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 CHCECE007, 'Develop positive and respectful relationships with children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop positive and respectful relationships with 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. Communicate positively with children | 1.1 Respond sensitively and appropriately to all children’s efforts to communicate 1.2 Engage in sustained conversations with individual children about things that interest the child 1.3 Consistently respond positively to all children who require attention 1.4 Sit and talk with children at mealtimes and help create a relaxed and unhurried routine |
2. Interact positively with children | 2.1 Participate in children’s play and using children’s cues to guide the level and type of involvement 2.2 Respond positively and respectfully to children’s comments, questions and requests for assistance 2.3 Role-model positive interactions with others 2.4 Encourage children to share their stories and ideas |
3. Support and respect children | 3.1 Assist to create an environment that reflects the lives of the children, their families and the local community 3.2 Support implementation of practices and routines that honour children, their family and the community context 3.3 Show genuine interest in, understanding of and respect for all children 3.4 Comfort children who cry or show signs of distress 3.5 Respond positively to the varying abilities and confidence of all children 3.6 Acknowledge children’s efforts and achievements |
4. Maintain the dignity and rights of children | 4.1 Assist in organising spaces, resources and routines to minimise times when children are likely to experience stress or frustration 4.2 Allow children to make choices and to experience natural consequences of these where there is no risk of physical or emotional harm to the child or another being 4.3 Monitor and respond to children’s play and support interactions where there is conflict 4.4 Acknowledge children when they make positive choices in managing their own behaviour 4.5 Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them 4.6 Be gentle, calm and reassuring even when children strongly express distress, frustration or anger 4.7 Consistently guide all children’s behaviour in ways that are focused on supporting children to develop skills to self-regulate and preserve and promote children’s self-esteem 4.8 Involve children in developing limits and consequences for inappropriate behaviours |