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 CHCFAM409B, 'Work with men'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work with men' 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 |
1. Describe issues facing men in today's society | 1.1 Demonstrate understanding of the range of theoretical frameworks that can be used to consider men's and father's roles 1.2 Describe how the community and society views men's roles, the influences on the changesto men's roles over time and the implications of these changes 1.3 Identify specific needs and characteristics of men/fatherhood and women/motherhood 1.4 Identify issues relating to men and women 1.5 Identify support services, networks and sources of additional information available to target group 1.6 Identify influences of socialisation on men's communication and behaviour |
2. Engage men's participation | 2.1 Actively engage men from a range of backgrounds in group and program processes 2.2 Identify barriers to men's participation in programs or activities and address where possible 2.3 Identify individual strengths and challenges of group participants 2.4 Identify and apply appropriate behaviour, ways of being, group rules, ways of communicating for men's groups 2.5 Encourage positive and effective communication and listening skills and model in all interactions 2.6 Manage group processes to balance individual and group needs to maintain group focus 2.7 Facilitate the development of support mechanisms between participants to encourage shared learning and networks |
3. Identify and address presenting issues | 3.1 Encourage men to identify issues affecting them or areas where they would like to pursue skill development or more information 3.2 Identify issues and/or areas where men are seeking additional information, skills, strategies, tools which present in the group 3.3 Demonstrate relevant knowledge of presenting issues or topics, particularly focusing on but not limited to male related perspectives 3.4 Identify and implement strategiesfor addressing presenting issues 3.5 Follow up on issues presented by participants |