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 CHCICS410A, 'Support relationships with carers and families'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support relationships with carers and families' 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 positively with carers and families | 1.1 Demonstrate the range of patterns/structures of current family life and the concept of family care giving 1.2 Identify key issues for carers in the support of a family member who is aged and/or has a disability and support implementation within the context of different family patterns and access to resources 1.3 Identify the impacts of caring on individuals and family relationships 1.4 Identify the range of responsive services required by the carer to support the care relationship with the client 1.5 Implement strategies to support the rights of families and carers 1.6 Implement a range of positive strategies for involving families and carers in design and delivery of supports offered to them and the client |
2. Analyse life cycle transitions for carers and families and the implications for direct care workers | 2.1 Identify transitions as major life changes for clients, their family members and friends 2.2 Identify client pathways into service settings and the implications for carers, families and friends 2.3 Identify potential positive and negative impacts that transitions may create for family, carers and friends 2.4 Support carer and family to identify and use strategies to maximise positive aspects of transition 2.5 Support carers, families and friends to maximise ongoing care and involvement in the life of the client in a range of service settings 2.6 Identify strategies and practices that can be implemented to support the life cycle transition experiences of carers and families |
3. Analyse strategies to promote carer health and well being | 3.1 Identify issues that may impact on the physical and emotional health and well being of the carer 3.2 Identify and analyse the barriers to self care for carers 3.3 Identify systems and strategies that can be implemented to promote the health and well being of carers |