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 CHCICS304B, 'Work effectively with carers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively with carers' 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. Acknowledge the carer as part of the care team | 1.1 Identify the importance of family roles and relationships in the life of the person with support needs in discussion with the client 1.2 Confirm with supervisor the role of the carer in their family member's life 1.3 Identify the knowledge and skills of the carer that complement the role of the worker 1.4 Identify and confirm with supervisor job function boundaries that indicate respect for the carer's role 1.5 Identify and confirm with supervisor carer needs that have an impact on the family member e.g. respite, workforce participation 1.6 Provide support according to relevant organisation and government policy and relevant legislation 1.7 Work in a manner that respects the confidentiality and privacy of the carer, as well as the person with support needs |
2. Contribute to the inclusion of the carer as part of the care team | 2.1 Participate in planning activities with the person with support needs and, to the extent agreed by the client, their carer 2.2 Provide individualised plan support in a manner that respects and includes the carer as part of the care team 2.3 Identify carer issues and report to supervisor 2.4 Participate in solution finding in a manner that recognises and supports the strengths of both the person with support needs and their carers 2.5 Work in manner that recognises and supports carer's relationship with and knowledge about the person with support needs |
3. Support carer to maintain a lifestyle suitable to their needs and preferences | 3.1 Identify aspects of a carer's role that has a negative impact on their own needs and preferences and report to supervisor 3.2 Participate in finding a solution that will assist a carer to achieve or maintain a lifestyle suitable to their needs and preferences 3.3 Provide support that assists a carer to achieve positive lifestyle outcomes that reflect their needs and preferences |
4. Identify risk to the care relationship | 4.1 Identify the changing nature of the care relationships over time 4.2 Identify key changes that may include risk of care relationship breakdown 4.3 Confirm with supervisor risks that may warrant re-assessment or review of the individualised plan |