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 CHCECE004, 'Promote and provide healthy food and drinks'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote and provide healthy food and drinks' 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. Promote healthy eating | 1.1 Engage children in experiences, conversations and routines that promote relaxed and enjoyable mealtimes and promote healthy lifestyles and good nutrition 1.2 Model, reinforce and implement healthy eating and nutrition practices with children during mealtimes 1.3 Support and guide children to eat healthy food 1.4 Check that children have ready access to water and are offered healthy food and drinks regularly throughout the day 1.5 Assist in ensuring that furniture and utensils are suitable to encourage children to be positively involved in and enjoy mealtimes |
2. Plan food and drinks that are nutritious and appropriate for each child | 2.1 Within scope of own work, ensure children are provided with food and drink consistent with the guidelines for healthy eating 2.2 Assist in ensuring children’s individual needs are consistent with advice provided by families about their child’s dietary requirements, likes, dislikes and any cultural or other requirements families have regarding their child’s nutrition 2.3 Read and interpret food labels and other information about food contents 2.4 Assist in providing education and support to families around healthy eating 2.5 Assist to develop and display a cycle of written menus detailing the food that is provided to children |
3. Maintain food safety while carrying out food-handling activities | 3.1 Assist in developing and maintaining food safety procedures according to relevant guidelines 3.2 Within scope of own work role, carry out food-handling, preparation and storage according to service policies and procedures and regulatory requirements. 3.3 Follow food safety procedures when preparing food |