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 CHCCDE006, 'Work to empower Aboriginal and/or Torres Strait Islander communities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work to empower Aboriginal and/or Torres Strait Islander communities' 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. Apply community development frameworks and models to Aboriginal and/or Torres Strait Islander context | 1.1 Identify the role of relevant Aboriginal and/or Torres Strait Islander services and organisations 1.2 Engage Aboriginal and/or Torres Strait Islander people and communities in decision making that relates to the delivery of services that they have determined a priority 1.3 Support Aboriginal and/or Torres Strait Islander people in achieving access and equity to services 1.4 Establish and maintain networks with relevant agencies and associated community services to support and empower Aboriginal and/or Torres Strait Islander individuals and communities |
2. Work in a culturally safe manner | 2.1 Consider and respect local community values, cultural beliefs and gender roles when working with Aboriginal and/or Torres Strait Islander people 2.2 Apply cultural safety protocols in implementing government policies, undertaking research and data collection and working with Aboriginal and/or Torres Strait Islander people 2.3 Identify cultural factors that may produce stress and have a potential to impact own work practices and report to organisation as appropriate to support service delivery and personal well being 2.4 Work safely within own responsibility and competence and in line with community protocols, organisation policies and regulatory requirements 2.5 Identify the strengths that exist within the Aboriginal and/or Torres Strait Islander people and communities and work to build on these |
3. Work with Aboriginal and/or Torres Strait Islander people to apply strategies and policies which deal with identified issues and prioritises | 3.1 Identify aspects of organisation service strategies, policies, bodies and resources relevant to work in Aboriginal and/or Torres Strait Islander communities 3.2 Apply strategies and policies to address identified priorities of Aboriginal and/or Torres Strait Islander people and communities 3.3 Document barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander and mainstream services 3.4 Take available opportunities to advocate on behalf of Aboriginal and/or Torres Strait Islander people and/or communities 3.5 Maintain confidentiality of client information 3.6 Support Aboriginal and/or Torres Strait Islander People and/or communities to advocate and lobby on issues of importance to them |
4. Evaluate own culturally safe work practises | 4.1 Involve Aboriginal and/or Torres Strait Islander people in the evaluation 4.2 Evaluate service delivery against desired outcome 4.3 Revise Strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres Strait Islander people. |