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 CHCFAM801B, 'Develop an understanding of child inclusive practice'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop an understanding of child inclusive practice' 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. Assess appropriateness of the case for a child inclusive approach | 1.1 Recognise and explore a family situation that may indicate/involve child abuse or neglect 1.2 Implement protocols for child protection as per legislation and organisation policy 1.3 Provide the participants with appropriate support service referrals 1.4 Assess the participant's actions with consideration or any detrimental effects to the best interests of the child 1.5 Withdraw services when unsatisfactory behaviour or situations continue to place the child/ren at risk and follow organisation procedures for follow up actions |
2. Engage parents in the approach, with appropriate contracting | 2.1 Self assess competence to engage with parents in the context of facilitating child inclusive process and feedback 2.2 Seek support from experienced and qualified practitioners in situations of case complexity dependent organisation context 2.3 Communicate the role of child consultant to parents/carers and children 2.4 Clearly describe the differences between the dispute resolution practitioner and counsellor role and that of the child consultant 2.5 Obtain consent from children and adults to engage a child consultant in the dispute resolution process. 2.6 Engage a child consultant with appropriate experience and skill 2.7 Provide a child appropriate environment and resources to support the child's participation |
3. Facilitate the child inclusive process and feedback | 3.1 Acknowledge aspirations and feelings of parents or carers and at the same time remain focused on the needs of the child in dispute 3.2 Invite parents and/or carers to view the situation from the child's point of view 3.3 Discuss with the parents/carers the appropriateness and usefulness of engaging children in part of the dispute resolution process 3.4 Assist parents/carers who may be distracted by their own interpersonal disputes or conflicts, to re focus on their caring and parental roles |
4. Integrate the children's needs and views into the ongoing counselling or dispute resolution process | 4.1 Engage the services of a child consultant to represent the needs, perceptions and attachments of each child to each parent/carer in the dispute 4.2 Apply knowledge of core research findings to family dispute resolution or counselling process where child's needs and views are to be incorporated into interventions and supports 4.3 Communicate with the child consultant about the child's best interests and any methods of integrating child's need and views into counselling or dispute resolution processes |