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 SISFFIT012, 'Instruct movement programs to children aged 5 to 12 years'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Instruct movement programs to children aged 5 to 12 years' 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
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine the movement requirements of children.
1.1 Consider and confirm needs, expectations and preferences of participants, parents and/or carers using suitable questioning techniques.
1.2 Implement appropriate pre-exercise screening or assessment procedures for children prior to participation in movement program.
1.3 Clarify any risk factors or precautions identified in pre-exercise screening or assessment in consultation with parents and/or carers.
1.4 Refer children to medical or allied health professionals as required.
1.5 Select and use appropriate baseline functional activity assessments, as required.
2. Plan movement session.
2.1 Determine type of training, training methods and equipment required to achieve movement program goals.
2.2 Identify and discuss the need for parent/carer assistance and/or attendance during the session.
2.3 Select suitable functional movement activities and games for active play to meet participant needs.
2.4 Determine instructional techniques appropriate to participants.
2.5 Develop and document movement session plans that incorporate consideration of precautions and instructional information.
3. Instruct movement session.
3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements.
3.2 Provide clear exercise instructions and communicate benefits of movement and active play for participants and parents and/or carers.
3.3 Demonstrate movement techniques, activities or games including equipment where appropriate.
3.4 Monitor participation and provide children with assistance to perform movements, activities or games as required.
3.5 Select and use communication techniques that encourage a fun, interactive and inclusive environment for participation.
3.6 Monitor participation to ensure safety and optimise effectiveness and enjoyment and modify as required.
3.7 Identify signs of intolerance during movement activity and modify or cease as appropriate.
3.8 Respond to children and parents and/or carers questions as required.
3.9 Complete movement session documentation.
4. Evaluate movement session.
4.1 Monitor and evaluate movement session at appropriate intervals.
4.2 Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions.
4.3 Review own performance and identify areas needing improvement.
4.4 Identify aspects needing further emphasis or attention in future sessions.
4.5 Evaluate program or activities and discuss modifications to future sessions with parent and/or carer.
4.6 Document and update records of evaluation and modification.