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 CHCFOS402A, 'Promote positive development of children and young people in out of home care'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote positive development of children and young people in out of home care' 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. Promote development of children and young people | 1.1 Provide support for social, emotional, psychological and cognitive aspects of development of children and young people 1.2 Identify the importance of individual attention for each child or young person which is responsive to his/her needs and development 1.3 Provide emotional warmth, care and appropriate affection to children and young people 1.4 Implement strategies to support children and young people's life skills development whilst in care 1.5 Promote the education achievements of children and young people in foster care |
2. Support children and young people to explore and develop identity | 2.1 Implement strategies to encourage children to take pride in their own cultural identity, gender and abilities 2.2 Implement strategies for children and young people to participate in and learn about their cultural, religious and language heritage 2.3 Support the importance of sharing and safely storing memorabilia during placement 2.4 Provide opportunities for children and young people to explore their individual strengths, interests and abilities |
3. Create opportunities for children and young people to express, feelings, needs and ideas | 3.1 Listen attentively to children and young people to encourage them to express their needs and feelings 3.2 Recognise the different needs of children at different stages of development 3.3 Recognise and respond to the expressions of separation anxiety for children and young people in foster care 3.4 Support children and young people to be actively involved in decision-making that affects them |
4. Manage behaviour | 4.1 Identify own responses that can impact on appropriate behaviour management 4.2 Use behaviour management strategies that consider development and life experience of the child and young person 4.3 Implement behaviour management strategies that are flexible and respond to changing situations |
5. Advocate for children and young people in foster care | 5.1 Support the child and young person to access identified specialist services as required 5.2 Advocate for specialist needs of children in foster care and ensure their needs are conveyed to relevant personnel |