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 CHCECE005, 'Provide care for babies and toddlers'.
- 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 and toddlers' 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 define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Promote safe sleep | 1.1 Reach agreement with families on how sleep and rest will occur 1.2 Check that cots, bedding and equipment meet approved standards 1.3 Implement safe sleep practices and explore and implement quality sleeping environments 1.4 Ensure bedding is clean, using appropriate hygiene practices |
2. Provide positive nappy-changing and toileting experiences | 2.1 Change nappies using appropriate hygiene practices 2.2 Adapt experiences to meet the individual child’s routines 2.3 Support children sensitively and positively when they are learning to use the toilet 2.4 Work with families to support children’s toilet learning |
3. Promote quality mealtime environments | 3.1 Promote positive mealtime environments that are adapted to meet the individual child’s routines and needs 3.2 Ensure babies are fed individually 3.3 Follow approved standards for safe storage and heating of formula and breast milk and for cleaning equipment and utensils 3.4 Assist in providing a supportive environment for mothers to breastfeed 3.5 Prepare formula and other food according to recommended food safety standards |
4. Create a healthy and safe supporting environment | 4.1 Communicate with families daily about the child’s intake and experiences with food and drink 4.2 Ensure safe areas and encouragement is provided for babies to practise rolling over, sitting, crawling and walking 4.3 Supervise closely when babies and toddlers are in situations that present a higher risk of injury 4.4 Ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies 4.5 Keep up-to-date with children’s immunisation status and recommended immunisation schedule |
5. Develop relationships with babies and toddlers | 5.1 Provide predictable personal care routines that are rich and enjoyable 5.2 Respond to babies and toddlers when they practise language by repeating words, sounds and gestures that children use 5.3 Describe objects or events and talk about routine activities with babies and toddlers 5.4 Initiate one-to-one interactions with babies and toddlers during daily routines and add to interactions initiated by babies and toddlers 5.5 Use a favourite toy or comfort item brought from home to assist babies and toddlers 5.6 Provide babies and toddlers with many opportunities to experience relaxed and physical contact 5.7 Respond positively to babies’ and toddlers’ exploratory behaviour 5.8 Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness, and provide physical comfort as appropriate |
6. Develop relationships with families | 6.1 Gather information from the family to assist in the transition from home to care 6.2 Assist in the transition from home to care 6.3 Communicate daily with families about their child |