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 CHCMH403A, 'Establish and maintain communication and relationships to support the recovery process'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish and maintain communication and relationships to support the recovery process' 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. Develop communication strategies to effectively engage with people | 1.1 Identify the person's strengths and interests that may provide an opportunity to establish rapport 1.2 Apply appropriate communication strategies to establish rapport with person with mental health condition, their family, carer/s and work team 1.3 Apply communication strategies in a manner that acknowledges individual time requirements to establish rapport 1.4 Apply communication strategies in a manner that acknowledges cultural barriers to establishing rapport 1.5 Identify and respect the client's choice to involve others (e.g. carer/s, family and friends) 1.6 Apply communication strategies that acknowledge the client's recovery experiences |
2. Maintain an effective working relationship with person affected by mental health condition | 2.1 Identify communication requirements to maintain an effective working relationship with the person 2.2 Deliver any supports collaboratively and in a manner that maintains an effective working relationship with the person 2.3 Collaboratively work with the person, giving them control over their own lives |
3. Develop and maintain effective working relationships with family, carer/s, friends and others | 3.1 Identify the information and support needs of family, carer/s and friends 3.2 Use communication that is readily understood by carer/s, family and friends 3.3 Communicate with family, carer/s and friends in a manner that respects the dignity, choices and confidentiality of the person with the mental health condition |