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 CHCFAM411B, 'Engage fathers into family based programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Engage fathers into family based programs' 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 with fathers to increase their engagement in their children's lives | 1.1 Identify potential roles and impact of fathers in their children/s lives 1.2 Demonstrate understanding and value of the different ways fathers can perceive their roles in their children's lives 1.3 Clarify fathers' aspirations for the well being of their child/children and the experience, knowledge and skills they can contribute to this well being 1.4 Work with fathers to develop their capacity to positively engage with their child/children |
2. Develop and use father inclusive practice, policies, processes, and programs | 2.1 Analyse elements of own practice to identify communication styles which are father inclusive and those which are not father inclusive 2.2 Foster father inclusive practice in own practice 2.3 Identify and promote opportunities for improving father inclusive aspects of the organisation, its policies, processes and programs 2.4 Deliver programs where the structure, content, format and language are appropriate to fathers as participants 2.5 Deliver programs in a way which is at all times respectful and values the role and importance of fathers and mothers in their children's lives |
3. Promote programs to fathers | 3.1 Identify the target group for program including the target group of men 3.2 Identify key characteristics of target group and the impact they may have on engagement of target groups including promotion of program, accessibility to program and appropriateness of venue, format and timings 3.3 Design and develop appropriate father inclusive programs for target group 3.4 Use appropriate methods to promote programs to target group |
4. Engage with fathers using father inclusive practice | 4.1 Approach fathers as partners in change with respect for their experience, gifts and capacities as fathers 4.2 Assess fathers' access to high quality family services to ensure equity and fairness regardless of income, employment status, special educational needs or cultural or linguistic background 4.3 Utilise a strengths-based approach to female and male staff capacities for working with fathers 4.4 Work effectively as part of a mixed gender workforce 4.5 Assist fathers to overcome any personal, community and/or societal barriers that may prevent them from becoming positive fathers 4.6 Work in partnership with fathers to develop their knowledge, skills and abilities and to help fathers choose a positive role with their children while recognising and respecting the role of mothers 4.7 Contribute to the effective monitoring and evaluation of father involvement |
5. Evaluate programs and reflect on own practice from a father inclusive perspective | 5.1 Seek feedback from colleagues and clients including fathers, regarding the program and own practice in relation to father inclusive appropriateness 5.2 Identify aspects of the program and own practice where father inclusive practice could be strengthened 5.3 Incorporate improved father inclusive practice into the design, development and delivery of future program and own practice |