Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCCCS023, 'Support independence and wellbeing'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Support independence and wellbeing' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements define the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise and support individual differences
1.1 Recognise and respect the personâ€™s social, cultural and spiritual differences
1.2 Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences
1.3 Consider the personâ€™s individual needs, stage of life, development and strengths when engaging in support activities
1.4 Recognise, respect and accommodate the personâ€™s expressions of identity and sexuality as appropriate in the context of their age or stage of life
1.5 Promote and facilitate opportunities for participation in activities that reflect the personâ€™s individual physical, social, cultural and spiritual needs
2. Promote independence
2.1 Support the person to identify and acknowledge their own strengths and self-care capacity
2.2 Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required
2.3 Provide information and assistance to the person in order to facilitate access to support services and resources when needed
2.4 Provide support that allows the person to self manage their own service delivery as appropriate
2.5 Encourage the person to build, strengthen and maintain independence
3. Support physical wellbeing
3.1 Promote and encourage daily living habits that contribute to healthy lifestyle
3.2 Support and assist the person to maintain a safe and healthy environment
3.3 Identify hazards and report according to organisation procedures
3.4 Identify variations in a personâ€™s physical condition and report according to organisation procedures
3.5 Recognise indications that the personâ€™s physical situation is affecting their wellbeing and report according to organisation procedures
3.6 Identify physical health situations beyond scope of own role and report to relevant person
4. Support social, emotional and psychological wellbeing
4.1 Promote self-esteem and confidence through use of positive and supportive communication
4.2 Contribute to the personâ€™s sense of security through use of safe and predictable routines
4.3 Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the personâ€™s preferences
4.4 Identify aspects of supporting a personâ€™s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support
4.5 Identify variations to a personâ€™s wellbeing and report according to organisation procedures
4.6 Identify any cultural or financial issues impacting on the personâ€™s wellbeing
4.7 Identify the personâ€™s risk and protective factors in relation to mental health
4.8 Recognise and report possible indicators of abuse or neglect and report according to organisation procedures
4.9 Identify situations beyond scope of own role and report to relevant person