Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language

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 CHCEDS009, 'Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language' 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

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Use a specified language to communicate with students, parents and other colleagues

1.1 Listen to and speak in a specified Aboriginal and/or Torres Strait Islander language with students, parents and colleagues

1.2 Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information

2. Establish rapport and relationships to facilitate effective communication

2.1 Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language

2.2 Build rapport with Aboriginal and/or Torres Strait Islander students, parents or colleagues

2.3 Clarify own role in professional relationship with students, parents and colleagues

3. Relay Aboriginal and/or Torres Strait Islander experiences and concepts to other professionals

3.1 Provide illustrations or examples of Aboriginal and/or Torres Strait Islander customs or concepts

3.2 Use analogies to enhance meaning of cultural practices where there is no direct vocabulary available