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 HLTAHW302B, 'Facilitate communication between clients and service providers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate communication between clients and service providers' 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 |
1. Support clients in the use of a preferred language | 1.1 Encourage and support Aboriginal and Torres Strait Islander clients to communicate in their preferred language 1.2 Accurately translate verbal and/or written information to address the needs of service providers and/or clients 1.3 Provide interpreting services as required to support relationships between service providers, carers, clients and the community 1.4 Advise clients as required of persons or organisations who may assist in interpreting a particular language 1.5 Assist clients as required to contact persons or organisations who can interpret a particular language |
2. Translate verbal or written information into a form that is understood | 2.1 Respond to requests for assistance with interpretation in line with organisation guidelines 2.2 Assess the need for interpretation and discuss with appropriate persons 2.3 Translate information from one language to the language(s) of the other person(s) involved 2.4 Regularly check the clarity of the communication, before and after the translation 2.5 Use clear, appropriate and accessible language that values and respects each individual |
3. Facilitate communication between clients and service providers | 3.1 Assist clients to explain their needs and issues and negotiate available options 3.2 Explain reasons for information needed by service providers to clients as required 3.3 Explain in detail services offered by specific health service providers to clients 3.4 Assist in ensuring the client has understood the information provided by the service provider |
4. Liaise with health service providers in meeting client and community needs | 4.1 Inform multi-disciplinary health service teams of ongoing and/or changing individual and community needs and issues that may impact on service provision 4.2 Communicate local community values, beliefs and gender roles to service providers as required 4.3 Explain the role of traditional healers in the community to service providers, if required 4.4 Consult health service providers about the organisation and delivery of health services in the community 4.5 Undertake consultation to provide clients with reasonable and timely access to general and specialist health services required outside their own community |