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 CHCSAC003, 'Work collaboratively and respectfully with children 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 'Work collaboratively and respectfully with children 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. Communicate effectively with a range of children in the school age care context | 1.1 Listen to children to gain an understanding of them as individuals in the environment 1.2 Use communication strategies that encourage relationship-building and are appropriate to the individual 1.3 Act upon information that the child provides about their needs 1.4 Use cross-cultural communication strategies to engage with children from diverse backgrounds 1.5 Use varied communication techniques to ensure the inclusion of all children |
2. Reflect an understanding of middle childhood | 2.1 Consider the interests and needs of the child in all actions and decisions 2.2 Evaluate issues in relation to child’s abilities and culture and adjust approaches accordingly 2.3 Select activities and resources to promote access, equity, diversity and inclusion of all children in the service 2.4 Establish guidelines relevant to middle childhood when required |
3. Work within the framework of school age care | 3.1 Apply industry standards and best-practice approaches to working with children in school age care 3.2 Ensure duty of care is applied to all job functions 3.3 Follow organisational policies and procedures as required 3.4 Establish professional relationships and boundaries with children in care and their families 3.5 Identify and report children at-risk as required by policy 3.6 Apply ethical decision-making in the educator role |