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 CHCPRT016, 'Work in the youth justice environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work in the youth justice environment' 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 required to demonstrate achievement of the element. |
1. Perform work following legal, ethical and organisation requirements | 1.1 Identify relevant organisation policies and procedures relating to standards and legislative requirements of own work role, clarifying any uncertainties with appropriate personnel and applying to all work 1.2 Recognise boundaries and limitations of work role and refer matters to relevant personnel as required 1.3 Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority 1.4 Reflect understanding and compliance with the principles of duty of care and legal responsibilities in all work undertaken |
2. Maintain professional work standards | 2.1 Contribute to identifying and implementing improved work practices 2.2 Respond positively to changes to improve work practices and procedures in accordance with organisation requirements |
3. Work effectively in youth justice services | 3.1 Implement work practices that support the rights of young people in the justice system 3.2 Promote and protect the inclusivity, diversity and value of young people in the justice system 3.3 Maintain awareness of current issues influencing the provision of youth justice services, including issues for Aboriginal and/or Torres Strait Islander young people 3.4 Maintain confidentiality in work practices 3.5 Assess risks and take appropriate actions according to organisation policy and any legislative requirements 3.6 Record information accurately and completely as required of job role and according to organisation practice standards 3.7 Clearly explain worker role and responsibility to the young person, including power differentials in the worker-client relationship, and model positive behaviour |
4. Take responsibility for own skill development | 4.1 Seek and receive feedback from supervisor on own standard of work practices 4.2 Plan with supervisor, any ways to improve areas of work practice 4.3 Take part in actions to implement the skills’ development plan 4.4 Reflect regularly on own work performance |
5. Communicate effectively in a youth justice environment | 5.1 Communicate with young people in a way that is appropriate to age, culture, ability, development and language requirements, and free from discrimination 5.2 Encourage open exchanges of information between worker and young person 5.3 Minimise any constraints to communication with young people and colleagues 5.4 Follow organisation procedures for accessing, collecting and recording written communications about young people 5.5 Ensure communication with colleagues models respect and diversity |