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 HLTAHW031, 'Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families' 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. Provide strategies to promote and strengthen the capacities of families and communities
1.1 Determine the components of a â€˜healthy familyâ€™ and strategies to strengthen the family unit
1.2 Demonstrate knowledge of and respect for the diversity of culture, skin and language groups and family structures in relation to achieving healthy families and communities
1.3 Provide accurate information about the incidence, impacts and social and psychological context of family health problems in Aboriginal and/or Torres Strait Islander communities
1.4 Discuss the obstacles to healthy family and community development in relation to family and/or domestic violence, and abuse of children and young people
1.5 Provide practical advice relating to early identification, management and prevention of family health problems in accordance with community cultural needs and work role obligations
1.6 Work in collaboration with primary health care workers, multidisciplinary teams, organisations and other agencies to support â€˜healthy familyâ€™ outcomes
2. Work in partnership with Aboriginal and/or Torres Strait Islander people and communities
2.1 Develop and implement strategies to increase participation of Aboriginal and/or Torres Strait Islander people in health service delivery
2.2 Ensure delivery of health care, services and programs reflect culturally safe and appropriate practice
2.3 Ensure health care, services and programs encourage self-determination and community control to ensure improved health outcomes
2.4 Identify and utilise resources to promote effective partnerships with Aboriginal and/or Torres Strait Islander people, organisations and communities
2.5 Support the development of effective partnerships between staff, Aboriginal and/or Torres Strait Islander people and their communities to facilitate accessibility, affordability and acceptability of appropriate health and workplace services
3. Identify immediate risks and needs
3.1 Comply with federal, state or territory workplace legislation which may impact on primary health care workersâ€™ practice and responsibilities
3.2 Use culturally appropriate interpersonal skills to promote confidence and rapport, allowing the effective exchange of accurate and relevant information
3.3 Assess, analyse and respond to any indicators of risk or threats to the safety of children, young people, family and/or community members
3.4 Use culturally appropriate methods to accurately record relevant, specific and general circumstances to ensure that all relevant information is collected and complies with organisational, legal and ethical obligations
3.5 Identify own limitations in addressing and assessing clientsâ€™ needs and, where appropriate, seek assistance from appropriate community person/s or work collaboratively with relevant organisations
4. Implement strategies to empower children, young people, families and communities
4.1 Identify current community and government intervention and support policies in relation to family health issues in Aboriginal and/or Torres Strait Islander communities
4.2 Discuss the principles of community development and ways in which community development strategies promote empowerment and re-empowerment
4.3 Use culturally appropriate educational resources to assess, analyse and prevent identified children, youth and family health issues
4.4 Make appropriate referrals for clients with family health problems in line with community and organisational legislation and guidelines