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 CHCECE015, 'Attend to daily functions in home based child care'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Attend to daily functions in home based child care' 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
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Clarify and plan for daily functions related to the provision of care
1.1 Gather information from primary carer/s about the home-based care to be provided
1.2 Work in consultation with families about the expectations and limitations of the home-based care role
1.3 Identify specific needs of children and plan to accommodate these needs in collaboration with primary carer/s
1.4 Formalise and present to primary carer/s a plan for attending to daily care functions
1.5 Clarify with primary carer/s the processes for which concerns about care provisions or plans can be reviewed and/or renegotiated
2. Attend to agreed daily functions of home-based care
2.1 Attend to developmental needs of children within scope of home-based care practice and standards
2.2 Ensure health and safety of children in provision of all home-based care
2.3 Follow agreed processes, policies or standards for reporting health and safety concerns of children in home-based care
2.4 Develop and implement strategies that support the familyâ€™s cultural, spiritual and value base when caring for the child
2.5 Respect and ensure confidentiality of family information accessed as part of job role and within provisions of legislation and duty of care
3. Respond to unexpected changes in home-based care
3.1 Work in consultation with primary carer/s about provision for unforeseen circumstances that may occur in home-based care
3.2 Discuss, clarify and document changes to expected daily tasks, to address unexpected circumstances and ensure best possible outcomes for the child
3.3 Communicate inability to attend to daily functions to childâ€™s primary carer/s to provide opportunity for alternative arrangements
3.4 Communicate promptly to primary carer/s any emergency situations relating to changes to home-based care arrangements
4. Review daily care functions
4.1 Conduct a daily review of intended care functions and make variations according to the needs of the child and in consultation with the primary carer/s
4.2 Modify home-based care experiences to incorporate information gained from regular consultations with primary carer/s
4.3 Communicate regularly with primary carer/s about relevant issues or needs of children in home-based care environment