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 CHCFC504A, 'Support emotional and psychological development in early childhood'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support emotional and psychological development in early childhood' 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. Encourage children's independence and autonomy | 1.1 Plan and provide opportunities to develop self help skills and independence 1.2 Provide opportunities for children to make choices, in appropriate ways 1.3 Encourage children to accept responsibility for their own actions 1.4 Empower children to make their own decisions and to participate in broader decision-making 1.5 Involve children in increasingly more significant decision-making |
2. Foster children's self-esteem and developing self concept | 2.1 Plan opportunities for children to experience individual strengths and success 2.2 Select experiences that present a challenge within children's emerging skills and capabilities 2.3 Monitor children's confidence while attempting more challenging activities 2.4 Provide acknowledgment and support if a child experiences frustration and encourage children to see 'mistakes' as opportunities to learn 2.5 Acknowledge and appreciate children's individual and group achievements 2.6 Design experiences to explore issues of self image and identity in ways that are appropriate to the children's level of development 2.7 Choose learning and play resources to provide positive, non stereotypical images of children 2.8 Provide opportunities for children to build on and extend achievements 2.9 Provide children with opportunities to initiate and assume leadership roles 2.10 Promote and support the transition to school for children of an appropriate age |
3. Create opportunities and provide experiences that encourage children to express their feelings, needs and ideas | 3.1 Identify and monitor children's emotional development and expression of feelings 3.2 Listen to and respond to children's expression of feelings and ideas 3.3 Ensure expectations about how children express their feelings are related to child's stage of development 3.4 Encourage and demonstrate socially appropriate ways for children to express their feelings and needs 3.5 Provide opportunities for children to release feelings and express emotion through suitable experiences 3.6 Encourage children to appreciate one another's achievements |