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 CHCYTH407D, 'Respond to critical situations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Respond to critical situations' 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
1. Minimise the impact of critical incidents
1.1 Respond to incidents confidently, effectively, appropriately and in accordance with agreed processes
1.2 Identify the possible causes of incidents and assess these for relevance to the safety and welfare of young people and the service environment
1.3 Identify and provide information on potential responses to the appropriate team members for action and support
1.4 Request assistance clearly and promptly
1.5 Use protective strategies according to instructions and procedures
2. Prevent escalation of violent behaviour
2.1 Routinely monitor person's behaviour pattern to ensure aggressive or abusive behaviour minimised
2.2 Develop plan of care outlining ways to prevent, and respond to clients expressions of violence against self or others, communicate it to relevant personnel and implement the plan
2.3 Respond to crisis situations in a manner that promotes calm and reassurance
2.4 Use procedure to protect clients from endangering themselves or others that are consistent with legal, ethical and organisation requirements, and safety considerations
2.5 Make appropriate judgements relating to physical restraint, based on balance of risk and safety of all
2.6 Administer first aid and other assistance as necessary
3. Secure the safety of clients
3.1 Anticipate potential causes of conflict and harmful behaviour and make respond appropriately, to prevent escalation
3.2 Use calm, confident and assertive communication to establish positive personal interaction and exchange information
3.3 Provide information designed to promote positive decision-making based on the relationship between actions and consequences
3.4 Provide information to all relevant individuals in a clear, accurate and comprehensive manner
3.5 Select response and action designed to minimise risk, prevent escalation and to preserve the safety and security of all involved
3.6 In responses and emergency action, give priority to the protection of individuals from severe harm
3.7 Ensure use of force for maintenance of safety complies with procedures and is applied with minimum force to establish control