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 CHCPROT533A, 'Work with children and young people with complex trauma and attachment issues and needs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work with children and young people with complex trauma and attachment issues and needs' 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. Seek information from families, carers, significant people and professionals | 1.1 Identify appropriate sources of information about the child or young person 1.2 Gather accurate information about child rearing practices and values of the cultural group to which the child or young person belongs 1.3 Compile a detailed overview of information available about developmental context and issues from pregnancy/birth to clarify impact of culture, family, home and community on developmental history of child or young person 1.4 Identify factors and incidentsthat may potentially have influenced child's development and impact on current behaviour patterns and characteristics |
2. Identify developmental issues | 2.1 Apply knowledge of common developmental trends, milestones and associated characteristics and behaviours for children and young people 2.2 Make appropriate allowances for variations from what is considered normal development 2.3 Identify potential for developmental delays to impact on progress to future developmental stages 2.4 Clarify sequence of development for each individual child and identify range of influences on developmental process 2.5 Recognise issues associated with young children primarily seeking attachment rather than safety |
3. Identify indicators of trauma in children and young people | 3.1 Use knowledge of child development and common variations for children and young people to identify indicators of developmental delay 3.2 Access and accurately interpret available current information about possible indicators of trauma relevant to child's age and developmental status 3.3 Work with understanding of potential impacts of trauma on the child or young person 3.4 Clarify potential vulnerability of child through having witnessed and/or experienced violence, abuse and neglect at the hands of carers 3.5 Identify extent of child's positive experiences of stable, sensitive, loving and stimulating relationships and environments 3.6 Take into account the potential for prolonged exposure to frightening and overwhelming circumstances to result in 'toxic stress' 3.7 Identify potential consequences of toxic stress and closely observe child for signs of it |
4. Provide support to families impacted by trauma and violence | 4.1 Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses 4.2 Listen calmly to information provided by child or young person and their parents and/or carers and provide reassurance in line with the situation and child's stage of development 4.3 Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, if appropriate, as an open, accepting and reassuring listener 4.4 Monitor developmental and educational progress of child or young person in line with their developmental status and needs and within requirements of own work role 4.5 Report situations of potential trauma in line with requirements of the organisation, legislation and work role |