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 CPPSEC3013A, 'Control persons using empty hand techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Control persons using empty hand techniques' 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 |
1Identify need to use empty hand techniques. | 1.1 Applicable provisions of legislative and organisational requirements relevant to own role, competence and authority are identified and complied with. 1.2 Movements and actions of subject are continually observed to anticipate movement and aggressive actions. 1.3 Stance and distance from subject maximises range of defensive options and tactical advantages in physical contact. 1.4 Alternative response options are assessed for viability and withdrawal options are identified and incorporated into defensive options. 1.5 Personal safety needs are identified and maintained. 1.6 Appropriate interpersonal techniques are used and communication is maintained with subject. |
2Apply defensive techniques. | 2.1 Empty hand techniques are applied in accordance with use of force guidelines. 2.2 Grip on subject is secure, firm and applied using level of force proportionate to the context of the threat. 2.3 Holds are applied quickly to appropriate areas of the body using recognised techniques. 2.4 Strikes and blows from subject are anticipated and positioning is adopted, parried or blocked using recognised techniques. 2.5 Contact with subject is limited to the minimum necessary to removing immediate threat and is discontinued at cessation of threat. |
3Isolate subject. | 3.1 Weapons and potentially dangerous items are removed from subject and located a safe distance from incident area. 3.2 Situations requiring assistance are identified and sought from relevant persons. 3.3 Subject is maintained at safe distance from members of the public and opportunities for escape are identified and minimised. 3.4 Restraint of subject is conducted in compliance with established procedures. 3.5 Subject is escorted from incident scene to a secure location in accordance with organisational procedures. |
4Evaluate response. | 4.1 Effectiveness of response is reviewed and evaluated against circumstances of the incident. 4.2 Incident observations are provided accurately and constructively. 4.3 Review findings identify areas for improvement and recommendations for amendment of response procedures are provided for future practice. 4.4 Relevant documentation is completed and securely maintained with due regard to confidentiality in accordance with organisational procedures. 4.5 Effects of stress and other issues related to own well-being are recognised and managed using appropriate stress management techniques. |