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 CHCPR510B, 'Design, implement and evaluate programs and care routines for children'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design, implement and evaluate programs and care routines for 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. Design and implement programs with all those involved | 1.1 Use or establish opportunities to gather all necessary information from and communicate to those involved 1.2 Identify ideas and concerns about the current program, care routines and setting and consider them in designing the program and care plans 1.3 Design and implement programs that reflect the philosophy and goals of the service |
2. Design and implement programs to enhance development of children | 2.1 Gather information about each child's development to inform the program and routines 2.2 Develop and implement child centred programs that aim to extend children's experiences and develop children's self help skills 2.3 Develop and implement programs and routines to foster all aspects of children's development in a holistic way and support smooth transitions 2.4 Ensure programs provide for capabilities, interests, emerging skills and backgrounds of children who attend the service 2.5 Ensure all resources required for program are identified and available at the required time 2.6 Develop a flexible daily timetable, incorporating developmental opportunities, routines and transition experiences |
3. Design and implement programs that are relevant to cultural and social contexts of children and their community | 3.1 Gather information about contexts of the children's lives and use it to guide planning 3.2 Identify varying expectations of parents of diverse backgrounds and accommodate where possible 3.3 Develop and implement programs that reflect diversity and inclusive perspectives in an ongoing manner 3.4 Select experiences and resources that reflect diversity and promote cross cultural awareness in a positive and respectful manner 3.5 Select experiences and resources that support and develop children's identities |
4. Develop appropriate settings and environments | 4.1 Evaluate settings, environments and resources and modify in relation to children's cultures, family backgrounds and interests 4.2 Evaluate settings, environments and resources and modify to foster all aspects of children's development and learning and provide children with choices 4.3 Implement modifications within constraints of resources available and service location and to promote the organisation and aesthetics |
5. Monitor and evaluate programs | 5.1 Adapt plans according to children's responses, conditions of the day and spontaneously arising opportunities 5.2 Gather and document information using a range of methods in order to assess the progress and achievements of each child. 5.3 Use or establish opportunities to gather feedback and comments from all those involved 5.4 Identify and apply appropriate criteria for evaluating the overall program 5.5 Include children's responses and comments as part of the evaluation process 5.6 Ensure programs are evaluated regularly and in accordance with service guidelines 5.7 Use evaluation information towards further design of programs |