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 HLTAHW421B, 'Provide information about mental health'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide information about mental health' 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. Promote good mental health | 1.1 Provide accurate information about the incidence, impacts and social/psychological context of mental health problems in Aboriginal and/or Torres Strait Islander communities 1.2 Provide information regarding mental health issues in plain language and use visual aids where appropriate 1.3 Discuss risk factors relating to mental health in the context of local, cultural, community, family and individual issues 1.4 Identify and evaluate mental health support services available to the community 1.5 Provide practical advice relating to the identification and management of mental health problems in line with community needs and organisation guidelines 1.6 Undertake activities to raise awareness of mental health issues |
2. Provide support to clients with mental health issues | 2.1 Identify appropriate mental health support services for Aboriginal and/or Torres Strait Islander communities in line with organisation guidelines and community requirements 2.2 Provide guidance about identified mental health issues in line with community needs and organisational guidelines 2.3 Use culturally appropriate educational resources 2.4 Provide information about resources available in the community and state in relation to addressing mental health issues 2.5 Signal clients with apparent or identified issues related to mental health for follow up in line with organisation guidelines 2.6 Maintain confidentiality to reflect community and organisation guidelines |
3. Provide information to carers for clients with mental health issues | 3.1 Identify appropriate support services for carers of Aboriginal and/or Torres Strait Islander clients with mental health problems in line with organisation guidelines and community requirements 3.2 Provide guidance for carers about dealing with mental health issues in line with community needs and organisational guidelines 3.3 Use culturally appropriate educational resources 3.4 Provide information about resources available in the community and state in relation to caring for and managing behaviour of clients with mental health problems 3.5 Make appropriate referrals in line with organisation guidelines 3.6 Maintain confidentiality to reflect community and organisation guidelines |