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 CHCLAH007, 'Conduct a program for children and young people with special needs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct a program for children and young people with special needs' 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 |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Plan and prepare a program and/or activity | 1.1 Apply currently accepted practices to planning and design of specific programs to meet individual needs 1.2 Identify specific needs of the child and/or young person by conducting routine assessments and reading existing records 1.3 Identify planned outcomes for the child and/or young person, including key milestones and targets 1.4 Research programs to assist in planning to meet developmental needs of child and/or young person with special needs 1.5 Identify relevant support services that are required 1.6 Develop and document an individual program in consultation with child and/or young person and their carers 1.7 Identify options for addressing non participation and non achievement of outcomes |
2. Establish operational arrangements | 2.1 Seek agreement from child and/or young person and their carers about participation in the program and/or activity prior to commencement 2.2 Determine range of activities to be utilised in program according to the needs of child and/or young person 2.3 Identify additional support requirements of child and/or young person 2.4 Identify special resources required for the program and source prior to program commencement |
3. Establish effective communication | 3.1 Provide instructions in a communication style suitable to the child and/or young person 3.2 Provide and seek feedback on session technique, participation and correct usage of equipment from child and/or young person and their carers 3.3 Enlist specialist communication support where it is required 3.4 Make adjustments to program, when necessary, based on an assessment of conditions and status of child and/or young person |
4. Conduct the program | 4.1 Apply current accepted practices to delivery of specific programs in accordance with role and service requirements 4.2 Conduct appropriate activities within program to suit abilities of individuals and/or group 4.3 Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child and/or young person with special needs 4.4 Assist with provision and use of aids, including modification, as appropriate 4.5 Provide information and demonstration to child and/or young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements 4.6 Follow organisation procedures for collection of equipment and check for damage and/or wear |
5. Evaluate the effectiveness of the program | 5.1 Put in place processes to evaluate the effect on self-esteem and confidence of child and/or young person 5.2 Seek feedback from child and/or young person and their carer about value of and responses to specific activity 5.3 Implement processes to monitor participation and progress of child and/or young person 5.4 Modify program based on findings to ensure the individual’s needs continue to be met |