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 CHCIC511A, 'Implement and promote inclusive policies and practices in children's services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement and promote inclusive policies and practices in children's services' 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. Support the development of inclusive policies | 1.1 Conduct discussion on contemporary literature in regard to inclusive policies and practices 1.2 Review service philosophy, policies and procedures to incorporate inclusive policies and practices |
2. Demonstrate inclusive practices | 2.1 Ensure language used does not convey bias 2.2 Discuss potential negative impacts of comments that are unfair or biased 2.3 Ensure own interactions respond to all children in the service 2.4 Explore options for children to participate in their community 2.5 Where appropriate, if children appear to have experienced exclusion, sensitively seek to obtain information about the nature of those experiences 2.6 Provide positive experiences to support children who may have experienced exclusion |
3. Support the development of inclusive practices in the service | 3.1 Plan and implement programs that reflect inclusive principles and value diversity 3.2 Develop and implement anti-bias philosophy, policies and procedures 3.3 Construct the environment to convey images of diversity among children and families 3.4 Use information about the range of different abilities, cultural values, beliefs and child rearing practices to guide child care practices 3.5 Provide information to others about inclusive principles 3.6 Regularly identify, evaluate and develop inclusive practices 3.7 Identify any current practices which allow bias and develop strategies to address bias |
4. Support the development of inclusive resources | 4.1 Review current resources and modify or discard if inconsistent with inclusive principles 4.2 Ensure characters portrayed in selected material are realistic and non stereotypical 4.3 Ensure selected resource materials do not distort or omit key areas of information about people |
5. Promote respect for diversity among children | 5.1 Talk about differences as a positive resource 5.2 Challenge or restate communications that promote superiority or prejudice to encourage the child's learning about diversity 5.3 Provide opportunities for children to develop understanding of different experiences and perspectives |