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 CHCFAM005, 'Facilitate and monitor contact'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Facilitate and monitor contact' 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 describe the performance needed to demonstrate achievement of the element.
1. Establish and commence the contact visit
1.1 Clarify contact or court orders with supervisor before contact occurs
1.2 Establish rapport with parents and child/young person and parents at commencement of contact visit
1.3 Reinforce parameters of facilitated contact with parents including reporting processes
1.4 Conduct risk assessment with both parties on commencement of contact visit
1.5 Use negotiation skills to seek agreement from both parties to establish a plan for facilitated contact
1.6 Plan, in consultation with parents and child/young person, for the facilitated contact to occur with age appropriate activities
2. Monitor contact between child/young person and non resident parent
2.1 Monitor behaviours and safety of the child/young person with minimal intervention during contact with non resident parents
2.2 Manage any challenging behaviour of both parents and child/young person
2.3 Intervene in contact between child/young person and parent where appropriate
2.4 Seek support of peers or senior staff as needed
2.5 Communicate effectively with parents and children in a consistent and culturally appropriate way to model respectful parenting and relationships
2.6 Direct the contact and keep interaction flowing between parent, child and/or young person
2.7 Respond to complaints from either party according to organisation policy
2.8 Refer family or individuals to other services according to organisation policy and assessed client needs
2.9 Terminate contact when necessary in line with organisation procedures and report actions to immediate supervisor
3.1 Prepare reports according to organisation policy
3.2 Create files and write case notes according to organisation policy
3.3 Complete incident reports when required
3.4 Revise arrangements for facilitated contact
4. Participate in strategies to improve services for families
4.1 Attend regular staff meetings and debriefing sessions with peers
4.2 Participate in regular professional development to ensure procedures reflect legislative and industry requirements
4.3 Consult on all difficult operations with senior staff according to organisation requirements