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 CHCFC502A, 'Foster physical development in early childhood'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Foster physical development in early childhood' 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 |
1. Provide planned and spontaneous experiences to foster the physical development of children | 1.1 Identify and monitor children's physical skills and development 1.2 Plan and provide developmentally appropriate experiences and opportunities to foster children's fine and gross motor and fundamental movement skills 1.3 Plan and provide experiences which challenge the physical skills and abilities of children and promote physical fitness 1.4 Plan and provide experiences to challenge the physical endeavours of children, ensuring suitable clothing to promote outdoor play in all weather conditions 1.5 Provide opportunities for children to practice physical skills and expand/extend children's physical activities through active play and the use of outdoor space and the natural environment 1.6 Select and provide equipment to encourage spontaneity in physically active play 1.7 Arrange equipment to provide challenge and choice, to encourage independence and to facilitate physically active play 1.8 Support children and families to understand the relationship between physical activity and good health whilst still respecting family and cultural values 1.9 Plan experiences that extend children's physical activity through music and dance |
2. Create opportunities for children to develop a wide range of physical skills | 2.1 Develop opportunities for physical activity within the context of the service 2.2 Select and provide a variety of toys, materials, equipment and spaces to encourage the development of a wide range of fine and gross motor and fundamental movement skills 2.3 Identify and seek advice when children require specialist assistance 2.4 Create opportunities to support emerging skills of individual children where necessary 2.5 Encourage children of both genders to participate in the full range of activities 2.6 Provide opportunities for children to develop and learn new physical skills 2.8 Provide opportunities for children to consolidate their physical skills towards independence |
3. Interact with the child to foster skill development | 3.1 Use a variety of strategies to encourage children's physical skills and development 3.2 Provide positive acknowledgement of children's efforts to participate 3.3 Participate in relevant experiences with children 3.4 Demonstrate enthusiasm for physical activity 3.5 Encourage children to express ideas for physical experiences 3.6 Respect each child's level of participation in physical experiences and opportunities 3.7 Encourage children's confidence and safety awareness when participating in physically active play |