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 CHCCSM003, 'Work with carers and/or families in complex situations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work with carers and/or families in complex situations' 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 specify the level of performance needed to demonstrate achievement of the element.
1. Identify and address the needs of carers and/or families
1.1 Work with carers and/or families of clients with complex needs to clarify their own needs and identify available support options
1.2 Provide information to assist carers and/or families and meet their needs
1.3 Recognise the multi-dimensional and dynamic nature of caring relationships and respond appropriately to support individual relationships with each client
1.4 Observe changes in the caring relationship over time and respond appropriately to those changes to address needs of both carers and/or families and client
1.5 Recognise the key risk factors of the care relationship and respond appropriately to address these
1.6 Treat carers and/or family with dignity, respect and sensitivity to cultural issues and expectations in the caring relationship
1.7 Inform service providers of specific identified needs of carers and/or families
1.8 Identify the needs of children with parents with complex needs and apply strategies to address these needs
1.9 Identify when children have adopted the caring role and ensure young carerâ€™s needs are addressed
2. Involve carers and/or families in assessment and planning processes
2.1 Consult with the client to clarify and agree on the role and involvement of primary carers and/or family members in the decision-making and service delivery processes
2.2 Assess the care relationship and address the needs and areas of conflict of the client and carers and/or families
2.3 Inform carers of their role and rights in assessment of the client, planning, decision-making and their right to a separate carer assessment
2.4 Undertake a carer assessment that empowers and strengthens carer relationships with service providers
2.5 Provide carers with clear information of available services and choices, so they are informed participants in the planning process
2.6 Consult with all organisation representatives involved in assessment and planning in complex situations to clarify carer and/or family involvement
2.7 Check services are provided in a manner that recognises and optimises the caring relationship and maximises each person's strengths; achieves their goals and addresses their identified needs
2.8 Maximise agreed involvement of carers and/or family in assessment and planning processes and decision-making
2.9 Share and update information with carers and/or family
3. Involve carers and/or family and other natural support in monitoring client plan implementation
3.1 Confirm carers and/or family understand the client-identified goals and the role planned services, support and resources have to achieve those goals
3.2 Confirm carers have identified their own goals and the role planned services, support and resources have to achieve those goals
3.3 Listen to observations of the client, carers and/or family about aspects of services provided to achieve goals
3.4 Maintain effective rapport and communication with carers and/or family to support disclosure of information about delivery of services and resources in line with plan
3.5 Maintain collaborative relationships with carers and/or family and other natural supports so that they continue to provide the desired support to the client
3.6 Work with carers and/or family to identify barriers to implement plans and potential adjustments to best meet each person's needs
4. Review and monitor carer and/or family involvement and satisfaction
4.1 Discuss with carers and/or family their satisfaction with how they have been informed and involved
4.2 Evaluate how carer and/or family involvement has contributed to or impacted on achievement of client goals
4.3 Use ongoing feedback and findings to adjust approach to inclusion of carers and/or family members