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 CHCCEL406A, 'Identify and address client needs in a celebrancy role'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Identify and address client needs in a celebrancy role' 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. Establish and maintain client relationships | 1.1 Use appropriate language and interpersonal skills to introduce self and establish rapport with clients 1.2 Interact with clients in a manner that reflects standards and code of ethics relevant to celebrancy and promotes positive client participation 1.3 Demonstrate courtesy respect for individual differences in all dealings with clients 1.4 Support the client's interests, rights and decision-making and aim to generate a trusting relationship 1.5 Maintain confidentiality and privacy of client within standards and code of ethics relevant to celebrancy |
2. Clarify client needs | 2.1 Communicate with client effectively and professionally about required ceremony/ritual 2.2 Identify and confirm client needs and preferences, sensitively and comprehensively, including particular civil or religious focus 2.3 Assist client to identify preferences by presenting a range of options for consideration, if appropriate, and confirm preferred option/s 2.4 Recognise and take into account cultural and social differences and the extent to which different values may lead to variations in expectations of clients from different backgrounds and ages 2.5 Apply knowledge of human development and psychology of transitions to determine specific nature of client requirements 2.6 Advise clients that they may determine/author their ceremony and provide guidance as required to clarify issues relating to legislative and regulatory requirements, tradition and specific aspects of various ceremony options discussed 2.7 Review potential venues/settings in consultation with clients, advising on issues relating to preferred setting if required |
3. Match services to client needs | 3.1 Identify appropriate services from the range of services offered by the celebrant to match client needs 3.2 Advise client of appropriate referral agency/ service where client needs fall outside the celebrancy role 3.3 Provide clients with up-to-date information about services available to match their needs in a timely manner 3.4 Ensure all advice to clients about available services is consistent with current relevant legislative and statutory requirements 3.5 Undertake appropriate record-keeping and reporting in accordance with defined procedures |
4. Follow up ceremony | 4.1 Seek client feedback using various techniques 4.2 Use feedback to continuously improve service 4.3 Seek collaboration with colleagues to develop, maintain and improve own skills and resources |