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 CHCFC301A, 'Support the development of children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support the development of children' 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. Support the development of children | 1.1 Provide encouragement for each child's own level of performance 1.2 Use language at an appropriate level of complexity and friendliness 1.3 Initiate communication with the child relevant to their interests and capabilities 1.4 Demonstrate developmentally appropriate expectations of the child's behaviour appropriate to their stage of development 1.5 Use behaviour management strategies appropriate to the child's level of understanding 1.6 Provide assistance to children appropriate to their developmental capabilities 1.7 Foster the development of independence through type of assistance provided 1.8 Respect, respond to and follow up communication initiated by children |
2. Support the physical development of children | 2.1 Use daily routines as opportunities to acquire and practise skills 2.2 Provide access to equipment, games and toys that will develop fine and gross skills and fundamental movement skills 2.3 Provide adequate nutrition that allows for normal growth and development, and foods of increasing texture over time to stimulate speech and jaw development |
3. Support the social development of children | 3.1 Provide opportunities for one to one, small group and larger group interaction 3.2 Model appropriate communication with children 3.3 Acknowledge, value and respect diversity through interactions and provisions |
4. Support the emotional and psychological development of children of the same age | 4.1 Involve children in decision-making where circumstances safely allow 4.2 Acknowledge, encourage and appreciate children's efforts 4.3 Identify and celebrate children's social, emotional and psychological successes 4.4 Give individual attention to each child 4.5 Respond to children's feelings openly and with respect 4.6 Recognise issues of concern related to child's participation in experiences, for emotional and psychological development 4.7 Conduct and record, in line with work role, observations of children's behaviour or other expressions that may indicate social, emotional or psychological concerns 4.8 Report to supervisor concerns about emotional, social and/or psychological difficulties of the child |
5. Support the language development of children | 5.1 Encourage children to express themselves verbally 5.2 Provide experiences to expose children to a range of language forms |
6. Support the creative development of children | 6.1 Provide experiences for children to utilise the range of their senses including vision, hearing and taste 6.2 Encourage children to express their imagination and creativity within their play and interactions 6.3 Provide experiences which encourage children to explore a variety of methods of self expression 6.4 Make available appropriate resources, material and equipment for children to initiate their own creative activities |
7. Support the cognitive development of children | 7.1 Provide environments and experiences to stimulate cognitive development 7.2 Encourage children to explore and problem solve with materials and diverse experiences |