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 CHCCHILD505B, 'Work effectively in child protection and out of home care for children and young people'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively in child protection and out of home care for children and young people' 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. Demonstrate an understanding of key issues related to work in the child protection environment | 1.1 Demonstrate understanding of the history and recent developments in child protection/direct care work 1.2 Demonstrate understanding of the legal, political and social framework within which the work is undertaken 1.3 Reflect understanding of the system structure and the various roles and responsibilities of the stakeholders that operate in the child protection system in work undertaken 1.4 Demonstrate and apply understanding of practice related to effective worker safety / well being and self management activities appropriate to the professional role 1.5 Demonstrate understanding of children's court procedures appropriate to professional role 1.6 Reflect understanding of the processes for risk assessment appropriate to the professional role 1.7 Acknowledge the challenges of child protection work and manage appropriately 1.8 Reflect in all work, understanding of indicators, effects and dynamics of child abuse and neglect appropriate to the professional role 1.9 Reflect in all work, basic understanding of the relationship and practice implications of child abuse and family violence; substance use; mental illness; and disability appropriate to the professional role 1.10 Demonstrate and manage sensitively/effectively, understanding of the power imbalance inherent in child protection/out of home care work |
2. Demonstrate commitment to quality care for children or young people | 2.1 Reflect in all work, understanding of key issues facing children and young people who may be at risk of harm 2.2 Reflect in all work undertaken, duty of care, context of policy, regulatory, legislative and legal requirements as they apply to the area of work 2.3 Apply and demonstrate organisation procedures and policies are as appropriate 2.4 Identify personal values and attitudes regarding children or young people and acknowledge their potential impact on service delivery when planning and implementing all work activities 2.5 Reflect in own work, a focus on supporting the rights, interests and needs of children, young people and families 2.6 Characterise communication with children/young people and families by sensitivity, openness, respect and warmth and appropriate to the age and ability of the child 2.7 Demonstrate understanding of issues related to the placement of children away from family in all forms of out of home care, and the practice issues for statutory child protection workers and direct care givers |
3. Demonstrate ethical work practices | 3.1 Routinely observe lines of accountability in all work undertaken in the child protection area, including appropriate consultation and explaining decisions and actions to those to whom the worker is accountable 3.2 Explain decisions and actions taken to children, young people and their families/carers 3.3 Use the relevant code of ethics, professional and organisation standards to guide service delivery 3.4 Plan responses to address emergency situations and other contingencies based on ethical standards and organisation requirements |