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 SISCAQU311A, 'Foster the development of infants and toddlers in an aquatic environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Foster the development of infants and toddlers in an aquatic environment' 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 describe the essential outcomes of a Unit of Competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Required Skills and Knowledge section and the Range Statement. Assessment of performance is to be consistent with the Evidence Guide. |
1. Create opportunities for infants and toddlers to develop a wide range of aquatic skills. | 1.1. Identify the characteristics of the participant group. 1.2. Determine appropriate activities or games for the participant group. 1.3. Allocate sufficient space and assemble resources for the activities or games according to relevant legislation, organisational policies and procedures, conditions and external influences. |
2. Promote motor development. | 2.1. Select aquatic experiences that encourage participant groups to practise fine and gross motor skills. 2.2. Provide aquatic experiences to foster motor development according to requirements of participant group. 2.3. Arrange aquatic equipment and toys to provide challenge, choice and encourage independence. |
3. Promote cognitive development. | 3.1. Select opportunities and resources which are varied and relevant to the participant's stage of cognitive development. 3.2. Provide challenges to the participants to extend their thinking. 3.3. Provide opportunities to make limited choices and see or experience the consequences of choices. 3.4. Provide participants with experiences to develop their attention span. 3.5. Introduce new ideas or activities that may build on existing knowledge, skills and interests. 3.6. Develop participants' abilities to observe what is happening around them through questioning and non-verbal communication. |
4. Facilitate participants' personal development. | 4.1. Identify participants' temperament and personality characteristics. 4.2. Encourage caregivers to become actively involved in introducing new aquatic experiences to participants according to organisational policies and procedures and relevant legislation. 4.3. Provide opportunities for infants and toddlers to separate from caregivers. 4.4. Provide positive guidance towards socially acceptable behaviour. |
5. Review the activities. | 5.1. Respond to participant and caregiver concerns, feedback and questions as required, according to best practice principles of aquatic activities. 5.2. Monitor time and complete activities and games according to organisational policies and procedures. 5.3. Identify aspects needing further emphasis, attention or intervention in future sessions. 5.4. Review own performance and identify areasneeding improvement and appropriate strategies as required. |