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 CHCLAH005, 'Incorporate lifespan development and sociological concepts into leisure and health programming'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Incorporate lifespan development and sociological concepts into leisure and health programming' 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 describe the performance needed to demonstrate achievement of the element. |
1. Identify the lifespan developmental stages of the client | 1.1 Identify relevant aspects of human physical, social and intellectual development according to client’s lifespan development stage 1.2 Identify relationship between the lifespan development stage and the needs, interests and skills of the client 1.3. Identify behaviours of the client consistent with lifespan development stage 1.4 Identify and monitor cognitive processes of the client which may impact on development stages across the lifespan |
2. Identify how the Australian social context of health might impact on client participation | 2.1 Identify key social aspects of health provision in Australia and how they might impact on clients 2.2 Identify how demographic issues impact on client health 2.3 Identify health issues that impact on the provision of health services to clients |
3. Identify how the Australian social context of leisure might impact on client participation | 3.1 Identify the role of leisure, in a range of different contexts, as part of everyday life for clients 3.2 Identify different approaches to leisure at different stages of the life cycle and how this impacts on clients 3.3 Identify clients perceptions and attitudes towards leisure |
4. Identify strategies for participation | 4.1 Implement a range of motivational strategies to maximise participation 4.2 Ensure strategies are age and culturally appropriate and clearly communicated with clients 4.3 Determine if client perceptions of health, wellness, illness and disability are impacting on participation in leisure activity 4.4 Incorporate protective and inclusive practices into leisure service delivery 4.5 Recognise ‘acceptable’ and ‘unacceptable’ behaviour or responses to illness and respond in accordance with organisation guidelines |