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 CHCPRT017, 'Support Aboriginal and/or Torres Strait Islander young people in youth justice system'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support Aboriginal and/or Torres Strait Islander young people in youth justice system' 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. Engage with Aboriginal and/or Torres Strait Islander young people and their families | 1.1 Communicate appropriately with Aboriginal and/or Torres Strait Islander young people and their families to develop trust and professional relationships 1.2 Apply knowledge of the issues affecting Aboriginal and/or Torres Strait Islander young people in the youth justice system to identify their particular needs 1.3 Discuss with the young person and their family specific cultural and community characteristics and/or expectations that may assist with supporting the young person 1.4 Use a variety of sources to obtain information about the cultural needs of the young person 1.5 Provide opportunities for the young person and their family to obtain further information |
2. Communicate and manage information about the young person | 2.1 Demonstrate consideration and understanding of ethical practices and cultural protocols for obtaining and sharing information about the young person 2.2 Follow relevant organisation policies and procedures for communication strategies to be used with diverse groups and individuals 2.3 Provide interpreter and/or translator services for families where this will assist communication 2.4 Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority 2.5 Use information obtained about the young person’s cultural identity to inform case plans and activities |
3. Support families and kinship networks to remain in contact with young people | 3.1 Consult with the family and kinship networks of young people to identify resources and practical assistance needed to maintain worker and family contact with the young person, both in and out of custody settings 3.2 Determine any potential barriers to communication for young people and their families and support the maintenance of communication 3.3 Recognise the importance of whole community in supporting and caring for Aboriginal and/or Torres Strait Islander young people 3.4 Encourage family participation in case planning |
4. Represent the needs of Aboriginal and/or Torres Strait Islander young people to others in the organisation | 4.1 Identify and convey the cultural needs of the young person to other staff and agencies 4.2 Encourage families to convey any specific needs of the young person to relevant staff 4.3 Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs 4.4 Observe and report any risk factors for self-harm 4.5 Source and provide information on other services that can support the family and young person |