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 CHCRH505C, 'Conduct a program for children and young people with special needs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct a program for children and young people with special needs' 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 prepare a program/ activity | 1.1 Identify specific needs of the child/young person by conducting routine assessments and accessing existing records 1.2 Identify planned outcomes for the child/young person, including key milestones and targets 1.3 Identify relevant support services that are required 1.4 Develop an individual program in consultation with child/young person and their carers 1.5 Identify options for addressing non participation/ non achievement of outcomes 1.6 Access a range of literature and research in planning programs to meet developmental needs of child/young person with special needs |
2. Establish operational arrangements | 2.1 Seek agreement from child/young person and their carers about participation in the program/activity prior to commencement 2.2 Determine range of activities to be utilised in program according to needs of child/young person 2.3 Identify additional support requirements of child/young person 2.4 Identify special resources required for the program and source prior to program commencement |
3. Establish effective communication | 3.1 Provide instructions in a communication style suitable to the child/young person 3.2 Provide and seek feedback on session technique, participation and correct usage of equipment from child/young person and their carers 3.3 Enlist specialist communication support where it is required 3.4 Put in place processes to evaluate the effect on self-esteem and confidence of child/young person 3.5 Modify program, where necessary, based on an assessment of conditions and status of child/young person 3.6 Conduct appropriate activities within program to suit abilities of individuals and/or group 3.7 Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child/young person with special needs 3.8 Assist with provision and use of aids, including modification, as appropriate 3.9 Provide information and demonstration to child/young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements 3.10 Apply organisation procedures to collection and checking for damage/wear of equipment |
4. Evaluate the effectiveness of the program | 4.1 Seek feedback from child/young person and their carer about value of and responses to specific activity to ensure their needs continue to be met 4.2 Apply current accepted practices to planning, design and delivery of specific programs to meet individual needs 4.3 Implement processes to monitor participation and progress of child/young person |