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 CHCFC508A, 'Foster children's aesthetic and creative development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Foster children's aesthetic and creative 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. Plan and provide aesthetic experiences for children | 1.1 Identify and select a range of developmentally appropriate visual, musical and other sensory stimuli to provide children with experiences of art and beauty 1.2 Select appropriate materials and present them attractively 1.3 Provide work and play areas promoting aesthetic qualities for both children and adults 1.4 Formulate strategies for fostering creative development and aesthetic awareness in children 1.5 Respond to children's interests that arise spontaneously as they participate in aesthetic experiences 1.6 Design program of aesthetic experiences in response to emerging skills, abilities and interests of individual children and groups of children 1.7 Present aesthetic experiences that encourage appreciation of diversity including cultural diversity |
2. Provide developmentally appropriate dramatic and imaginative play experience for children | 2.1 Present play areas both indoors and outdoors which provide children with opportunities to enjoy dramatic and imaginative play 2.2 Plan/design developmentally appropriate experiences to stimulate children's involvement 2.3 Provide inviting, stimulating and safe experiences for individual children and small groups of children involved in imitative, dramatic and imaginative play 2.4 Provide adult support through facilitation and extension of children's imitative, dramatic and imaginative play experiences 2.5 Present play areas which are culturally rich and reflect the diversity of families using the service |
3. Support children to participate in the expressive arts | 3.1 Encourage children to talk about their creations 3.2 Share enthusiasm for creative work with children 3.3 Encourage children to respect and appreciate the creative work of peers 3.4 Provide children with opportunities to discuss and explore artwork, design and/or images |
4. Provide a variety of experiences to develop children's creativity, imagination and self expression | 4.1 Provide a variety of experiences to stimulate children's awareness and develop their creativity, imagination and self expression through play 4.2 Provide materials and experiences that stimulate different senses and promote body awareness 4.3 Recognise, acknowledge, encourage and follow up children's enthusiasm and curiosity |