Assessment suggestions
This section contains materials developed by the Subject Matter Expert Committee (SMEG) for the review of the Celebrancy Qualification that was done between 2012 and 2015.
The SMEG was particularly concerned that celebrancy graduates have the necessary web, IT and other skills to make the best use of the developing technologies for their individual celebrancy practicies (businesses). The Skills Council advised against a specific unit on these skills. That is the rationale for the document titled General assessment guidance. The documents for specific units in this section were examples of assessment tasks, but removed to enable the RTOs to design their own assessment. They are included as suggestions should an RTO be looking examples of course tasks.
Also included here, is a list of the assessment criteria for the Celebrancy core and elective units, as well as a summary of the minimum number and type of the ceremonies required, should an RTO wish to streamline their approach to these.
Please contact us for more information and/ or clarficiation.
In addition to placing the assessment criteria at the end of each Competency Unit in the Certificate IV in Celebrancy 2017 folder in this Training Section, we have collated all the Core and Celebrancy elective units assessment criteria into the single table below. So those unfamiliar with the VET system, the Competency Units only identity the skills that must be acquired and the knowledge to support those skills. Likewise the Assessment Criteria identifies what needs to be assessed. Neither documents dictate to a Registered Training Organisation (RTO) how to deliver their qualification, nor how to assess the knowledge and skills…
The Subject Matter Expert Committee did an analysis of the requirements for the whole course on the basis that The Certificate IV should be of approximately 6 months full-time or 12 months part-time duration, and Celebrancy does not lend itself to either placements or mentor-ship as can be the case in other VET qualifications. Given that celebrants provide ceremonies for one-off, once in a lifetime occasions, the student at the completion of the qualification should be competent to design, deliver and review any ceremony as required by the client (individual, family, group or community) for a range of occasions (including…
Coalition of Celebrant Associations Suggested Approach to Assessment and Evidence Requirements General Guidance As traineeships and apprenticeships are not possible in the delivery of one-off personalised services, the time spent in meeting assessment assignments needs to be considerable to replicate the “placement” conditions applicable in other industries Trainers must ensure that trainees are given access to individuals and services that will be willing to use the services of celebrant students. For example, other VET classes or groups may require graduation ceremonies and trainee celebrants could offer to design or deliver such ceremonies, or such groups may be able to offer…
SMEG: Suggested Approach to Assessment and Evidence Requirements for Selected Celebrancy Units of Competency CHCCEL001 Develop sustainable celebrancy practice Suggested assessment activities: • Researched and assessed the perceptions of independent civil celebrants held by (a) a minimum of ten (10) wedding industry suppliers (b) a minimum of ten (10) funeral industry suppliers (c) a minimum of five (5) hairdressers whose work has involved bridal parties considering (a) what evidence they have for their views (b) how they would define a “professional” celebrant and what the celebrant would need to do to meet their definitions • Conducted a survey of a minimum…
SMEG: Suggested Approach to Assessment and Evidence Requirements for Selected Celebrancy Units of Competency – CHCCEL002 Establish client celebrancy needs Suggested assessment activities: Researched and provided detailed feedback on the following: the definition of ceremony and its purpose the role of ceremony in human history and society the common structures of ceremony the importance of dignity, inspiration, truth, humour, beauty, compassion, respect and other values for building stronger couple, family and community relationships via ceremony the theatre of ceremony, including the role of a celebrant, presider or leader in ceremony, participants and audience different ceremonial elements with respect to how these impact on…
SMEG: Suggested Approach to Assessment and Evidence Requirements for Selected Celebrancy Units of Competency – CHCCEL003 Research, design and organise ceremoniesSuggested assessment activities: · identified the range and purpose of symbolic elements used in ceremony · researched and documented the structure, purpose of the ceremony, ceremonial components, common ceremonial elements and symbols appropriate to the following ceremonies: Christenings/ Namings; Coming of Age; Marriage; Wedding Anniversaries; Birthdays; Funerals · researched and selected at least 10 different examples of music, poetry and prose to meet identified client needs and preferences for each of the following types of ceremony: love life loss • researched and identified at least…
SMEG: Suggested Approach to Assessment and Evidence Requirements for Selected Celebrancy Units of Competency – CHCCEL004 Prepare for, present and evaluate ceremoniesSuggested assessment activities: Researched the internet as well as hard copy publications and documented tips on ways to improve presentation and performance Researched YouTube for at least three (3) examples of public speaking, and identified specific areas of improvement that would enhance the presenters’ presentation Prepared, recorded and evaluated a talk about the symptoms and likely causes of performance anxiety; and the range of strategies to overcome performance anxiety an assessment of their own individual presentation and performance skills, strengths…
Coalition of Celebrant Associations (CoCA) Suggested Approach to Assessment and Evidence Requirements for Marriage Celebrancy Units – CHCCEL005 Establish and maintain marriage celebrancy practice Suggested assessment activities: • Researched and documented statistics on various aspects of family life such as marriage, divorce, domestic violence, fostering etc. that can inform a marriage celebrant about the current state of family relationships in Australia • Researched and documented the impact of the 1973 changes to the Marriage Act with the introduction of the Commonwealth Civil Celebrant Program on the Australian public and existing marriage celebrants the impact of the 2003 changes to the…
SMEG: Suggested Approach to Assessment and Evidence Requirements for Marriage Celebrancy Units – CHCCEL006 Interview clients and plan marriage ceremonies Suggested assessment activities: Researched and documented the role of marriage and marriage traditions in different cultures and where possible, included an explanation of the history of the tradition For the range of information/services available to enhance and sustain couples throughout their marriage, the candidate has researched the range of information / services available identified the availability of services in the area / region in which the candidate resides conducted and interviewed at least three (3) providers, noting three (3) tips…
Coalition of Celebrant Associations (CoCA) Suggested Approach to Assessment and Evidence Requirements for Marriage Celebrancy Units CHCCEL007 Prepare for, present and evaluate marriage ceremonies Suggested assessment activities: Applied legal and other knowledge by creating a checklist of the factors that need to be considered in preparation for the wedding and rehearsal for each of the following a wedding for a couple with two (2) witnesses at your home a wedding for twenty (20) guests in a national park with a bridal party of two (2) groomsmen and two (2) bridesmaids, including a reader a wedding for 140 guests at a…
