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 CHCYTH001, 'Engage respectfully with young people'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Engage respectfully with 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
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Communicate effectively with young people
1.1 Listen to the young person to gain understanding of their experiences
1.2 Foster communication exchanges that support the development of trust and rapport
1.3 Process information about the young personâ€™s situation from their perspective
1.4 Use a range of appropriate communication strategies to engage with young people
1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices
1.6 Maintain young personâ€™s confidentiality in the context that the young person is the primary stakeholder
2. Reflect understanding of youth cultures and subcultures and young personâ€™s own development
2.1 Consider youth culture and subcultures of the young person in all actions and decisions
2.2 Consider the young personâ€™s individual development in all actions and decisions
2.3 Evaluate issues in relation to young personâ€™s culture and modify approaches appropriately
2.4 Select activities and resources to promote awareness, respect the young person and value diversity
2.5 Establish guidelines that are relevant to the culture and background of the young person
2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
3. Work with the young person as the focus
3.1 Apply youth-centred practices when working with young people
3.2 Respect the rights, needs and responsibilities of the young person
3.3 Explain worker rights and responsibilities to the young person as necessary
3.4 Establish a professional relationship and boundary expectations with the client
3.5 Identify and manage power inequities in the professional relationship
3.6 Apply principles of ethical decision-making in working with young people
4. Reflect on own practice and values
4.1 Identify opportunities to reflect on own interactions and practices with young people
4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person
4.3 Seek opportunities to address any concerns or areas for development