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 LGACPRV504A, 'Build the capacity of individuals, organisations and communities to support crime prevention'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Build the capacity of individuals, organisations and communities to support crime prevention' 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
1. Act as a resource to promote accessibility and capacity to support crime prevention
1.1 Own awareness of actual and potential community-initiated crime prevention action is actively maintained.
1.2 Requests for support are evaluated against the organisation's strategic intentions, priorities and available resources.
1.3 Specialist advice on community safety and crime prevention issues and proposals is provided in accordance with requests and in line with organisational policies.
1.4 Assistance i s provided, when requested and as possible, to foster and promote community-initiated crime prevention action and service delivery performance.
1.5 Proposals for crime prevention initiatives are reviewed in light of contemporary crime prevention principles and practices, including best practice benchmarks.
2. Provide information and education to build awareness, capability and support
2.1 Issues are responded to as they arise and according to policies and protocols.
2.2 Information and education programs are developed, promoted and provided to meet identified needs.
2.3 Information and training are provided for individuals, communities and organisations that address critical issues, enabling participation in discussion and decision making.
2.4 Information is tailored and provided to promote sectoral interests to identified target groups and to build the capacity of individuals, organisations and communities to participate in public debates and decision making.
3. Represent the organisation or community to foster support
3.1 The representative role is established in line with the organisation or community's strategic direction and in consultation with key stakeholders and contacts.
3.2 Opportunities are sought to represent the crime prevention interests of the organisation or community.
3.3 Achievements are shared in a range of forums to promote ownership and understanding of mutual benefits.
3.4 Participation in decision-making forums and working parties actively promotes the aims, philosophy and achievements of the organisation or community in relation to crime prevention.
4. Facilitate the establishment and maintenance of supportive networks
4.1 Opportunities to establish new networks are actively sought and acted upon.
4.2 Assessment is made of the means for networks to contribute to crime prevention initiatives.
4.3 Networks are utilised to communicate and promote the crime prevention needs of community groups and individuals and to obtain information relevant to practitioners' crime prevention function.
4.4 Networks are utilised to advocate for and facilitate the implementation of initiatives to address specific crime and public safety needs.
4.5 The costs and benefits of continuing a network are regularly evaluated against the organisation or community's policies and procedures.
5. Utilise strategic partnerships to build capacity
5.1 Potential partnerships are identified and evaluated to determine mutual benefit and value to the crime prevention function.
5.2 Inter-organisational and inter-governmental agreements are negotiated where appropriate.
5.3 Partnerships are monitored and sustained over time.
5.4 Partnerships are utilised to facilitate action across sectors, organisations and communities.