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 SIBBCCS404A, 'Work in a skin therapies framework'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work in a skin therapies 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 knowledge of skin science to beauty therapy treatments. | 1.1 | Identify and apply relevant principles of skin science to the design and performance of beauty therapy treatments according to relevant legislation and workplace policies and procedures. |
1.2 | Identify growth, development, ageing and healing of human skin, including changes over time, and note their relevance to the beauty therapy treatments. | ||
1.3 | Identify inheritance or genetics of physical traits and conditions that affect beauty therapy treatments and relate these to the design and performance of the treatments. | ||
1.4 | Relate function, formation and behaviour of major skin chemicals and role of the endocrine glands and hormones to the design and performance of beauty therapy treatments. | ||
1.5 | Relate role and importance of percutaneous absorption in a range of beauty therapy treatments. | ||
2 | Apply knowledge of skin disorders to beauty therapy treatments. | 2.1 | Identify development, causes and common sites, including typical symptoms and commonly used medical terminology, for a range of skin disorders and diseases and relate to the beauty therapy treatments. |
2.2 | Identify contagious disorders and their potential for cross-infection and perform services according to workplace policies and legal requirements. | ||
2.3 | Discuss typical medical treatments and side effects for a range of skin disorders and diseases with client as required. | ||
2.4 | Recognise role and limitations of beauty therapy in managing a range of skin disorders and diseases and conduct services and treatments according to workplace policies and legal requirements. | ||
2.5 | Identify contraindications to treatments as they relate to client health and treatment outcomes, and provide advice or referral to appropriate professionals where indicated by client analysis. | ||
3 | Promote skin health and care. | 3.1 | Apply knowledge of skin science to beauty therapy treatments to maximise promotion of skin health and care. |
3.2 | Identify beneficial treatments provided by beauty therapists for a range of skin disorders and diseases and apply this knowledge in the design and performance of beauty therapy treatments. | ||
3.3 | Apply the relevant principles of skin science in the provision of post-treatment and home-care advice. | ||