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 CHCRH406A, 'Apply knowledge of human behaviour in leisure activity programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply knowledge of human behaviour in leisure activity programs' 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. Apply knowledge of human development across the lifespan | 1.1 Identify relevant aspects of human physical, social, and intellectual development across the lifespan 1.2 Relate information about the various aspects of human development to the needs, interests and skills of specific client groups |
2. Apply knowledge of human cognitive processes | 2.1 Identify key aspects and knowledge related to memory, decision-making and reasoning 2.2 Apply information about human cognitive processes to the needs and abilities of specific client groups, such as clients with dementia 2.3 Develop a program of leisure activities to cater for the needs and interests of clients with specific cognitive abilities, such as clients with acquired brain injury/clients with dementia |
3. Identify perceptions of illness, health and wellness and ways clients respond to illness | 3.1 Identify various perceptions of illness 3.2 Identify various perceptions of health and wellness 3.3 Describe 'acceptable' and 'unacceptable' ways people respond to illness 3.4 Analyse how this behaviour impacts on other people 3.5 Explore trans-cultural differences in the ways people respond to illness |
4. Identify common perceptions of disability | 4.1 Research and identify a range of perceptions of disability common in the community 4.2 Describe ways various concepts of disability can impact on a person with a disability 4.3 Develop a range of strategies for facilitating the integration of a client with a disability or disabilities into leisure activities 4.4 Identify various protective and inclusive legislation which impact on leisure service delivery |