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 CHCSW401A, 'Work effectively with forced migrants'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively with forced migrants' 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. Develop a professional rapport with people who are forced migrants | 1.1 Conduct interpersonal communication in a manner that enhances a client-centred approach consistent with organisation standards 1.2 Communicate with clients in a manner that builds trust as a basis for establishing a trusting and respectful relationship 1.3 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 1.4 Recognise how one's own ethnicity, religion, class and gender will affect interactions with clients 1.5 Recognise the communication needs of clients who are newly arrived, traumatised and confused 1.6 Identify where an interpreter is needed and work to ensure that appropriate interpreter services are accessed 1.7 Work effectively with interpreters where required 1.8 Define and manage boundaries appropriately in the relationship 1.9 Take appropriate measures to resolve conflict and interpersonal differences |
2. Work within the context of the settlement services sector | 2.1 Apply an understanding of the role and scope of settlement services 2.2 Ensure that work reflects the current and historical context of the sector 2.3 Apply a knowledge of the current issues which may impact on own work or organisation 2.4 Develop a basic knowledge of different frameworks that underpin work within the sector 2.5 Ensure work reflects consideration of the social, political and economic context in which the sector operates 2.6 Identify relevant stakeholders and their particular roles and responsibilities 2.7 Collect and use the views of key stakeholders and representatives from relevant target groups when collecting information about the sector 2.8. Maintain access to relevant, up-to-date information about policy, services and programs 2.9 Develop and maintain links with workers with complementary roles in the provision of settlement services |
3. Address issues associated people who are forced migrants | 3.1 Evaluate issues in relation to person's culture, family background and interest and modify approach appropriately 3.2 Take into account the culture, religion, class, gender and experiences of the person in all actions and decisions 3.3 Recognise trauma and refer to appropriate personnel or services 3.4 Support clients to deal with loss and grief 3.5 Support clients to deal with discrimination from both the mainstream community and from other ethnic groups 3.6 Work with client to identify potential solutions to complex issues raised |
4. Demonstrate commitment to the central philosophies of the settlement sector | 4.1 Demonstrate consideration and understanding of the underpinning values and philosophy of the sector in all work undertaken 4.2 Demonstrate a commitment to access and equity principles in all work in the sector 4.3 Encourage client participation in all aspects of service planning and support activities where appropriate 4.4 Identify personal values and attitudes regarding forced migrants and take these into account when planning and implementing all work activities |
5. Understand the process of acquisition of life skills | 5.1 Demonstrate an understanding of the role of settlement plans and how they are developed 5.2. Demonstrate an understanding of the principles of teaching life skills to clients from diverse backgrounds in a respectful and effective way. |