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 CHCSW402B, 'Undertake bicultural work with forced migrants in Australia'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Undertake bicultural work with forced migrants in Australia' 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 an understanding of work within the Australian context | 1.1 Recognise frameworks and legislation relevant to working within the Australian context 1.2 Identify Australian cultural protocols 1.3 Identify and describe Australian management processesand workplace behaviours 1.4 Identify and analyse differences between Australian processes and own cultural process 1.5 Identify differences in relation to working as a person from a culturally diverse background within mainstream Australia society 1.6 Adjust approaches in light of new information and protocols 1.7 Identify own role and responsibilities and confirm in accordance with organisation procedures |
2. Operate within the workplace | 2.1 Identify organisation goals and priorities 2.2 Prioritise competing demands to achieve organisation's goals and objectives 2.3 Identify and use professional networks to build and develop relationships, maintain own skills base and knowledge and provide identifiable benefits for the organisation and its clients 2.4 Identify professional development opportunities to improve own skills and knowledge and confirm in accordance with organisation procedures 2.5 Identify factors affecting the achievement of work objectives, establish contingencies and incorporate into work plans |
3. Recognise and deal with trauma and vicarious traumatisation | 3.1 Recognise vicarious traumatisation in self 3.2 Access support services to assist in dealing with own vicarious traumatisation 3.3 Recognise vicarious traumatisation in others and develop strategies to respond to this 3.4 Identify the overt and covert signs of trauma in clients and the support framework available for such clients 3.5 Apply accepted procedures to evaluate the options of bringing in specialist support and/or appropriate referral while continuing to work with the client |
4. Understand and manage boundaries | 4.1 Explore the concept of professional boundaries 4.2 Explore the competing demands of worker and community member 4.3 Identify strategies to help manage boundaries |
5. Recognise the impact of ethnicity, class, gender and religion on settlement work | 5.1 Explore how worker's own ethnicity, class, gender and religion may impact their work with clients 5.2 Identify strategies to manage this in the workplace |