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 CHCFAM002, 'Work with a child-focused approach'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work with a child-focused approach' 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. Make child needs central to service provision | 1.1 Review client information to establish the context for the family and the child 1.2 Seek clarification and understanding of court orders to determine legal parameters of any service provision or interventions 1.3 Plan and document activities 1.4 Provide an environment, equipment and resources that supports safe interactions 1.5 Recognise and respond to the needs of reluctant or non-participative children 1.6 Identify and report information according to legislative requirements |
2. Support parents to maintain child focused approaches | 2.1 Focus on children’s issues as a matter of priority in interactions with parents 2.2 Ensure the child is at the centre of support and intervention plans 2.3 Select and use interpersonal skills that engage parents/carers and facilitate understanding of required behaviour 2.4 Recognise and manage parents’ inappropriate attempts to exchange information 2.5 Recognise and manage inter parental disputes |
3. Respond to situations requiring child inclusive process | 3.1 Recognise situations when child inclusive process is required 3.2 Discuss with parents/carers the appropriateness and usefulness of engaging children 3.3 Communicate the role of child consultant to parents/carers and children, and the differences from own role 3.4 Obtain consent from children and adults to engage a child consultant 3.5 Engage the services of a child consultant to represent the needs, perceptions and attachments of children according to organisation procedures 3.6 Communicate with the child consultant about the child’s best interests and methods of integrating child’s need and views into own work processes |
4. Monitor and evaluate child-focused practice | 4.1 Obtain and use feedback from parents/carers and children about the experiences of the service to inform improvements 4.2 Review practices and policies for their effectiveness in relation to child-focused practice 4.3 Identify and respond to the need for guidance and direction for colleagues |