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 CHCECE018, 'Nurture creativity in children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Nurture creativity in 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
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Foster creativity through the physical environment
1.1 Select and promote the use of a range of open-ended, natural and found materials and make them available to children
1.2 Choose and promote the use of a range of materials to encourage creative expression and make them accessible to children
1.3 Introduce children to a range of examples of creative expression in art, architecture, inventions, music and dance, and promote the use of creative expression
2. Foster creativity through the human environment
2.1 Support children to feel a sense of ownership and responsibility for equipment and materials
2.2 Role-model creativity by improvising with equipment and materials
2.3 Encourage children to pursue their own original ideas, interpretations and expressions
2.4 Invite children to ask questions and assist them to find their own answers
2.5 Engage children in talking about their creations and ask them open-ended questions
2.6 Share enthusiasm for creative work with children
2.7 Encourage children to respect and appreciate the creative effort of their peers
3. Foster creativity through a learning framework
3.1 Allow time for children to be creative and encourage efforts to extend over days or weeks
3.2 Teach children techniques when using materials and equipment
3.3 Plan and create opportunities for children to collaborate creatively with each other
3.4 Involve children in critical reflection and solving real problems
3.5 Display childrenâ€™s work in meaningful ways
3.6 Design a flexible framework that can respond to childrenâ€™s interests as they arise
4. Provide experiences
4.1 Identify and provide a range of experiences used to nurture creativity
4.2 Provide opportunities for children to practise developing skills in music, movement, construction, visual art and dramatic play in both indoor and outdoor environments
5. Evaluate experiences
5.1 Use a range of methods to evaluate childrenâ€™s learning from the implemented creative experiences
5.2 Reflect on the evaluations and make ongoing modifications to the curriculum to stimulate interest and involvement in creative activities