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 CHCYTH511B, 'Work effectively with young people and their families'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively with young people and their 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. Establish relationship with the young person's nominated carer/family members | 1.1 Use a range of communication strategies to gather necessary information about the background and circumstances of young people and their families with respect for privacy and confidentiality 1.2 Ensure information provided to young people and their families is conveyed with regard to each party's right to confidentiality in a factual, clear and ethical manner to promote positive responses 1.3 Identify issues arising from the circumstances of young people and their families and the need for changes to behaviour and relationships 1.4 Maintain clear, ethical and honest relationships with young person as the primary client, and their families/carers as secondary clients 1.5 Use interaction with family members to encourage their personal reflection on relationships, expectations and personal responsibility 1.6 Identify obstacles to professional relationships with families/carers, check personal values and issues with others and record concerns according to the code of conduct and ethics |
2. Exchange information with family/carers about young person's needs and/or risks within the requirements of privacy and confidentiality | 2.1 Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques 2.2 Monitor and anticipate behaviour and mood of clients for signals and respond appropriately 2.3 Provide clients with clear, relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy of individual client 2.4 Analyse your values for their impact on your attitudes and interactions and to detect and avoid personalising issues, discrimination and stereotyping |
3. Determine in consultation with the young person a mutual approach to addressing their needs | 3.1 Check current commitments in time and resources for flexibility and capacity to meet client young person's needs and expectations 3.2 Check that objectives, outcomes and processes of young person's responses are consistent with organisation's policies and objectives and service outcomes 3.3 Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person 3.4 Plan a structured sequence of activities and timetable to achieve client objective within available resources 3.5 Consult team members for feedback on the planned program and indications of support 3.6 Identify resources needed for continuing work with clients and allocate according to priorities and availability |
4. Respond to families' concerns about young person | 4.1 Use a range of communication strategies to develop trust and mutual agreements with family members about terms and conditions of addressing their concerns including limitations on confidentiality and power differentials between individuals 4.2 Identify and prioritise short and long term implications of family concerns 4.3 Validate family concerns using a range of checking sources including consultation with the young person as primary client 4.4 Provide information to family members on a need to know basis with respect for young person's privacy in a language and style they will understand 4.5 Negotiate conditions and confirm agreement with families to encourage commitment, cooperation and mutual action 4.6 Check information about family members for indicators of concerns, patterns of behaviour, strengths and barriers and consider this information in the approach taken 4.7 Encourage family members to take responsibility for agreement on objectives, targets and outcomes 4.8 Ensure location of client meetings promotes, neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients 4.9 Guide strengths and energy of clients to maintain positive direction, cooperation, achievements, respect |