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 CHCFC506A, 'Foster children's language and communication development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Foster children's language and communication development' 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. Stimulate the child's use and understanding of language | 1.1 Provide developmentally relevant opportunities for children to listen and respond to language 1.2 Link language to all interests, activities, routines, and directions 1.3 Create opportunities for group discussions and exchange of views between children 1.4 Create a language rich environment that incorporates materials that capture the child's attention and stimulate a response 1.5 Speak clearly and frequently to children in language that is appropriate to the age of the child 1.6 Take time to listen and respond to children 1.7 Use open ended questions to encourage children to express their thoughts, feelings and words 1.8 Model and encourage two way communication by questions and careful listening 1.9 Repeat and expand children's words and phrases in a natural style of conversation to model communication skills |
2. Support the child's skills in their own (non English) language as relevant | 2.1 Identify the family's language and use bilingual practices as relevant whilst supporting the child to maintain their first language both in the childcare and home environments 2.2 Respond with respect to children's language 2.3 Integrate materials in the child's language into experiences 2.4 Encourage parents and family members to maintain their own language and participate in activities with the children 2.5 Encourage parents to inform worker of key words and phrases 2.6 Integrate child's cultural experiences into language development opportunities 2.7 Seek specialised assistance and use wherever required and available |
3. Contribute to assessment of language and communication skills and planning of appropriate support strategies | 3.1 Identify children with children with special language needs and monitor language development, including the provision of special language programs to meet individual needs 3.2 Contribute to assessment of children's individual language and communication abilities and needs 3.3 Consider English and other languages when assessing language development and use 3.4 Develop a range of strategies for language and communication development for the individual child, including children with additional language development needs 3.6 Discuss assessment with the parents and develop a plan in consultation with them 3.7 Seek specialised assistance where necessary 3.8 Regularly review child's progress and the plan |
4. Plan and implement developmentally appropriate language and literature experiences for children | 4.1 Select, read and tell developmentally appropriate stories 4.2 Use stories, rhymes and poetry to enhance children's enjoyment of language 4.3 Include language and literature experiences that support acceptance and appreciation of diversity 4.4 Use puppets and other props to stimulate children's enjoyment of language and literature |