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 CSCOFM005, 'Protect the safety and welfare of Aboriginal and Torres Strait offenders'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Protect the safety and welfare of Aboriginal and Torres Strait offenders' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section. |
1. Monitor Aboriginal and Torres Strait offenders | 1.1 Use a range of different interpersonal strategies to build rapport with offenders. 1.2 Check the background of the offender for indicators of special needs and likely risks. 1.3 Communicate conditions of court orders and the conditions of placement and offender services to offenders. 1.4 Complete reports, document all action and decisions. 1.5 Respond to concerns and incidents according to the degree of risk. 1.6 Ensure that the offender’s environment is safe and healthy according to agreed standards and cultural requirements. 1.7 Supervise the offender’s routine to monitor changes in mood and behaviour and potential risks. 1.8 Seek advice and support, including community and cultural support and the support of Aboriginal and Torres Strait staff, where needs are identified. 1.9 Refer the offender to specialist services or programs suitable for the needs of Aboriginal and Torres Strait people. 1.10 Promote and maintain the rights and responsibilities of offenders and their cultural identity. |
2. Respond to identified risks to Aboriginal and Torres Strait offenders | 2.1 Observe and note behaviour signs that may indicate change in mood or attitude and analyse them for indicators of risk and harm. 2.2 Record changes that cause concern and report them promptly to relevant support service. 2.3 Identify people with special needs or who might be vulnerable to risk, from a range of offender information and monitor them closely according to procedures. 2.4 Assess any indications of risk or harm and respond to them according to the degree and nature of the risk and the circumstances of the offender. 2.5 Respond to incidents immediately according to procedures and in a manner designed to protect the safety and welfare of the people involved. 2.6 Communicate clear and reassuring information to the offender to address anxiety and distress and to maintain the offender’s understanding of what is happening. 2.7 Communicate clear, accurate and comprehensive information to team members for risk analysis. 2.8 Support investigations of risks and collaborative teamwork. |