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 CHCFAM503B, '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 |
1. Support parents to maintain child focused approaches to planning and actions | 1.1. Focus on children's issues as a matter of priority 1.2 Ensure the child is centre of support and intervention plans 1.3 Engage parents using a range of communication techniques to establish an understanding of required contact behaviour 1.4 Manage parents inappropriate attempts to exchange information 1.5 Manage inter parental disputes and assist parents to recognise the needs of children and young people are separate to that of their own emotional needs 1.6 Seek clarification and understanding of court orders to determine legal parameters of any service provision or interventions 1.7 Reconcile competing ideas on the best interests of the child with the resident and non resident parent |
2. Create and maintain child focused environment | 2.1 Plan activities and interactions with parents ensuring they are developmentally ageappropriate for the child 2.2 Provide resources for safe interactions of child and parents 2.3 Provide service that ensures the child's needs and wants are central to the case activities 2.4 Engage the reluctant and non participative child |
3. Evaluate and monitor child focused practice | 3.1 Provide guidance and direction to less experienced staff 3.2 Review practices and policies to ensure child focused practices are implemented 3.3 Obtain feedback from parents and children of the service as part of the evaluation processes and methodologies |