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 CHCFAM406B, 'Engage and resource clients to improve their interpersonal relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Engage and resource clients to improve their interpersonal relationships' 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. Work within the context of relationship education | 1.1 Identify the relevant issues which can impact on clientsand their relationships 1.2 Apply currenttheoretical frameworks, models and tools of relationship education 1.3 Identify specific issuesrelevant to working in relationship education and use appropriate strategies to address these issues 1.4 Work effectively with people from diverse family structures and backgrounds and with diverse cultural, religious, community and familial obligations |
2. Work with clients to identify their interpersonal relationship needs | 2.1 Assist clients to identify positive elements of their interpersonal relationshipsand relationship systems 2.2 Assist clients to identify their potential barriers to positive interpersonal relationships and relationship systems and understand key issues for change within their interpersonal relationships 2.3 Assist clients to recognise the impact of both negative and positive emotions on relationships 2.4 Assist clients to clarify the complexity of interpersonal relationship dynamics and issues impacting their interpersonal relationships |
3. Work with the client to identify strategies to address relationship education needs | 3.1 Identify appropriate services to assist clients to develop their interpersonal relationships 3.2 Recognise and respond to evidence of contra-indications for access to services 3.3 Facilitate client access to services in accordance with organisation policy and procedures and within legislative requirements 3.4 Make referrals to appropriate organisations to address client needs in accordance with organisation policy, procedures and requirements 3.5 Monitor and review effectiveness of strategies in addressing client needs and follow up as required |