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 CHCECE024, 'Design and implement the curriculum to foster childrens learning and development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and implement the curriculum to foster childrens learning and development' 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. Develop appropriate settings and environments | 1.1 Evaluate and modify the learning environment and materials to support all aspects of children’s learning, and promote opportunities for sustained shared thinking and collaborative learning 1.2 Assess and modify the learning environment and materials to ensure that families and the community are respected 1.3 Implement learning environment modifications 1.4 Promote an appreciation of the natural environment |
2. Design and implement curriculum in consultation with others | 2.1 Consult with children and families to assist in reflecting on the current curriculum and learning environments and identify current strengths and goals 2.2 Design and implement curriculum that reflect the philosophy of the service |
3. Design learning experiences to foster children’s learning and development | 3.1 Collect data on each child 3.2 Analyse data collected to identify each child’s interests, strengths and goals in conjunction with the approved learning framework 3.3 Clarify specific objectives, learning environment, role of the educator and assessment/evaluation methods and evidence using the approved framework’s learning outcomes, principles and practices 3.4 Design learning experiences to foster holistic learning and to provide continuity of learning and transitions 3.5 Plan for ways to monitor and assess children’s learning, consistent with the principles and practices of the approved framework, ensuring that both planned and unplanned experiences are considered for assessment |
4. Implement learning experiences to foster children’s learning and development | 4.1 Ensure that required materials are identified and available at time of implementation 4.2 Set up the physical learning environment 4.3 Co-construct meaning with children and ensure there are sustained interactions 4.4 Model and promote enabling learning dispositions 4.5 Monitor and reflect on children’s learning and own pedagogical practices and continuously refine |
5. Assess and evaluate planned and unplanned teaching and learning | 5.1 Use or establish opportunities to gather feedback from families and children 5.2 Collect data using a range of methods in order to assess and evaluate teaching and learning, both planned and unplanned, using approved frameworks 5.3 Ensure assessment and evaluation of the curriculum and learning experiences are regular and in accordance with service guidelines 5.4 Use assessment and evaluation to influence the design of future curriculum and learning experiences |