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 CHCCN305B, 'Provide care for babies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide care for babies' 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. Respond to cues and needs of babies/infants | 1.1 Respond to babies/infants in an unhurried, gentle and sensitive way to promote a relationship of trust 1.2 Closely monitor babies/infants for signs of hunger, distress, pain and tiredness, and signs that they are ready for solids 1.3 Provide babies/infants with physical comfort as appropriate 1.4 Meet needs of babies/infants for consistent and secure care, in a timely manner 1.5 Respect and fulfil rituals of babies/infants 1.6 Provide for meeting the nutritional needs of babies |
2. Develop and maintain a nurturing relationship with babies/infants | 2.1 Undertake both planned and spontaneous interactions with babies/infants 2.2 Use routines of physical care as opportunities to positively interact with babies/infants 2.3 Take time to get to know the baby/infant, their individual routines, rhythms, preferences and cues 2.4 Accommodate individual routines of daily care, rest and play for babies/infants whenever possible |
3. Settle new arrivals | 3.1 Observe primary caregiver and babies/infants for signs of stress or distress on arrival 3.2 Begin interaction with the babies/infants while primary caregiver is still present to minimise abruptness of separation 3.3 Encourage primary caregiver to take as much time as needed to have a relaxed, unhurried separation from their baby/infant 3.5 Establish routines to minimise distress at separation of primary caregiver and baby/infant 3.6 Respond to distress of babies/infants at separation from primary caregiver in a calm reassuring manner |
4. Provide an environment that provides security for babies/infants | 4.1 Clearly communicate expectations to babies/ infants and apply consistently 4.2 Set up the physical environment to provide a relaxed and flexible atmosphere 4.3 Set up the physical environment to accommodate individuality of the baby/infant 4.4 Create a safe and secure environment both in and out of doors with equipment of a suitable scale for babies/infants |