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 CHCFAM008, 'Work within a child inclusive framework'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work within a child inclusive framework' 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. Engage with parents to gather developmental history | 1.1 Analyse existing information about the context for the child inclusive process and consult with professional colleagues 1.2 Engage parents/carers in establishing trust and confidence in the child consultant’s role using communication and facilitation skills 1.3 Take and document an appropriate history about the child in relation to the presenting concern |
2. Engage children and young people in assessment interviews | 2.1 Use verbal, non-verbal and projective interview methods to gain an understanding of child needs and views 2.2 Explain role and boundaries of self as child consultant role to children 2.3 Explain and familiarise children with organisation processes that affect them directly |
3. Formulate the child’s material into a working knowledge of their needs and experiences | 3.1 Analyse information and reach substantiated clinical understanding of the child’s experience of conflict and separation issues, weighed by their developmental level and other salient factors in the case 3.2 Formulate content and process material from the child, including documentation requirements as required by the organisation 3.3 Consider how best to communicate findings to the parents or adult parties responsible for the child |
4. Communicate needs, rights and interests of children and young people as expressed by them | 4.1 Engage significant others and assess their ability to accept child/young person opinions, views and concerns 4.2 Communicate children’s and young peoples opinions, views and concerns, using their own words and expressed efforts 4.3 Facilitate communication between children and/or young people and significant adults as appropriate 4.4 Provide timely and sensitive feedback to significant adults 4.5 Model to significant adults appropriate inclusion of children and young people needs and views in planning and decision-making |
5. Ensure safety of children and young people in participation process | 5.1 Explain own and organisation actions for ensuring safety and minimising risk to children and young people 5.2 Undertake risk and safety management of children and young people according to organisation procedures 5.3 Seek feedback about safety issues from children and young people 5.4 Debrief children and young people after incidents according to organisation procedures 5.5 Implement support systems for children and young people that support emotional and physical safety 5.6 Create and maintain a child and young person friendly environment 5.7 Identify and monitor family relationship dynamics and issues |