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 CHCECE003, 'Provide care for children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide care for children' 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 |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Provide physical care | 1.1 Manage toileting accidents in a manner that protects the child’s self-esteem and privacy 1.2 Supervise and engage with children eating and drinking 1.3 Meet individual clothing needs and preferences of children and families within scope of service requirements for children’s health and safety |
2. Promote physical activity | 2.1 Consistently implement movement and physical experiences as part of the program for all children 2.2 Participate with children in their physical activity 2.3 Promote physical activity through planned and spontaneous experiences appropriate for each child 2.4 Encourage each child’s level of participation in physical activities according to the child’s abilities and their level of comfort with activities 2.5 Engage children in outdoor play 2.6 Foster children’s participation in physical activities 2.7 Discuss with children how their bodies work and the importance of physical activity to people’s health and wellbeing |
3. Adapt facilities to ensure access and participation | 3.1 Assist in providing challenging elements of outdoor and indoor environments that allow for experiences which scaffold children’s learning and development and offer chances for appropriate risk-taking 3.2 Promote the sun protection of children to meet the recommendations of relevant recognised authorities 3.3 Provide a balance of natural and artificial lighting, good ventilation and fresh air 3.4 Organise indoor and outdoor spaces that ensure children are not always dependent on adults to do things for them and are supported to create their own games and experiences 3.5 Engage with children in constructing their own play settings/environments and create indoor and outdoor environments that stimulate and reflect children’s interests |
4. Help children with change | 4.1 Prepare children for changes in a supportive and timely manner 4.2 Assist in developing meaningful routines, including those to minimise distress at separation of the family and child 4.3 Identify and respond to children’s feelings openly, appropriately and with respect 4.4 Encourage children to communicate, listen and treat others with respect 4.5 Encourage opportunities to express feelings and emotions appropriately |
5. Settle new arrivals | 5.1 Observe families and children for signs of stress/distress on arrival 5.2 Begin interaction with the child while family is still present to minimise abruptness of separation 5.3 Encourage the family to take as much time as needed to have a relaxed, unhurried separation from their child 5.4 Respond to child’s distress at separation from the family in a calm reassuring manner |