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 HLTAHW051, 'Respond to loss, grief and trauma'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Respond to loss, grief and trauma' 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. Identify effects of loss, grief and trauma
1.1 Clarify impact of specific loss, grief and/or trauma at the individual, family and community level
1.2 Take into account historical impact of loss, grief and trauma on Aboriginal and/or Torres Strait Islander people
1.3 Recognise culturally appropriate expressions of loss and grief
1.4 Identify and respect specific approaches and responses of individuals, families and communities to loss, grief and/or trauma
1.5 Recognise effects of stress on individuals and communities in relation to experiences of loss, grief and trauma, including trans-generational trauma and grief
1.6 Identify culturally appropriate strategies for responding to stress at the community, family and individual levels
1.7 Communicate strategies and options to individual clients and refer, where relevant and appropriate
2. Provide a healing response to loss, grief and trauma
2.1 Determine healing response to loss, grief and/or trauma appropriate to the needs of each situation and the individuals involved
2.2 Provide appropriate support and available resources to assist individuals and families to deal with their loss, grief and/or trauma
2.3 Provide timely referral as appropriate to support ongoing healing in line with the needs of the situation and individuals involved
2.4 Maintain duty of care, confidentiality and cultural protocols
3. Manage own stress in work role
3.4 Monitor own stress level in relation to working in the area of loss, grief and trauma, including trans-generational trauma and grief
3.5 Use appropriate stress management strategies to manage own stress
3.6 Consult relevant team members or other professionals for own social and emotional support