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 CHCCS504A, 'Provide services to clients with complex needs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide services to clients with complex needs' 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
ELEMENT | PERFORMANCE CRITERIA |
1. Work with clients facing a range of issues | 1.1 Apply a demonstrated understanding of issues that client may face including: mental health alcohol and other drugs (AOD) imprisonment family violence homelessness child protection disability trauma/grief acquired brain injuries cultural issues 1.2 Apply a demonstrated understanding of associated and impacting issues: access and equity to services in the wider social environment trauma/grief health cognitive/social personal safety 1.3 Recognise the impacts complex issues may have on significant others |
2. Develop strategies to engage clients with one or more identified needs | 2.1 Recognise impacts of stigma associated with complex needs on an individual, their family and significant others and on the community 2.2. Undertake an occupational health and safety assessment of the environment and personal safety 2.3 Apply appropriate personal boundaries 2.4 Demonstrate rapport building techniques and trust development with the client 2.5 Use appropriate strategies and procedures to identify and respond to potential behavioural issues 2.6 Observe and monitor behaviour to identify behavioural risk 2.7 Respond to behavioural risk to ensure safety of client and self and report and/or refer appropriately |
3. Assess and prioritise need | 3.1 Identify needs in conjunction with the client 3.2 Assess client safety needs in conjunction with the client 3.3 Determine priorities in conjunction with the client 3.3 Coordinate a plan in conjunction with the client to address identified needs 3.4 Recognise circumstances in which a service and/or worker is no longer able to provide the level of service required |
4. Refer and follow up identified needs | 4.1 Access and/or negotiate resources in order to deliver identified services 4.2 Communicate with other organisations and share information in accordance with appropriate protocols and relevant legislation 4.3 Determine all service providers' understanding of the service delivery plan and their roles and responsibilities within that plan 4.4 Seek feedback from the client and/or their advocate when evaluating effectiveness of the service delivery plan 4.5 Seek advice and assistance from relevant professionals where appropriate when the client's goals are not being reached |