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 SRCAQU012B, 'Foster the motor, cognitive and personal development of infants and toddlers in an aquatic environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Foster the motor, cognitive and personal development of infants and toddlers in an aquatic environment' 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
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Create opportunities for infants and toddlers to develop a wide range of aquatic skills | 1.1 | Provide opportunities for infants and toddlers to interact and play within the aquatic environment |
1.2 | Select and make available aquatic equipment and toys which will develop a wide range of developmentally appropriate skills | ||
1.3 | Create appropriate opportunities to participant's stage of development and capabilities | ||
1.4 | Identify factors affecting the provision of an appropriate learning environment | ||
2 | Provide aquatic experiences for infants' and toddlers' motor development | 2.1 | Provide aquatic experiences to foster motor development |
2.2 | Select aquatic experiences which encourage infants and toddlers to practise both fine and gross motor skills | ||
2.3 | Select aquatic experiences that are developmentally relevant | ||
2.4 | Arrange aquatic equipment and toys to provide challenge, choice and encourage independence | ||
3 | Provide aquatic experiences for infants' and toddlers' cognitive development | 3.1 | Provide opportunities and resources which are varied and relevant to the infants' and toddlers' stage of cognitive development |
3.2 | Provide challenges to the infants and toddlers to extend their thinking | ||
3.3 | Provide opportunities to make limited choices and see/experience the consequences of choices | ||
3.4 | Provide infants and toddlers with experiences to develop their attention span | ||
3.5 | Introduce new ideas/activities that may build on existing knowledge, skills and interests | ||
3.6 | Develop infants' and toddlers' abilities to observe what is happening around them by questioning and non-verbal communication | ||
4 | Facilitate infants' and toddlers' personal development | 4.1 | Identify infants' and toddlers' temperament and personality characteristics |
4.2 | Instructor encourages caregivers to become actively involved in introducing new aquatic experiences to infants and toddlers | ||
4.3 | Provide opportunities for infants and toddlers to separate from caregivers | ||
4.4 | Give infants and toddlers positive guidance towards socially acceptable behaviour | ||