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 CHCEDU004, 'Develop, implement and review sexual and reproductive health education programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop, implement and review sexual and reproductive health education programs' 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 describe the performance needed to demonstrate achievement of the element. |
1. Identify community issues relating to sexuality and sexual health and well being | 1.1 Access and interpret community demographics, social trends and indicators 1.2 Analyse community access to health resources 1.3 Research health promotion programs currently being delivered to various community groups 1.4 Consider preventative strategies for community health and well being 1.5 Access policy directions and legal requirements to ensure currency 1.6 Review social support networks for groups presenting with issues 1.7 Consider community reaction to program delivery |
2. Provide a positive learning environment | 2.1 Review own attitudes and values in relation to sexual and reproductive health and the impact they have on providing an effective education program 2.2 Model the application of social justice principles 2.3 Structure learning programs to demonstrate valuing of diversity and individual choice |
3. Design educational program to meet identified needs | 3.1 Assess specific target group priorities and the need for education in the areas of sexuality and sexual health 3.2 Plan the method of delivery to meet the specific needs that have been identified 3.3 Design programs that are culturally inclusive and/or culturally unique 3.4 Develop strategies that facilitate clients to explore their own values and beliefs around sexuality 3.5 Respond to issues of disclosure and privacy according to organisation policies and procedures and legislative requirements |
4. Evaluate program delivery and effectiveness | 4.1 Measure changes in target group awareness of methods to improve sexual health and compare to the base line need 4.2 Access input from other service providers in the broad area of sexuality and sexual health to determine trends in behaviour 4.3 Access feedback from participants in the program and analyse it for improvement opportunities 4.4 Consider possible impact of broader social and policy issues as part of program evaluation and revision 4.5 Review and improve upon program documentation |