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 CSCOFM402A, 'Provide support to offenders in Aboriginal and Torres Strait communities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide support to offenders in Aboriginal and Torres Strait communities' 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 | ||||
1Support the community. | 1.1 Establish relationships with key people in the community to promote the correctional service and to promote respect, trust and credibility. 1.2 Acknowledge and encourage the community as a social support mechanism for its members and offenders. 1.3 Support the role and benefits of community programs in reducing offending. | ||||
1.4 Make use of positive and effective models of community development to build community support and resources. 1.5 Use positive and effective models of negotiation and mediation to involve key people and ensure consensus. 1.6 Use strategies and programs that provide a balance between statutory requirements and traditional practice. 1.7 Recognise the different interpretations and expectations of communities and take them into consideration in community activities. | |||||
2Respect cultural requirements. | 2.1 Comply with the restrictions and protocol of communicating and relating to different members of the community. 2.2 Consider the impact of cultural requirements and traditional relationships and take them into consideration in determining contact and processes. 2.3 Confirm the cultural perspective on obligations and punishment and adapt strategies to take cultural views into account. 2.4 Take into account different timeframes when planning meetings and activities to allow cultural ways to determine process and outcomes. | ||||
3Support offenders. | 3.1 Involve community networks to enable a holistic and comprehensive approach to the needs and outcomes of the offender. 3.2 Determine the resources and needs of offenders and make sure that the offenders' objectives are determined with the offender and their community support. 3.3 Refer offenders to other support agencies or specialists according to the priorities of need and availability. 3.4 Give information and advice to support offenders and their family in their progress through the legal systems. 3.5 Give information and advice to encourage a cooperative and positive approach to changing offending behaviour. 3.6 Help the community develop community programs that meet the needs of offenders. 3.7 Give reports to relevant agencies according to organisation procedures and requirements. | ||||