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 CPPSEC3014A, 'Control persons using baton'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Control persons using baton' 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 |
1Present baton. | 1.1 Applicable provisions of legislative and organisational requirements relevant to the use of batons are identified and complied with. 1.2 The need and opportunity to present baton is assessed and evaluated against risk factors. 1.3 Hold is appropriate to baton type and grip is securely maintained to ensure continuous control during presentation. 1.4 Stance adopted during presentation is confident, assertive, balanced and allows for additional tactical positioning. 1.5 Personal safety needs are identified and assistance sought as required in accordance with organisational procedures. 1.6 Protective equipment is selected and used in accordance with organisational and Occupational Health and Safety (OHS) requirements |
2Direct persons. | 2.1 Communication is maintained with subject and reflects sensitivity to individual social and cultural differences. 2.2 Effective interpersonal techniques are used to facilitate an effective exchange of information. 2.3 Intention to use baton is clearly and assertively communicated to subject. 2.4 Baton is used to restrain subject using recognised techniques. 2.5 Alternative response options are assessed and implemented where possible to minimise the use of force or prevent continuance of aggressive behaviour. |
3Apply defensive strikes. | 3.1 Subject is continually observed to anticipate movement and aggressive actions. 3.2 The response initiative is carried out promptly and accurately in accordance with organisational procedures. 3.3 Baton contact with the subject is minimised and restricted to appropriate target areas of the subject's body. 3.4 Force of strike is controlled and limited to preventing continuance of aggressive force by the subject. 3.5 Factors which may affect the provision of first aid treatment are assessed with assistance from relevant persons when required. |
4Review use of baton. | 4.1 Effectiveness of response is reviewed and evaluated against circumstances of the incident. 4.2 Incident observations are provided accurately and constructively. 4.3 Review findings identify areas for improvement and recommendations for amendment of response procedures are provided for future practice. 4.4 Baton is inspected and faults are identified and reported in accordance with organisational procedures. 4.5 Relevant documentation is completed and securely maintained with due regard to confidentiality in accordance with organisational procedures. 4.6 Effects of stress and other issues related to own well-being are recognised and managed using appropriate stress management techniques. |