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 CHCECE021, 'Implement strategies for the inclusion of all children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Implement strategies for the inclusion of all 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. Promote inclusion
1.1 Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children
1.2 Demonstrate a belief in childrenâ€™s capacity to succeed in all interactions with families and children
1.3 Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes
1.4 Develop own professional knowledge and work in partnership with families, communities and other services and agencies
1.5 Support all children regardless of background, gender, age or ability to fully participate as valued members of the group
1.6 Assist, support and encourage each childâ€™s efforts to participate
1.7 Identify areas of the serviceâ€™s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice
2. Respect diversity
2.1 Value different capacities and abilities, and respect differences in familiesâ€™ home lives
2.2 Recognise that diversity contributes to the richness
2.3 Uphold all childrenâ€™s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions
2.4 Draw childrenâ€™s attention to issues of fairness relevant to them
2.5 Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.
2.6 Engage children in discussions about respectful and equal relations
3. Identify children with barriers to learning
3.1 Investigate childâ€™s barrier to learning
3.2 Collect and use data to form an accurate understanding of the barrier to learning
3.3 Discuss concerns with others to develop a holistic understanding of a particular childâ€™s needs and use this information to inform actions
4. Develop a plan for support and inclusion
4.1 Consider the childâ€™s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child
4.2 Develop the plan in consultation with other professionals and the family
4.3 Adapt the environment and routines to ensure inclusion of all children with additional needs
4.4 Constantly reflect on the effectiveness of the plan and its impact on the child
5. Implement strategies to meet the childâ€™s additional needs
5.1 Support childâ€™s entry into the service
5.2 Reflect on the level of support provided on a regular basis and adjust accordingly if necessary
5.3 Encourage others to adopt inclusive attitudes and practices
5.4 Communicate with and provide support to others to implement strategies
5.5 Investigate and trial strategies that may address barriers
5.6 Implement strategies designed or suggested by family or other professionals
5.7 Respond to the daily needs of children with additional needs and seek assistance as required
6. Monitor and review strategies
6.1 Share information about progress among all concerned
6.2 Identify and discuss issues of concern
6.3 Establish and maintain constant information exchange with family and appropriate community members about the childâ€™s needs and care strategies
6.4 Seek and gain family permission prior to consulting with others regarding the child
6.5 Ensure communication occurs within a culturally and linguistically responsive framework
6.6 Closely monitor new strategies and the impact of these on the child
6.7 Identify and respond to any barriers to the strategies being implemented