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 CHCIC302A, 'Support Aboriginal and/or Torres Strait Islander families to participate in children's services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support Aboriginal and/or Torres Strait Islander families to participate in children's services' 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. Identify influence of own cultural identity on interactions with Aboriginal and/or Torres Strait Islander people and communities | 1.1 Identify significant events in own family history which may influence own current beliefs and values 1.2 Identify aspects of the environment which influence own cultural identity 1.3 Examine aspects of family history and personal cultural identity for impact on personal values and potential impact on interactions with Aboriginal and/or Torres Strait Islander children and families |
2. Apply understanding of impacts of colonisation on Aboriginal and/or Torres Strait Islander people and communities | 2.1 Identify and analyse Aboriginal and/or Torres Strait Islander historical issues of current workplace at local, regional and state levels 2.2 Identify contemporary impacts of historical issues on Aboriginal and/or Torres Strait Islander people 2.3 Research the diversity of Aboriginal and/or Torres Strait Islander populations in community and children's services organisation |
3. Support the cultural identity of Aboriginal and/or Torres Strait Islander children and families | 3.1 Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups 3.2 Obtain knowledge about the cultural identity of any Aboriginal and/or Torres Strait Islander children and families currently involved in or receiving services from the children's services organisation 3.3 Process information in a culturally sensitive way including identification of how and with whom information can be shared 3.4 Provide opportunities for Aboriginal and/or Torres Strait Islander children and families to share context and cultural knowledge 3.5 Provide opportunities for children and families to enhance their experience of cultural diversity 3.6 Demonstrate respect for Aboriginal and/or Torres Strait Islander languages in the workplace context |
4. Create environments to support children's cross-cultural understanding and relationships | 4.1 Plan and implement experiences that foster positive attitudes to inclusiveness and cultural diversity 4.2 Encourage all children to be aware of and to respect Aboriginal and/or Torres Strait Islander culture and history 4.3 Promote establishment of constructive relationships with Aboriginal and/or Torres Strait Islander children and their families based on mutual respect, trust and celebration of diversity 4.4 Role model open, inclusive, equitable and ethical communication and interactions with all children and families 4.5 Promote the need to support involvement of Aboriginal and/or Torres Strait Islander families and communities in all aspects of children's participation in the organisation 4.6 Observe children's interactions and participation to identify the need for additional cultural support and cross-cultural understanding |
5. Support the implementation of experiences that are inclusive and recognise and celebrate difference | 5.1 Gather information about children and their families to guide implementation of learning experiences to meet children's cultural needs and cross-cultural understanding 5.2 Review experiences and resources to ensure they accurately represent different cultures and are not discriminatory 5.3 In consultation with supervisor, plan and implement experiences that build on diverse backgrounds of students and their families 5.4 In consultation with supervisor, plan and implement experiences that focus on events, customs, belief that are relevant to Aboriginal and/or Torres Strait Islander communities |
6. Support children in developing personal identity, self-esteem and positive self image | 6.1 Support experiences and environments where relationships between children, workers and other adults can be established 6.2 Communicate and interact with children to build their confidence, self-esteem, self image and self efficacy 6.3 Implement group activities in consultation with the supervisor to allow children to use collaborative processes to solve problems 6.4 Engage with Aboriginal and/or Torres Strait Islander peers, mentors or other staff to support individual children where appropriate 6.5 Follow community protocols when engaging with community members |