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 CHCECE011, 'Provide experiences to support childrens play and learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide experiences to support childrens play and learning' 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. Create an environment for play | 1.1 Assist in the provision of areas, resources and materials for different kinds of play 1.2 Set up a safe environment that is non-threatening, challenging, stimulating and promotes a sense of belonging 1.3 Assist in the provision of unhurried opportunities for both group and individual play activities and experiences indoors and outdoors |
2. Support children’s play and learning | 2.1 Engage children in discussion (as appropriate) of their play and learning 2.2 Use routines to undertake intentional teaching and seek opportunities for spontaneous learning 2.3 Use experiences, resources and materials flexibly to meet children’s individual preferences and to prompt extensions of play 2.4 Assist children to participate in a variety of experiences and to choose those which support their competency and confidence 2.5 Demonstrate respect for children’s choice not to participate and encourage participation where an experience is new or unknown |
3. Facilitate children’s play, learning and physical activity | 3.1 Follow child’s lead in play and participate when invited 3.2 Initiate play and invite the child to participate 3.3 Interact with children showing enthusiasm, playfulness and enjoyment 3.4 Respond to children’s reactions to play environments to ensure each child remains interested, challenged but not frustrated 3.5 Establish routine with children so as to support them in remaining safe |