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 CHCRF301E, 'Work effectively with families to care for the child'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively with families to care for the child' 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. Establish a positive relationship with family members | 1.1 Complete introductions and outline worker's own role clearly 1.2 Show the facilities to family members 1.3 Ensure verbal and non-verbal communication styles are used appropriately 1.4 Create welcoming atmosphere for family members and provide opportunities for them to participate in the children's experiences |
2. Exchange information with family members about the child's physical and emotional care needs | 2.1 Ensure information sharing about child's participation in program occurs frequently in accordance with the organisation's guidelines 2.2 Make yourself available for parents to provide information 2.3 Communicate information in a culturally appropriate way 2.4 Respond to messages promptly |
3. Respond to a family member's concern about their child | 3.1 Listen to questions and concerns and respond according to organisation's procedures 3.2 Direct family member to appropriate person or place when further support or action is required 3.3 Ensure communication is appropriate to age, cultural and linguistic background of individual/ group |
4. Reach agreement with family members about care practices | 4.1 Reach agreement on specific requests by negotiation and modification of care practices 4.2 Explain importance of program aspects to parents in relation to their child's needs/development 4.3 Clearly explain and discuss limitations 4.4 Negotiate alternatives/compromises as necessary 4.5 Clearly communicate final decision to all involved |
5. Facilitate child's transition into care | 5.1 Encourage parents to familiarise themselves and their children with the service and workers 5.2 Encourage parents to develop clear and reasonably consistent process of farewell and pick up 5.3 Provide clear information and reassurance to assist parents to develop confidence in the service 5.4 Acknowledge parents' feelings about child care and support in all conversations |