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 CHCSAC002, 'Develop and implement play and leisure experiences in school age care'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and implement play and leisure experiences in school age care' 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 specify the level of performance needed to demonstrate achievement of the element. |
1. Identify play and leisure interests of children in school age care | 1.1 Collect information about children in school age care through a variety of methods including asking the children 1.2 Observe and evaluate children’s wellbeing, development and learning 1.3 Use information collected to address the needs of children in school age care 1.4 Identify and review a range of possible experiences and programs that are suitable to the school age care context 1.5 Select activity or program based on children’s expressed needs, organisation requirements and resource availability 1.6 Ensure individual children’s support and guidance needs are clarified by parents/carers, supervisor or other staff and child |
2. Prepare play and leisure experiences | 2.1 Plan experiences in consultation with children, parents and other stakeholders ensuring requirements and needs are met 2.2 Determine operational arrangements for experiences and assess feasibility within budgets and timeframes 2.3 Develop flexible implementation plans to suit a variety of contexts and to respond to contingencies 2.4 Include evaluation strategies in the program plan |
3. Implement school age care experience and/or program | 3.1 Set up environments for leisure and play according to interests and needs of children 3.2 Adapt activities and programs to changing needs of the group and dynamics as required 3.3 Respond to and manage implementation problems promptly and where necessary seek support from the supervisor |
4. Evaluate activities and programs in school age care | 4.1 Define criteria to judge effectiveness of activity/program in consultation with relevant stakeholders 4.2 Use appropriate evaluation strategies during and after activities/programs for revision and development of future programs 4.3 Prepare feedback reports on activity/program outcomes as required |