorded using appropriate methods and equipment.
Registration: registers and licences are particularly valuable for complete enumeration, but are limited to variables that change slowly, such as numbers of fishing vessels and their characteristics.
• Questionnaires: forms which are completed and returned by respondents. An inexpensive method that is useful where literacy rates are high and respondents are co-operative.
• Interviews: forms which are completed through an interview with the respondent. More expensive than questionnaires, but they are better for more complex questions, low literacy or less co-operation.
• Direct observations: making direct measurements is the most accurate method for many variables, such as catch, but is often expensive. Many methods, such as observer programmes, are limited to industrial fisheries.
• Reporting: the main alternative to making direct measurements is to require fishers and others to report their activities. Reporting requires literacy and co-operation, but can be backed up by a legal requirement and direct measurements.
ASSESSMENT CRITERION RANGE
Tree diameter, prevailing weather condition, and photographs taken.
ASSESSMENT CRITERION 4
A review is given of what constitutes ethical collecting practices.
ASSESSMENT CRITERION 5
Live specimens are released in area of origin where transportation and additional data collection is not required. Wen that happens seten permieson and dokoments needs to be werievad and it mast be aproefed first befor that can happen.
SPECIFIC OUTCOME 4
Package specimens safely for transportation.
Wen you need to Package specimens safely for transportation you need to weriefay wat metord is gone be used and if that metord is safe for the animal or not.
Eroosie
ASSESSMENT CRITERION 3
A range of environmental data or specimens is collected and records are made to ensure the usefulness of the data collected.
ASSESSMENT CRITERION RANGE
Including but not limited to soil, invertebrates, vertebrates, vegetation, rainfall, temperature etc.
An invertebrate is an animal (a multi-cellular eukaryote) without a backbone. The group includes 97% of all animal species[1] – all animals except those in the chordate subphylum Vertebrata (fish, amphibians, reptiles, birds, and mammals).
Invertebrates form a paraphyletic group. Given a common multicellular, eukaryotic ancestor, all contained phyla are invertebrates along with two of the three subphyla in Phylum Chordata: Urochordata and Cephalochordata. These two, plus all the other known invertebrates, have only one cluster of Hox genes, while the vertebrates have duplicated their original cluster more than once.
The vertebrates traditionally include the hagfishes, which do not have proper vertebrae, though their closest living relatives, the lampreys, do have vertebrae.[3] Hagfishes do, however, possess a cranium. For this reason, the vertebrate subphylum is sometimes referred to as "Craniata". Molecular analysis since 1999 has suggested that hagfishes are most closely related to lampreys, and so also are vertebrates.
Vegetation is a general term for the plant life of a region; it refers to the ground cover provided by plants. It is a general term, without specific reference to particular taxa, life forms, structure, spatial extent, or any other specific botanical or geographic characteristics. It is broader than the term flora which refers exclusively to species composition. Perhaps the closest synonym is plant community, but vegetation can, and often does, refer to a wider range of spatial scales than that term does, including scales as large as the global. Primeval redwood forests, coastal mangrove stands, sphagnum bogs, desert soil crusts, roadside weed patches, wheat fields, cultivated gardens and lawns; all are encompassed by the term vegetation.
Temperature is a physical property of matter that quantitatively expresses the common notions of hot and cold. Objects of low temperature are cold, while various degrees of higher temperatures are referred to as warm or hot.
Quantitatively, temperature is measured with thermometers, which may be calibrated to a variety of temperature scales.
ASSESSMENT CRITERION 3
A range of environmental data or specimens is collected and records are made to ensure the usefulness of the data collected.
ASSESSMENT CRITERION RANGE
Including but not limited to soil, invertebrates, vertebrates, vegetation, rainfall, temperature etc.
An invertebrate is an animal (a multi-cellular eukaryote) without a backbone. The group includes 97% of all animal species[1] – all animals except those in the chordate subphylum Vertebrata (fish, amphibians, reptiles, birds, and mammals).
Invertebrates form a paraphyletic group. Given a common multicellular, eukaryotic ancestor, all contained phyla are invertebrates along with two of the three subphyla in Phylum Chordata: Urochordata and Cephalochordata. These two, plus all the other known invertebrates, have only one cluster of Hox genes, while the vertebrates have duplicated their original cluster more than once.
The vertebrates traditionally include the hagfishes, which do not have proper vertebrae, though their closest living relatives, the lampreys, do have vertebrae.[3] Hagfishes do, however, possess a cranium. For this reason, the vertebrate subphylum is sometimes referred to as "Craniata". Molecular analysis since 1999 has suggested that hagfishes are most closely related to lampreys, and so also are vertebrates.
Vegetation is a general term for the plant life of a region; it refers to the ground cover provided by plants. It is a general term, without specific reference to particular taxa, life forms, structure, spatial extent, or any other specific botanical or geographic characteristics. It is broader than the term flora which refers exclusively to species composition. Perhaps the closest synonym is plant community, but vegetation can, and often does, refer to a wider range of spatial scales than that term does, including scales as large as the global. Primeval redwood forests, coastal mangrove stands, sphagnum bogs, desert soil crusts, roadside weed patches, wheat fields, cultivated gardens and lawns; all are encompassed by the term vegetation.
Temperature is a physical property of matter that quantitatively expresses the common notions of hot and cold. Objects of low temperature are cold, while various degrees of higher temperatures are referred to as warm or hot.
Quantitatively, temperature is measured with thermometers, which may be calibrated to a variety of temperature scales.
time scheduling
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate an understanding of the effective use of time scheduling in the workplace.
OUTCOME NOTES
Work-Scheduling Rules should include: daily and weekly working hours, breaks, start and finish work hours and hour-time.
OUTCOME RANGE
Work-scheduling methods should include: clock cards; timesheets; attendance registers; job cards; electronic access cards
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Workplace work-scheduling rules and procedures are identified and understood.
SO that the work kan be Dan ivesenlie. So that u have inave pepel to work and not ower work uor stafemembers.so that uor stafe now wat to do and hoe the worek soed be dane.
ASSESSMENT CRITERION 2
2. Work-schedules are completed according to workplace procedures.
The Work-schedules is dane acordien to the wore that mast be danand hoemenie stafe member it will consoem and the tam that the worek wil consoem.
SPECIFIC OUTCOME 2
Manage time plan in the workplace.
OUTCOME RANGE
The following variations must be covered: business cycles, additional work loads and normal production requirements
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Time management problems are correctly identified (e.g. conflicting goals, work overload etc).
Wen problems are identiefad in the work plas it is olwas sensetfe. You need to take the problrm out of the work plas and deskas it whit the work members so tha ater stafe donet getinfofd or the stafemembers privet spaes do not get infade olwas handel the problem white Ker.
ASSESSMENT CRITERION 2
2. Time required for particular tasks are identified according to workplace operating standards.
The talsk that mast be Dan dering the day is work out of the fologn the namber of stafe the namber of talsk and the tam it wil consoem of the day and then t6he staf will be difated in groeps and then the talsk will be handed out to the groeps.
ASSESSMENT CRITERION 3
3. Goals are set and action plans are implemented within required workplace time-frames.
The goal is set so that the talsk kan be dan in the steps and saksesfoel and that the claend is olwas happe whit the end resalt and so the talsk kan be Dan in tame.
ASSESSMENT CRITERION 4
4. Action plans are implemented timeously.
The plan is workd out so that it is tamsefiesent and do not take aneseserie tam up from a nater talsk.
ASSESSMENT CRITERION 5
5. Time management plan is monitored and reviewed.
It is monitord so that the it is Dan in the corekt wy and saksesfol and so that thy do there do there job as there skegel ses it soed be dan and so it is tam sefiesent and do not take tam that coed have ben uosd for a nater talsk.
SPECIFIC OUTCOME 3
Apply corrective action steps where work-scheduling problems occur.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Work-scheduling problems are identified (e.g. external factors: insufficient or inefficient resources. Internal Factors: personal problems)
It is Dan by having difrent plans in skegel that will soe problems and ater plans that have seloesons to the problem and thy can do tiem bilding.
ASSESSMENT CRITERION 2
2. Consultation happens with relevant authorities to discuss possible solutions (e.g. immediate supervisor).
It happens to the problep so that the probles get soeloesens like forienstens the parties sit doen an piek to one a nater so thy solve the iesoe. The parties kan olsou help one a nater to moefe the problem together by helping one anater.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate an understanding of the effective use of time scheduling in the workplace.
OUTCOME NOTES
Work-Scheduling Rules should include: daily and weekly working hours, breaks, start and finish work hours and hour-time.
OUTCOME RANGE
Work-scheduling methods should include: clock cards; timesheets; attendance registers; job cards; electronic access cards
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Workplace work-scheduling rules and procedures are identified and understood.
SO that the work kan be Dan ivesenlie. So that u have inave pepel to work and not ower work uor stafemembers.so that uor stafe now wat to do and hoe the worek soed be dane.
ASSESSMENT CRITERION 2
2. Work-schedules are completed according to workplace procedures.
The Work-schedules is dane acordien to the wore that mast be danand hoemenie stafe member it will consoem and the tam that the worek wil consoem.
SPECIFIC OUTCOME 2
Manage time plan in the workplace.
OUTCOME RANGE
The following variations must be covered: business cycles, additional work loads and normal production requirements
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Time management problems are correctly identified (e.g. conflicting goals, work overload etc).
Wen problems are identiefad in the work plas it is olwas sensetfe. You need to take the problrm out of the work plas and deskas it whit the work members so tha ater stafe donet getinfofd or the stafemembers privet spaes do not get infade olwas handel the problem white Ker.
ASSESSMENT CRITERION 2
2. Time required for particular tasks are identified according to workplace operating standards.
The talsk that mast be Dan dering the day is work out of the fologn the namber of stafe the namber of talsk and the tam it wil consoem of the day and then t6he staf will be difated in groeps and then the talsk will be handed out to the groeps.
ASSESSMENT CRITERION 3
3. Goals are set and action plans are implemented within required workplace time-frames.
The goal is set so that the talsk kan be dan in the steps and saksesfoel and that the claend is olwas happe whit the end resalt and so the talsk kan be Dan in tame.
ASSESSMENT CRITERION 4
4. Action plans are implemented timeously.
The plan is workd out so that it is tamsefiesent and do not take aneseserie tam up from a nater talsk.
ASSESSMENT CRITERION 5
5. Time management plan is monitored and reviewed.
It is monitord so that the it is Dan in the corekt wy and saksesfol and so that thy do there do there job as there skegel ses it soed be dan and so it is tam sefiesent and do not take tam that coed have ben uosd for a nater talsk.
SPECIFIC OUTCOME 3
Apply corrective action steps where work-scheduling problems occur.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Work-scheduling problems are identified (e.g. external factors: insufficient or inefficient resources. Internal Factors: personal problems)
It is Dan by having difrent plans in skegel that will soe problems and ater plans that have seloesons to the problem and thy can do tiem bilding.
ASSESSMENT CRITERION 2
2. Consultation happens with relevant authorities to discuss possible solutions (e.g. immediate supervisor).
It happens to the problep so that the probles get soeloesens like forienstens the parties sit doen an piek to one a nater so thy solve the iesoe. The parties kan olsou help one a nater to moefe the problem together by helping one anater.
time scheduling
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate an understanding of the effective use of time scheduling in the workplace.
OUTCOME NOTES
Work-Scheduling Rules should include: daily and weekly working hours, breaks, start and finish work hours and hour-time.
OUTCOME RANGE
Work-scheduling methods should include: clock cards; timesheets; attendance registers; job cards; electronic access cards
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Workplace work-scheduling rules and procedures are identified and understood.
SO that the work kan be Dan ivesenlie. So that u have inave pepel to work and not ower work uor stafemembers.so that uor stafe now wat to do and hoe the worek soed be dane.
ASSESSMENT CRITERION 2
2. Work-schedules are completed according to workplace procedures.
The Work-schedules is dane acordien to the wore that mast be danand hoemenie stafe member it will consoem and the tam that the worek wil consoem.
SPECIFIC OUTCOME 2
Manage time plan in the workplace.
OUTCOME RANGE
The following variations must be covered: business cycles, additional work loads and normal production requirements
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Time management problems are correctly identified (e.g. conflicting goals, work overload etc).
Wen problems are identiefad in the work plas it is olwas sensetfe. You need to take the problrm out of the work plas and deskas it whit the work members so tha ater stafe donet getinfofd or the stafemembers privet spaes do not get infade olwas handel the problem white Ker.
ASSESSMENT CRITERION 2
2. Time required for particular tasks are identified according to workplace operating standards.
The talsk that mast be Dan dering the day is work out of the fologn the namber of stafe the namber of talsk and the tam it wil consoem of the day and then t6he staf will be difated in groeps and then the talsk will be handed out to the groeps.
ASSESSMENT CRITERION 3
3. Goals are set and action plans are implemented within required workplace time-frames.
The goal is set so that the talsk kan be dan in the steps and saksesfoel and that the claend is olwas happe whit the end resalt and so the talsk kan be Dan in tame.
ASSESSMENT CRITERION 4
4. Action plans are implemented timeously.
The plan is workd out so that it is tamsefiesent and do not take aneseserie tam up from a nater talsk.
ASSESSMENT CRITERION 5
5. Time management plan is monitored and reviewed.
It is monitord so that the it is Dan in the corekt wy and saksesfol and so that thy do there do there job as there skegel ses it soed be dan and so it is tam sefiesent and do not take tam that coed have ben uosd for a nater talsk.
SPECIFIC OUTCOME 3
Apply corrective action steps where work-scheduling problems occur.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Work-scheduling problems are identified (e.g. external factors: insufficient or inefficient resources. Internal Factors: personal problems)
It is Dan by having difrent plans in skegel that will soe problems and ater plans that have seloesons to the problem and thy can do tiem bilding.
ASSESSMENT CRITERION 2
2. Consultation happens with relevant authorities to discuss possible solutions (e.g. immediate supervisor).
It happens to the problep so that the probles get soeloesens like forienstens the parties sit doen an piek to one a nater so thy solve the iesoe. The parties kan olsou help one a nater to moefe the problem together by helping one anater.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate an understanding of the effective use of time scheduling in the workplace.
OUTCOME NOTES
Work-Scheduling Rules should include: daily and weekly working hours, breaks, start and finish work hours and hour-time.
OUTCOME RANGE
Work-scheduling methods should include: clock cards; timesheets; attendance registers; job cards; electronic access cards
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Workplace work-scheduling rules and procedures are identified and understood.
SO that the work kan be Dan ivesenlie. So that u have inave pepel to work and not ower work uor stafemembers.so that uor stafe now wat to do and hoe the worek soed be dane.
ASSESSMENT CRITERION 2
2. Work-schedules are completed according to workplace procedures.
The Work-schedules is dane acordien to the wore that mast be danand hoemenie stafe member it will consoem and the tam that the worek wil consoem.
SPECIFIC OUTCOME 2
Manage time plan in the workplace.
OUTCOME RANGE
The following variations must be covered: business cycles, additional work loads and normal production requirements
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Time management problems are correctly identified (e.g. conflicting goals, work overload etc).
Wen problems are identiefad in the work plas it is olwas sensetfe. You need to take the problrm out of the work plas and deskas it whit the work members so tha ater stafe donet getinfofd or the stafemembers privet spaes do not get infade olwas handel the problem white Ker.
ASSESSMENT CRITERION 2
2. Time required for particular tasks are identified according to workplace operating standards.
The talsk that mast be Dan dering the day is work out of the fologn the namber of stafe the namber of talsk and the tam it wil consoem of the day and then t6he staf will be difated in groeps and then the talsk will be handed out to the groeps.
ASSESSMENT CRITERION 3
3. Goals are set and action plans are implemented within required workplace time-frames.
The goal is set so that the talsk kan be dan in the steps and saksesfoel and that the claend is olwas happe whit the end resalt and so the talsk kan be Dan in tame.
ASSESSMENT CRITERION 4
4. Action plans are implemented timeously.
The plan is workd out so that it is tamsefiesent and do not take aneseserie tam up from a nater talsk.
ASSESSMENT CRITERION 5
5. Time management plan is monitored and reviewed.
It is monitord so that the it is Dan in the corekt wy and saksesfol and so that thy do there do there job as there skegel ses it soed be dan and so it is tam sefiesent and do not take tam that coed have ben uosd for a nater talsk.
SPECIFIC OUTCOME 3
Apply corrective action steps where work-scheduling problems occur.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Work-scheduling problems are identified (e.g. external factors: insufficient or inefficient resources. Internal Factors: personal problems)
It is Dan by having difrent plans in skegel that will soe problems and ater plans that have seloesons to the problem and thy can do tiem bilding.
ASSESSMENT CRITERION 2
2. Consultation happens with relevant authorities to discuss possible solutions (e.g. immediate supervisor).
It happens to the problep so that the probles get soeloesens like forienstens the parties sit doen an piek to one a nater so thy solve the iesoe. The parties kan olsou help one a nater to moefe the problem together by helping one anater.
specimens.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Use appropriate method/s to collect a range of environmental data and/or specimens.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
A list of the prescribed methods is provided that is appropriate to the area of operation.
Develop guidelines for how data should be collected
Others may not understand your data collection procedures.
• Teachers and program staff are often asked to administer evaluation instruments. It is essential that these individuals understand your data collection procedures. Otherwise, a well-intentioned individual may inadvertently jeopardize the quality of your data. This can happen, for example, when individuals alter questions on your instrument that seem too easy or hard for their students, when they do not recognize the importance of collecting the same data from students before AND after the program, or when they provide information that may bias participants' responses. For an example of instructions for teachers on administering questionnaires, pilot-testing instruments to ensure that directions are clear and that measures are appropriate for the target audience (For an example addressing the benefits of pilot testing
• rehearsing the process of administering the evaluation instrument or approach, as appropriate or feasible
• scoping out in advance the location where data collection will take place
• checking that you have the necessary supplies, such as the right number of printed instruments and consent forms (plus a few extras), pens or pencils, stamped return-addressed envelopes or other means for collecting completed questionnaires, etc.
ASSESSMENT CRITERION 2
A selection is made of appropriate data collection methods as it applies to the types of data to be collected in the operational environment. Data selection is defined as the process of determining the appropriate data type and source, as well as suitable instruments to collect data. Data selection precedes the actual practice of data collection. This definition distinguishes data selection from selective data reporting (selectively excluding data that is not supportive of a research hypothesis) and interactive/active data selection (using collected data for monitoring activities/events, or conducting secondary data analyses). The process of selecting suitable data for a research project can impact data integrity.
The primary objective of data selection is the determination of appropriate data type, source, and instrument(s) that allow investigators to adequately answer research questions. This determination is often discipline-specific and is primarily driven by the nature of the investigation, existing literature, and accessibility to necessary data sources.
Integrity issues can arise when the decisions to select ‘appropriate’ data to collect are based primarily on cost and convenience considerations rather than the ability of data to adequately answer research questions. Certainly, cost and convenience are valid factors in the decision-making process. However, researchers should assess to what degree these factors might compromises the integrity of the research endeavor.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Use appropriate method/s to collect a range of environmental data and/or specimens.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
A list of the prescribed methods is provided that is appropriate to the area of operation.
Develop guidelines for how data should be collected
Others may not understand your data collection procedures.
• Teachers and program staff are often asked to administer evaluation instruments. It is essential that these individuals understand your data collection procedures. Otherwise, a well-intentioned individual may inadvertently jeopardize the quality of your data. This can happen, for example, when individuals alter questions on your instrument that seem too easy or hard for their students, when they do not recognize the importance of collecting the same data from students before AND after the program, or when they provide information that may bias participants' responses. For an example of instructions for teachers on administering questionnaires, pilot-testing instruments to ensure that directions are clear and that measures are appropriate for the target audience (For an example addressing the benefits of pilot testing
• rehearsing the process of administering the evaluation instrument or approach, as appropriate or feasible
• scoping out in advance the location where data collection will take place
• checking that you have the necessary supplies, such as the right number of printed instruments and consent forms (plus a few extras), pens or pencils, stamped return-addressed envelopes or other means for collecting completed questionnaires, etc.
ASSESSMENT CRITERION 2
A selection is made of appropriate data collection methods as it applies to the types of data to be collected in the operational environment. Data selection is defined as the process of determining the appropriate data type and source, as well as suitable instruments to collect data. Data selection precedes the actual practice of data collection. This definition distinguishes data selection from selective data reporting (selectively excluding data that is not supportive of a research hypothesis) and interactive/active data selection (using collected data for monitoring activities/events, or conducting secondary data analyses). The process of selecting suitable data for a research project can impact data integrity.
The primary objective of data selection is the determination of appropriate data type, source, and instrument(s) that allow investigators to adequately answer research questions. This determination is often discipline-specific and is primarily driven by the nature of the investigation, existing literature, and accessibility to necessary data sources.
Integrity issues can arise when the decisions to select ‘appropriate’ data to collect are based primarily on cost and convenience considerations rather than the ability of data to adequately answer research questions. Certainly, cost and convenience are valid factors in the decision-making process. However, researchers should assess to what degree these factors might compromises the integrity of the research endeavor.
wildlife monitoring.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Explain the purpose and state the principles of wildlife monitoring.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
A clear and concise explanation is given on the purpose of wildlife identification and monitoring activities.
To develop an hypothesis about amphibian species expected to be present in the monitoring area.
To introduce students to using field guides as a monitoring tool. To determine the species of amphibians found in the local community (doing the field research to test the hypothesis formulated in Activity 3).
To gather initial data about whether amphibian malformations occur in the monitoring area. To develop the students amphibian identification skills.
To report all data to Texas Amphibian Watch within 30 days of project completion.
ASSESSMENT CRITERION 2
Appropriate methods of wildlife monitoring in the area of operation is listed and explained.
The overall goal of this strategy is to ensure that priority species of wildlife are being monitored using appropriate scientific methods and that the information gathered is appropriately stored, managed and disseminated.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Explain the purpose and state the principles of wildlife monitoring.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
A clear and concise explanation is given on the purpose of wildlife identification and monitoring activities.
To develop an hypothesis about amphibian species expected to be present in the monitoring area.
To introduce students to using field guides as a monitoring tool. To determine the species of amphibians found in the local community (doing the field research to test the hypothesis formulated in Activity 3).
To gather initial data about whether amphibian malformations occur in the monitoring area. To develop the students amphibian identification skills.
To report all data to Texas Amphibian Watch within 30 days of project completion.
ASSESSMENT CRITERION 2
Appropriate methods of wildlife monitoring in the area of operation is listed and explained.
The overall goal of this strategy is to ensure that priority species of wildlife are being monitored using appropriate scientific methods and that the information gathered is appropriately stored, managed and disseminated.
equipment
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Carry out maintenance checks on equipment used for culling or harvesting.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Suitable equipment is selected for a particular culling or harvesting operation.
You need to toes and diesaed wat tools you will uos for the job that needs to be an forienstens Fishing nets, mist nets, cages, firearms, boma plastic, ropes.
ASSESSMENT CRITERION RANGE
Fishing nets, mist nets, cages, firearms, boma plastic, ropes, etc.
ASSESSMENT CRITERION 2
Equipment is checked for evidence of wear and tear.
You need to mane taen uor tools so that your tools dount get hert and you cant uos it eniemore. You need to manetaen and serwes uor tools.
ASSESSMENT CRITERION 3
Needed maintenance work is carried out to ensure trouble free service as it applies to the use of the identified equipment.
You need to have mantenas for all the work to be dane and for all the workers tha woorkd for you.You need to have mantenes so that you now uor work is Dan ifeiesenty and saksesfoll sou that you can make profet.
SPECIFIC OUTCOME 2
Carry out appropriate harvesting procedures.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Appropriate harvesting methods is identified and described as it applies to the culling of harvesting operation.
You need to selek the ekwipment you will uos for uor project.
ASSESSMENT CRITERION 2
Appropriate harvesting procedures are applied in the participation in harvesting or culling activitiesmace manie you can make of the animal..
ASSESSMENT CRITERION 3
Products are processed in line with local veterinary, legal and quality assurance requirements.
You need to volou , legal and quality assurance requirements for the projek sou that the it folous saksesfolie wen it is Dan in the end.You wane see hou
ASSESSMENT CRITERION 4
Harvesting activities are monitored to ensure that they are appropriate.
You need to seek the aproupriet monietoring system for thes progekst.
SPECIFIC OUTCOME 3
Collect and record basic biological data of the specimens captured.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Data is collected to ensure accurate record keeping of captured specimens.
You need to see how mace data you have and then prouses the date so that it get all the informason sortet.
ASSESSMENT CRITERION 2
The required biological data of the specimens captured, such as size, weight and gender is recorded.
You need to prouharetas the data from gender is recorded ook at it a gen youn kan tast look it up.so that it is stord and kep in a safe plas so that if youn need to l
ASSESSMENT CRITERION 3
Data specific to the area of removal is recorded.
SPECIFIC OUTCOME 4
Report on the harvest.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
A report on the harvest is drafted and submitted to the supervisor in line with organisational requirements.
You need to report ewrietin so that it is on paper and so that it is rkorded and the data is sorted sou it gets plasd in rate order.
ASSESSMENT CRITERION 2
Reference is made to adherence to bag limits (where relevant).
You need to kiep inmand that he beg takes onlie soumats and it hase limets .
ASSESSMENT CRITERION 3
Reference is made to adherence to permit conditions (where relevant).
You need tom get permets wen it is not hantieng sieson and sou that thy now you are makien a lifien out of thes and so you woen get in trabel and you have permieson.
ASSESSMENT CRITERION RANGE
Amount landed, weight, numbers (catch returns).
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Carry out maintenance checks on equipment used for culling or harvesting.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Suitable equipment is selected for a particular culling or harvesting operation.
You need to toes and diesaed wat tools you will uos for the job that needs to be an forienstens Fishing nets, mist nets, cages, firearms, boma plastic, ropes.
ASSESSMENT CRITERION RANGE
Fishing nets, mist nets, cages, firearms, boma plastic, ropes, etc.
ASSESSMENT CRITERION 2
Equipment is checked for evidence of wear and tear.
You need to mane taen uor tools so that your tools dount get hert and you cant uos it eniemore. You need to manetaen and serwes uor tools.
ASSESSMENT CRITERION 3
Needed maintenance work is carried out to ensure trouble free service as it applies to the use of the identified equipment.
You need to have mantenas for all the work to be dane and for all the workers tha woorkd for you.You need to have mantenes so that you now uor work is Dan ifeiesenty and saksesfoll sou that you can make profet.
SPECIFIC OUTCOME 2
Carry out appropriate harvesting procedures.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Appropriate harvesting methods is identified and described as it applies to the culling of harvesting operation.
You need to selek the ekwipment you will uos for uor project.
ASSESSMENT CRITERION 2
Appropriate harvesting procedures are applied in the participation in harvesting or culling activitiesmace manie you can make of the animal..
ASSESSMENT CRITERION 3
Products are processed in line with local veterinary, legal and quality assurance requirements.
You need to volou , legal and quality assurance requirements for the projek sou that the it folous saksesfolie wen it is Dan in the end.You wane see hou
ASSESSMENT CRITERION 4
Harvesting activities are monitored to ensure that they are appropriate.
You need to seek the aproupriet monietoring system for thes progekst.
SPECIFIC OUTCOME 3
Collect and record basic biological data of the specimens captured.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Data is collected to ensure accurate record keeping of captured specimens.
You need to see how mace data you have and then prouses the date so that it get all the informason sortet.
ASSESSMENT CRITERION 2
The required biological data of the specimens captured, such as size, weight and gender is recorded.
You need to prouharetas the data from gender is recorded ook at it a gen youn kan tast look it up.so that it is stord and kep in a safe plas so that if youn need to l
ASSESSMENT CRITERION 3
Data specific to the area of removal is recorded.
SPECIFIC OUTCOME 4
Report on the harvest.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
A report on the harvest is drafted and submitted to the supervisor in line with organisational requirements.
You need to report ewrietin so that it is on paper and so that it is rkorded and the data is sorted sou it gets plasd in rate order.
ASSESSMENT CRITERION 2
Reference is made to adherence to bag limits (where relevant).
You need to kiep inmand that he beg takes onlie soumats and it hase limets .
ASSESSMENT CRITERION 3
Reference is made to adherence to permit conditions (where relevant).
You need tom get permets wen it is not hantieng sieson and sou that thy now you are makien a lifien out of thes and so you woen get in trabel and you have permieson.
ASSESSMENT CRITERION RANGE
Amount landed, weight, numbers (catch returns).
a team or group. |
SPECIFIC OUTCOME 1 |
Investigate the advantages and disadvantages of working in a team or group. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Reasons why people work together in teams or groups are explained with reference to different types of activity. Most aktifeties egets Dan faster it is more suksesfoel there is more idees to the progekt. |
You can get difrent parties for the progrkt in the groep. |
ASSESSMENT CRITERION RANGE |
Reasons why people work in teams include, but are not limited to sport, recreation, voluntary organisations, community projects, study and work. |
ASSESSMENT CRITERION 2 |
Situations in own environment where working in a team would be more beneficial than working as an individual are investigated based on personal observation. Difrent pepel noes a lot of difrent informasen a boet there invaroument. Difrent pepel are good at there one ting. Difrent pepel kan bring there one suksesfoelnis and endevidolnis to the groep. |
ASSESSMENT CRITERION 3 |
Potential risks associated with working in a team or group are identified in terms of negative consequences for the individual and the group. Negativetie can ouker whit confliek whit in comniekason thy donet cminiekat afiesenlie thy mate have a one way cominicason, culture the pepel ion the groep myt cam from difrent culture and myt not agrie on the the sabjekt bekos of there culture,ther personality style myt difer from one a nater and thy myt diseagrie on sam tings. |
ASSESSMENT CRITERION RANGE |
Risks include, but are not limited to, personality style, competition, balance of power, faith, class, cultural, internal politics and gender risks. |
SPECIFIC OUTCOME 2 |
Identify the characteristics of an effective team or group. Good comoeniekason, delekgat from the lieder,difrent idees,working togeter |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The characteristics of an effective team or group are explored for different types of groups. Difrent taps of groops have difrent persenaleties thy hafe difrent posetife ponets, thy have difrent uoniek indefiegels.thy have difrent progeks thy have difren resorses laberary internet |
ASSESSMENT CRITERION 2 |
Reasons that a specific group or team is effective in working together are explained with particular reference to the purpose of the group and relationships within the group or team. Thy can have a good relasensip thy mate have difrent taps of persenaleties that can woor toegeter. |
ASSESSMENT CRITERION 3 |
Behaviours and attitudes that reflect positive relationships are identified with examples. |
ASSESSMENT CRITERION 4 |
The role of communication channels in building relationships is discussed for a specific group or team. Wen you ar in a groep u need to communicat so that the relasenship can grou and the tiem work kan cam more saksesfol and more suksesfol. |
ASSESSMENT CRITERION 5 |
The potential impact of own strengths and weaknesses on a particular group or team is identified and an indication is given of how these could affect relationships and the achievement of group goals. IT can make the groep grow and one can help a nater uoseng there strengs by helping them whit there weekneses and thange them in to strong ponts. |
SPECIFIC OUTCOME 3 |
Identify the roles and responsibilities of individuals in a team or group. Thy need to folou out the task in the tiem by there foelist potensel and normelie thy wood see hoemenie tiem members thy have and tiem members will then be gifen there tasks and hoe long thy have for the task. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The different roles required for the effective functioning of a selected group are described for a specific situation. For difrent sitoehasons u need sirten skiels or strenks to to the task suksesfoelie. |
ASSESSMENT CRITERION 2 |
The responsibilities of each member of a team or group are identified in relation to the purpose and goals of the group. Thy wood have a task for them self to compliet soe thst st the end the indefiegegels tasks fill form in to a progekt and ets tiem members talsk will indiekat the seksesfoel nis of the progekt by the why thy did it and the sefiesennis of the progekt. |
ASSESSMENT CRITERION 3 |
The learner's own role in a specific group is explained in terms of contribution, responsibility and accountability. To the persen bekos thy will take responsebeletie for it thy can be The task is handed accountability of the progekt and thy will delifer there contrebouton to the tiem. |
SPECIFIC OUTCOME 4 |
Explore techniques to manage group dynamics. You can deliegat the groep you can help the groep defelop there stongponts.you can coets them. You can be there liether. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Techniques for managing conflict constructively are investigated for a specific group situation. YOU can do itindefiegelie and asses them or you can asses them as a groep and then you can pout it out inone by all the informason you have gaterd and then get bak to them whit a seloesen. |
ASSESSMENT CRITERION 2 |
Problem solving processes are discussed as a means of finding creative solutions. |
ASSESSMENT CRITERION 3 |
The importance of effective communication as a technique is explained and an indication is given of the consequences of poor communication for group dynamics. Wat you soed not do limited to active listening,uoes non-verbal communication. |
ASSESSMENT CRITERION RANGE |
Effective communication includes, but is not limited to active listening, assertiveness, non-verbal communication and clear self expression. |
ASSESSMENT CRITERION 4 |
The process of review and reflection is applied as a means of monitoring individual and group achievement. |
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