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 CHCCHILD301B, 'Support behaviour of children and young people'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support behaviour of children and young people' 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 |
1. Contribute to a safe, supportive environment | 1.1 Identify characteristics of a supportive environment 1.2 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person 1.3 Identify any disabilities, learning difficulties or mental health issues of child or young person that may have potential impacts on behaviour |
2. Use positive support techniques | 2.1 Establish expectations for behaviour in consultation with supervisor and in line with organisation expectations 2.2 Provide instructions in a manner appropriate to the child or young person's need and context of the work environment and activity 2.3 Use positive reinforcement to support responsible and appropriate behaviour 2.4 Use age appropriate and clear non-verbal communication strategies to acknowledge responsible behaviour 2.5 Employ appropriate strategies to redirect behaviour and defuse situations |
3. Observe and collect data to assist with development of appropriate strategies for support | 3.1 Observe and collect data as a basis for functional analysis of when, where and what a child or young person is doing while involved in a task 3.2 Use data to demonstrate the frequency, intensity and duration of problem behaviours |
4. Implement strategies to support children or young people with additional needs | 4.1 Implement strategies to support child or young person with guidance from supervisor 4.2 Implement strategies designed by a specialist according to directions and in cooperation with supervisor 4.3 Identify issues of concern for discussion with supervisor 4.4 Contribute effectively to development of personalised behaviour support plans |
5. Monitor and review strategies | 5.1 Closely monitor new strategies and record responses of child or young person in accordance with organisation's policy and procedures 5.2 Adapt levels of support required and provided based on need and response of child or young person, after consultation with supervisor 5.3 Confirm the parameters of additional needs through discussion with supervisor 5.4 Identify, document and offer to supervisor opportunities for additional support through observation |