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 CHCPRT009, 'Provide primary residential care'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide primary residential care' 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 |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Outline terms of placement with client in care | 1.1 Clearly explain what the client can expect from their placement, including the opportunities the placement presents and strategies for maximising benefits of the placement 1.2 Explain rules and consequences for behaviour and, where relevant, negotiate with client in ways that are understandable and culturally appropriate 1.3 Clarify boundaries of confidentiality with client 1.4 Use appropriate communication processes to resolve issues, review placement progress and explain external and internal grievance procedures 1.5 Explore and clarify understanding of client rights and expectations about direct care 1.6 Complete and maintain all relevant documentation in accordance with organisation procedures |
2. Provide/mobilise domestic support | 2.1 Address and negotiate ways to provide for client’s daily needs 2.2 Implement all appropriate procedures to ensure the environment is clean, healthy and safe 2.3 Negotiate appropriate strategies for continued use, maintenance and/or disposal of client’s personal possessions and consumables |
3. Provide for client education, support and development | 3.1 Establish appropriate relationship with client to maximise access to development opportunities and participation in a range of services 3.2 Assist client to identify and implement appropriate goals, strategies and activities to enhance their move to autonomy and self-empowerment 3.3 Implement a range of approaches to life-skills training, including provision of positive role models to ensure client’s specific needs are addressed 3.4 Make appropriate arrangements to support client in care to attend school or to undertake relevant vocational training and/or employment 3.5 Negotiate appropriate processes for provision of health care education with relevant referral agency/organisation/department to ensure their delivery 3.6 Agree on appropriate processes with client and relevant personnel to ensure client access to a range of emotional, social and physical support mechanisms |
4. Contribute to reintegration of client | 4.1 Negotiate required resources, services and ongoing support with client and significant others to ensure resettlement needs are assessed and addressed 4.2 Arrange with relevant parties for client to participate in employment, counselling, education and accommodation as appropriate 4.3 Undertake all relevant available activities designed to assist a successful transition from care 4.4 Negotiate with all relevant parties to identify appropriate levels of contact with client, once out of care |