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 CHCRF511A, 'Work in partnership with families to provide appropriate care for children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work in partnership with families to provide appropriate care for children' 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. Consult family members about the child, and the child's needs | 1.1 Gather information about the child's needs, routines and preferences on an ongoing basis 1.2 Briefly gather information about key family events that may influence the child's behaviour 1.3 Maintain confidentiality of information 1.4 Exchange information about child's interests 1.5 Gather information about family's specific child care practices 1.6 Actively seek parent requests in relation to their child's care 1.7 Use appropriate communication strategies |
2. Reach agreement with family members about care practices | 2.1 Reach agreement on specific requests by negotiation and modification of care practices 2.2 Explain importance of program aspects to parents in relation to their child's needs/development 2.3 Clearly explain and discuss limitations 2.4 Negotiate alternatives/compromises as necessary 2.5 Clearly communicate final decision to all involved |
3. Provide opportunities for family members to participate in the service/ program | 3.1 Create a welcoming atmosphere for all family members 3.2 Provide opportunities for family members to participate in the children's experiences 3.3 Create opportunities for parents/family members to provide feedback and ideas about the program 3.4 Encourage parents to be involved in decision-making processes of the service 3.5 Accept varying levels of involvement in communications with parents 3.6 Facilitate parent and carer support networks 3.7 Promote the importance of parenting and caring |
4. Provide information to parents/carers about incidents and develop care strategies together | 4.1 Clearly and calmly communicate information about specific incidents 4.2 Allow time to listen to reaction of parent/s and/or carer/s to news of incident 4.3 Facilitate discussion about possible impact of incidents 4.4 Make suggestions about suitable responses as appropriate 4.5 Develop and implement strategies for response by family and service |
5. Respond to a family member's concerns about a child | 5.1 Listen respectfully to questions and concerns 5.2 Discuss situation causing concern with family member to reach clear understanding of situation 5.3 Develop and implement strategies for response by family and service 5.4 Determine and fulfil appropriate follow up |