You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify and establish workplace framework for avoiding and dealing with potential crisis situations. | |||
| Undertake timely risk assessment of potential crisis, with consideration for the safety of young people and others. | |||
| Identify, assess and implement strategies to minimise risk in accordance with organisational policies and procedures. | |||
| Recognise possible causes of incidents, including self and colleagues, and assess causes with respect to the safety and welfare of young people. | |||
| Provide opportunities for young people to explore new experiences that provide positive outcomes. | |||
| Seek and provide information on potential responses to team members for action and support. | |||
| Request assistance clearly and promptly. | |||
| Identify and routinely implement organisational policies, procedures and practices designed to maximise physical, social and emotional safety of young persons. | |||
| Maintain a healthy and safe environment to enhance opportunities for healthy behaviour while minimising and diverting potential for harm. | |||
| Evaluate relevance of self, colleagues and work context for young person as they change and progress. | |||
| Support young person’s agency and right to self-determination. | |||
| Seek opportunities to engage the young person with Playfulness, Acceptance, Curiosity and Empathy (PACE). | |||
| Ensure legislative and ethical requirements are met when carrying out work with young people. | |||
| Routinely monitor young person’s behaviour pattern to ensure aggressive and abusive behaviour is minimised. | |||
| Seek opportunities for the young person to engage in positive activities and relationships that enhance the present environment and offer transition to a positive alternative environment. | |||
| Develop an action plan of care that outlines enhancement of positive and healthy behaviours and prevents or responds to young person’s expressions of violence against self or others. | |||
| Communicate and implement care plan with relevant personnel. | |||
| Anticipate potential causes of conflict and harmful behaviour and create opportunities for calm and reassurance, or activities that avoid escalation. | |||
| Prepare the environment before escalation, by diverting the young person to a safer environment or removing potential harmful objects and people from their current environment. | |||
| Use procedures to protect young people from endangering themselves and others consistent with legal, ethical and organisational policies and procedures, and safety considerations. | |||
| Make judgements relating to physical restraint based on balance of risk and safety of all. | |||
| Provide assistance and diversion as necessary for the situation. | |||
| Complete relevant documentation according to organisational policies and procedures. | |||
| Use calm, confident and assertive communication to establish positive personal interaction and exchange of information. | |||
| Provide information to promote positive decision making based on the relationship between actions and consequences. | |||
| Present clear, accurate and comprehensive information to all relevant individuals. | |||
| Select response and action designed to minimise risk, prevent escalation and preserve the safety and security of all involved. | |||
| Prioritise the protection of individuals from severe harm in responses and emergency action. | |||
| Ensure use of force for maintenance of safety complies with organisational policies and procedures. | |||
| Debrief and support workers according to organisational policies and procedures. | |||
| Complete documentation in an accurate and timely manner. |
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: