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 CHCECE016, 'Establish and maintain a safe and healthy environment for children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish and maintain a safe and healthy environment 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. Support each child’s health needs | 1.1 Discuss individual children’s health requirements and routines with families at enrolment and then on a regular basis 1.2 Ensure that any concerns or questions about a child’s health needs are conveyed to their family 1.3 Consult with relevant authorities to ensure that health information is current 1.4 Ensure that individual medical management plans for children with a specific health care need are in place and readily available at the service |
2. Provide for each child’s comfort | 2.1 Ensure that groupings of children are configured to provide for each child’s comfort and to minimise the risk of overcrowding 2.2 Make sure physical spaces are available for children to engage in rest and quiet activities 2.3 Offer a range of active and restful experiences to children and support them to make appropriate decisions regarding participation |
3. Promote and implement effective hygiene practices | 3.1 Ensure that the service accesses information on current hygiene practices 3.2 Maintain written procedures and schedules to ensure a regular regime of washing children’s toys and equipment 3.3 Provide families with information and support that helps them to follow the service’s hygiene procedures 3.4 Ensure that information about correct hand washing procedures are displayed in relevant areas of the service |
4. Take steps to control the spread of infectious diseases | 4.1 Configure groupings of children to minimise the risk of illness and injuries 4.2 Source information about recognised health and safety guidelines 4.3 Ensure that service procedures are followed, in relation to notifying families of illness or injuries that affect children while in education and care 4.4 Advise families and public health authorities where necessary of cases of infectious diseases at the service and provide them with relevant information 4.5 Ensure current records of children’s immunisation status are up-to-date and a procedure is in place to maintain the currency 4.6 Provide information to families and educators about child and adult immunisation recommendations |
5. Ensure adequate supervision of children | 5.1 Arrange equipment, furniture and activities to ensure effective supervision while also allowing children to access private and quiet spaces 5.2 Ensure new or relief educators are informed of supervision arrangements and of what they are required to do in relation to supervising children 5.3 Undertake a risk assessment for each excursion including implications for supervision |
6. Take precaution to protect children from harm | 6.1 Ensure safety checks are consistently implemented and action is taken as a result of the checks 6.2 Check risk minimisation plans are in place for children enrolled at the service who have a specific health care need, allergy or relevant medical condition 6.3 Ensure simple warning signs are located where potentially dangerous products are stored 6.4 Confirm safety of any drinks, food and cooking utensils and appliances used as part of the program 6.5 Ensure that basic training and testing on how to move and fit car seats, restraints and booster seats (applicable to the age of relevant child) is available to all educators 6.6 Keep records of pest/vermin inspections and/or eradications 6.7 Develop and maintain a written process for monitoring who enters and leaves the premises at all times 6.8 Provide detailed information to families regarding any excursion being undertaken |
7. Develop plans to effectively manage incidents and emergencies | 7.1 Ensure emergency procedures are displayed prominently throughout the premises 7.2 Make certain that all educators have ready access to a phone or similar means of communication 7.3 Ensure emergency numbers are located near telephones 7.4 Communicate information to families about the service’s emergency procedures and incident management plans 7.5 Discuss and practise emergency drills with children, educators and any other people on the premises 7.6 Ensure that emergency equipment is available and tested and staff are trained in the use of it 7.7 Maintain a portable record of children’s emergency contacts in case of emergencies |