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 CHCIC510A, 'Establish and implement plans for developing cooperative behaviour'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish and implement plans for developing cooperative behaviour' 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. Identify and review behaviour causing concern | 1.1 Gather information from all those involved with the child 1.2 Review behaviour in a range of situations and contexts, recognising gender impacts on behaviour 1.3 Observe and analyse behaviour to identify triggers, or consequences which are maintaining the behaviour 1.4 Review program routines and timetabling for possible influence on behaviour 1.5 Facilitate interpretation of child's behaviour among others involved with the child 1.6 Seek advice as required 1.7 Report incidents causing concern to parent/s, colleagues or others as appropriate 1.8 Discuss options for response with parent/s 1.9 Discuss needs and concerns of other children affected by the incident |
2. Establish and apply limits and guidelines for behaviour | 2.1 Establish guidelines that are consistent with the abilities of the children 2.2 Establish guidelines relevant to the culture and background of the children and policies of the centre 2.3 Develop guidelines in conjunction with children according to their ability to do so 2.4 Decide how to respond and implement clearly and assertively |
3. Develop a plan to guide a particular child's behaviour | 3.1 Identify longer term and short term objectives in the plan 3.2 Clearly identify more acceptable alternative behaviours in the plan 3.3 Develop plan in accordance with philosophy and policies of the service 3.4 Develop goals of the plan consistent with child's abilities, age and developmental stage 3.5 Ensure plan is realistic according to resources available 3.6 Set plan in consultation with staff/ parents and others who are caring for the child 3.7 Ensure plan considers relevant cultural norms, and processes for responding to behaviour 3.8 Identify resource and referral bodies and seek advice as necessary |
4. Implement and monitor behaviour plan | 4.1 Inform child of specific expectations for behaviour in ways appropriate to their level of understanding 4.2 Inform all workers involved in implementing the plan of its rationale, limits and strategies 4.3 Inform all involved of strategies so all are reinforcing the plan 4.4 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour 4.5 Support workers to implement the plan effectively and consistently |