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 CHCEDS404A, 'Liaise with Aboriginal or Torres Strait Islander community re education program'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Liaise with Aboriginal or Torres Strait Islander community re education program' 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. Liaise with Aboriginal and/or Torres Strait Islander parents/community members on education issues under supervision of a teacher | 1.1 Explain difficulties in understanding aspects of the education program by parents/guardians according to the teacher's instructions and school policy and procedures 1.2 Convene liaison meetings between teachers and Aboriginal and/or Torres Strait Islander parents/ guardians and community as requested by school/ centre staff or Aboriginal and/or Torres Strait Islander groups 1.3 Facilitate community contributions to adapt school/centre policies to meet education needs of Aboriginal and/or Torres Strait Islander students 1.4 Encourage parental involvement in meetings, assemblies and events 1.5 Provide interpretation and translation for parents when there is a communication difficulty between parents and school/centre 1.6 Assist parents with forms, vouchers and documents according to school/centre administration procedures 1.7 Consult parents and Aboriginal and/or Torres Strait Islander elders in the community on sensitive issues of culture and language and the educational needs of Aboriginal and/or Torres Strait Islander students 1.8 Prepare and submit specific items for school/centre newsletters and community newspapers for final approval 1.9 Provide mediation between the school/centre and parents or community, according to teacher/school/centre direction 1.10 Represent the school/centre or system of schools (Department, Catholic or Independent schools) at community meetings as required 1.11 Contribute appropriately at meetings held to discuss issues raised by the school/centre or community |
2. Identify and represent the educational needs of Aboriginal and/or Torres Strait Islander students | 2.1 Identify and convey educational needs of student/s to the relevant teacher 2.2 Encourage parents to identify and convey educational needs of students to the relevant teachers 2.3 Offer appropriate suggestions to the relevant teacher on making the classroom environment supportive to Aboriginal and/or Torres Strait Islander students 2.4 Provide a first-point-of-contact between parents/community and teachers/staff when necessary 2.5 Provide appropriate liaison and communication links between parents and the school/centre or department or system as required |
3. Liaise with other agencies to further the educational welfare of Aboriginal and/or Torres Strait Islander students | 3.1 Maintain links with agencies for further education and training, according to the school/centre protocol 3.2 Source and compile information on other services and agencies such as family and community health and welfare and access in consultation with teacher 3.3 Provide assistance in coordination of work experience programs for Aboriginal and/or Torres Strait Islander students |
4. Conduct interviews or home liaison visits to discuss the academic progress and or social development of students | 4.1 Inform students and parents/guardians of the time and purposes of the planned visit/liaison 4.2 Discuss the academic and social progress of the student/s in a manner that is linguistically and culturally acceptable to the students and parents/guardians 4.3 Use appropriate interpersonal skills to allow accurate and relevant exchange of information 4.4 Carry out visits punctually and professionally 4.5 Undertake record-keeping and reporting in accordance with school/centre standards and procedures 4.6 Inform teacher/s and relevant staff of the date and nature of the visits |