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 CHCPRT013, 'Support the progress and development of young people'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support the progress and development of young people' 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. Maintain supportive contact with young people | 1.1 Conduct interactions with young people in a fair, just, humane and positive manner 1.2 Use communication strategies with individuals for effective interaction and problem-solving, considering cultural sensitivities and adapting style and language to accommodate different cultural values and practices 1.3 Identify potential causes of conflict and use a range of appropriate and effective defusing responses 1.4 Use negotiation techniques to divert and minimise aggressive behaviour 1.5 Examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes |
2. Monitor needs, risks and progress of young people | 2.1 Use formal and informal methods to observe, monitor and gather information about individual and group behaviour 2.2 Assess behaviour for potential conflict and use a range of preventative and defusing strategies 2.3 Investigate behaviour and interactions in a fair, objective and consistent manner 2.4 Check information received from others for accuracy and determine the response which is consistent with the issues and their seriousness 2.5 Make decisions on actions that are consistent with all available evidence and organisation practice/procedures 2.6 Seek specialist advice and make referrals where required |
3. Provide positive opportunities for behaviour change | 3.1 Encourage and assist young people to maintain contact with family, friends and support according to services and resources available 3.2 Assist contacts between young people and networks in the community according to organisation procedures 3.3 Refer young people and family to community services and suitable specialists according to the nature and urgency of needs 3.4 Make contact with family and friends/supporters in accordance with young person’s interests, and organisation practice 3.5 Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services, agencies and with personal supporters 3.6 Encourage young people to manage themselves and their development and relationships confidently and productively |
4. Assist young people to manage risks | 4.1 Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement 4.2 Confirm the implications of risk-taking behaviour clearly, calmly and objectively 4.3 Use restraining techniques only according to organisation’s policies and procedures and discontinue as soon as procedures specify. 4.4 Provide reports of incidents arising from risk-taking and unacceptable behaviour that are accurate, clear and comply with procedures 4.5 Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing 4.6 Select strategies and responses for their potential to provide role models and examples of confident, assertive behaviour 4.7 Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures 4.8 Use opportunities to acknowledge and reward positive progress in behaviour and relationships |