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 CHCPROT422A, 'Undertake child protection work within an Aboriginal and/or Torres Strait Islander framework'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Undertake child protection work within an Aboriginal and/or Torres Strait Islander framework' 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. Apply understanding of cultural issues and complexities of working with Aboriginal and Torres Strait Islander families and communities within a child protection context | 1.1 Identify historical, social, political, economic and environmental factors which impact on Aboriginal and Torres Strait Islander people in contemporary society. 1.2 Identify intergenerational effects on past and current parenting, and relationships for families 1.3 Identify barriers and the risk factors that impact on child safety provision to Aboriginal and Torres Strait Islander children and young people |
2. Demonstrate an awareness of relevant sections of legislation which focus on Aboriginal and Torres Strait Islander children and young people | 2.1 Apply the Aboriginal and Torres Strait Islander Child Placement Principle 2.2 Identify the role of Aboriginal and Torres Strait Islander recognised entities within relevant legislation 2.3 Identify culturally appropriate support and advocacy for Aboriginal and Torres Strait Islander children and their families |
3. Work in a culturally safe manner | 3.1 Demonstrate a commitment to achieving access and equity in services for Aboriginal and/or Torres Strait Islander people 3.2 Ensure services delivered support Aboriginal and/or Torres Strait Islander people and communities to be self-determined and empowered 3.3 Deliver services safely as limited by own level of competence and responsibility and in line with organisation policies, regulatory requirements and community protocols 3.4 Identify and report cultural factors that produce stress and have a potential to impact own work practices to organisation as appropriate to support service delivery and personal well being |
4. Reflect an understanding of the role of recognised agencies | 4.1 Demonstrate an understanding of the role of the recognised entity 4.2 Identify the roles of recognised entity in influencing child protection decision-making processes and use these appropriately within the context of own work role 4.3 Identify strategies for sourcing cultural linkages and information relevant to the provision of out of home care for Aboriginal and/or Torres Strait Islander children and young people 4.4 Establish and maintain networks with agencies associated with child protection services to support Aboriginal and Torres Strait Islander well being 4.5 Maintain confidentiality of client information |