The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Design and implement programs with all those involved
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Use or establish opportunities to gather all necessary information from and communicate to those involved Completed |
Evidence:
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Identify ideas and concerns about the current program, care routines and setting and consider them in designing the program and care plans Completed |
Evidence:
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Design and implement programs that reflect the philosophy and goals of the service Completed |
Evidence:
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Design and implement programs to enhance development of children
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Gather information about each child's development to inform the program and routines Completed |
Evidence:
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Develop and implement child centred programs that aim to extend children's experiences and develop children's self help skills Completed |
Evidence:
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Develop and implement programs and routines to foster all aspects of children's development in a holistic way and support smooth transitions Completed |
Evidence:
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Ensure programs provide for capabilities, interests, emerging skills and backgrounds of children who attend the service Completed |
Evidence:
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Ensure all resources required for program are identified and available at the required time Completed |
Evidence:
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Develop a flexible daily timetable, incorporating developmental opportunities, routines and transition experiences Completed |
Evidence:
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Design and implement programs that are relevant to cultural and social contexts of children and their community
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Gather information about contexts of the children's lives and use it to guide planning Completed |
Evidence:
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Identify varying expectations of parents of diverse backgrounds and accommodate where possible Completed |
Evidence:
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Develop and implement programs that reflect diversity and inclusive perspectives in an ongoing manner Completed |
Evidence:
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Select experiences and resources that reflect diversity and promote cross cultural awareness in a positive and respectful manner Completed |
Evidence:
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Select experiences and resources that support and develop children's identities Completed |
Evidence:
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Develop appropriate settings and environments
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Evaluate settings, environments and resources and modify in relation to children's cultures, family backgrounds and interests Completed |
Evidence:
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Evaluate settings, environments and resources and modify to foster all aspects of children's development and learning and provide children with choices Completed |
Evidence:
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Implement modifications within constraints of resources available and service location and to promote the organisation and aesthetics Completed |
Evidence:
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Monitor and evaluate programs
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Adapt plans according to children's responses, conditions of the day and spontaneously arising opportunities Completed |
Evidence:
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Gather and document information using a range of methods in order to assess the progress and achievements of each child. Completed |
Evidence:
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Use or establish opportunities to gather feedback and comments from all those involved Completed |
Evidence:
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Identify and apply appropriate criteria for evaluating the overall program Completed |
Evidence:
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Include children's responses and comments as part of the evaluation process Completed |
Evidence:
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Ensure programs are evaluated regularly and in accordance with service guidelines Completed |
Evidence:
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Use evaluation information towards further design of programs Completed |
Evidence:
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