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 CHCFC507A, 'Use music to enhance children's experience and development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use music to enhance children's experience 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 |
1. Provide a range of developmentally appropriate music and movement experiences | 1.1 Identify and provide a wide range of music experiences for children that may be used to enhance children's development 1.2 Identify and provide a wide range of movement experiences for children that may be used to enhance children's development 1.3 Select and provide appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity 1.4 Provide opportunities for children to practise developing skills |
2. Support facilitate and extend children's participation in music and movement | 2.1 Set up environment in a way that encourages children's participation in developmentally appropriate music and movement experiences 2.2 Link music and movement activities and make them relevant to children's daily life in care 2.3 Formulate strategies to encourage development of child's individual music and movement potential 2.4 Encourage improvisation with instruments 2.5 Design program to respond to children's interests that arise spontaneously as they participate in music and movement experiences 2.6 Use strategies to model appropriate attitudes and interaction to encourage children's input and participation in music and movement experiences |
3. Plan and implement a range of developmentally appropriate music and movement experiences | 3.1 Use observations of individual children and groups of children to plan developmentally appropriate music and movement experiences for children 3.2 Select and present a range of stimulating developmentally appropriate and inclusive music experiences for individual children and small groups of children 3.3 Select and present a range of stimulating developmentally appropriate and inclusive movement experiences for individual children and small groups of children 3.4 Use a range of methods to evaluate children's participation in and reactions to planned music and movement experiences 3.5 Make ongoing modifications to stimulate interest and involvement in music and movement experiences, based on evaluation information |