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 PUAECL005, 'Support communities for crisis'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support communities for crisis' 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Initiate, build and maintain relationships | 1.1. | Demonstrate the strategies that can be used when identifying leaders and connectors within a community and/or organisation during a crisis |
1.2. | Debate the importance of cultivating relationships with leaders, community members and/or organisations that is based on an awareness of strengths, interests, sensitivities, dependencies and responsibilities | ||
1.3. | Ascertain what relationships with voluntary associations and community organisations, regulators, suppliers and industry associations must be created and maintained during all phases of a crisis | ||
1.4 | Design a program that builds trust and collaborative leadership and provide a justification for the model | ||
2 | Establish and grow partnerships with agencies and organisations | 2.1. | Identify relationship and partnership synergies that can be used during and following a crisis that displays an awareness of potential interests, sensitivities, dependencies and responsibilities |
2.2. | Nominate and assess models for building meaningful relationships and partnerships using various communication methods | ||
2.3. | Identify how to lead and maintain strategic partnerships based on trust, collaborative goals and agreed parameters | ||
3 | Support communities | 3.1. | Map community and organisational strengths, challenges and assets in all phases of a disaster |
3.2. | Demonstrate how to support and lead communities and/or organisations in deciding on their priority actions during a crisis | ||
3.3. | Create a plan of action to support communities and/or organisations to identify resilience activities following a crisis | ||
4 | Design and facilitate implementation of strategies | 4.1 | Design a model that demonstrates how to leverage social infrastructure networks and assets in support of resilience activities |
4.2 | Identify and implement adaptive resilience strategies to address community and/or organisational needs | ||