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 CHCIC301E, 'Interact effectively with children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Interact effectively with 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. Communicate positively with children on an ongoing basis | 1.1 Use language style that is appropriate for child's age, developmental stage and culture 1.2 Use key words of meaning to a child 1.3 Ensure non-verbal communication is appropriate and relevant 1.4 Ensure interactions are frequent, caring and respectful 1.5 Use non-gender-specific and non-stereotypical language |
2. Promote positive behaviour | 2.1 Communicate to child, positive and realistic expectations of their behaviour 2.2 Regularly identify and explain to children examples of positive behaviour 2.3 Use clear communication that suggests positive options to encourage a child's cooperation 2.4 Draw child's attention to positive aspects of the child's behaviour 2.5 Apply limits to behaviour within service policies |
3. Collaborate with children about their interests | 3.1 Consult children using a range of communication forms 3.2 Interact and collaborate with all children in the service on a regular basis 3.3 Encourage children to consider new ideas and interests that haven't previously been catered for in the service 3.4 Allow sufficient time for children to express their ideas in a variety of contexts 3.5 Positively acknowledge and act upon suggestions whenever possible |
4. Respect similarities and differences and encourage children to respect these differences | 4.1 Identify and talk about children's likes and dislikes 4.2 Talk about differences as resources, not as inferior or a problem 4.3 Respond positively and with respect to different communication styles used by children |
5. Support children in learning about the decision-making process | 5.1 Assist children to share their ideas, discuss limitations and solve problems 5.2 Clearly describe to children limitation of resources 5.3 Discuss safety factors and legal requirements that may constrain options 5.4 Assist children to plan implementation of ideas/ suggestions 5.5 Acknowledge suggestions that cannot be used and explore alternatives with the children |