Information
-
Document No.
-
Audit Title
-
Client / Site
-
Conducted on
-
Prepared by
-
Location
-
Personnel
-
Elements and Performance Criteria
-
Student's Name
-
Supervisor's Name
-
Qualification being assessed
-
Enrolment Type
- Apprentice
- External
- Fee For Service
- Full Time Class
- Trainee
- School Based Trainee
-
Assessment conducted by:
-
THE FOLLOWING QUESTIONS ARE TO BE ANSWERED IF ASSESSMENT CONDUCTED BY EMPLOYER BASED ASSESSOR
-
Employer Based Assessor's Name
-
Completed Qualification held by Employer Based Assessor
-
Have you worked in a supervisory position in the children's services industry (for example child care centre director or family day care co-ordinator) for a period of at least six months
-
Have you read, and understood, the Practical Skills Checklist that you are assessing?
-
Are you aware that the student will see a copy of this report?
-
Are you willing to be contacted should further verification of this statement be required?
-
What is your relationship to the student?
-
How long have you worked with this student?
-
How closely do you work with the student in the area being assessed?
Element 1 - Provide a range of developmentally appropriate music and movement experiences
-
1.1 Identify and provide a wide range of music experiences for children that may be used to enhance children's development
-
1.2 Identify and provide a wide range of movement experiences for children that may be used to enhance children's development
-
1.3 Select and provide appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity
-
1.4 Provide opportunities for children to practise developing skills
Element 2 - Support facilitate and extend children's participation in music and movement
-
2.1 Set up environment in a way that encourages children's participation in developmentally appropriate music and movement experiences
-
2.2 Link music and movement activities and make them relevant to children's daily life in care
-
2.3 Formulate strategies to encourage development of child's individual music and movement potential
-
2.4 Encourage improvisation with instruments
-
2.5 Design program to respond to children's interests that arise spontaneously as they participate in music and movement experiences
-
2.6 Use strategies to model appropriate attitudes and interaction to encourage children's input and participation in music and movement experiences
Element 3 - Plan and implement a range of developmentally appropriate music and movement experiences
-
3.1 Use observations of individual children and groups of children to plan developmentally appropriate music and movement experiences for children
-
3.2 Select and present a range of stimulating developmentally appropriate and inclusive music experiences for individual children and small groups of children
-
3.3 Select and present a range of stimulating developmentally appropriate and inclusive movement experiences for individual children and small groups of children
-
3.4 Use a range of methods to evaluate children's participation in and reactions to planned music and movement experiences
-
3.5 Make ongoing modifications to stimulate interest and involvement in music and movement experiences, based on evaluation information
-
REQUIRED SKILLS AND KNOWLEDGE
-
This describes the essential skills and knowledge and their level required for this unit.
-
Essential knowledge:
-
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role
These include knowledge of:
-
Values of providing a range of musical experiences for children
-
Values of movement for children
-
Links between child's stage of development and appropriateness of particular musical and movement experiences
-
Strategies for fostering music and movement development
-
Adult awareness of appropriate selection of music and movement experiences for different ages
-
Organising and implementing and evaluating music and movement experiences
-
Ways to follow and respond to children's ideas and interests
-
Selection of appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity
-
Basic musical concepts
-
Awareness of the following national child health and well being core competencies as they apply to all who deliver care to children: - core principles of child development and the key developmental tasks faced by young children and their implications for practice
-
- cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them
-
- environmental conditions and the experiences known to have positive effects on prenatal and early childhood
-
- environmental conditions and experiences known to have adverse effects on prenatal and early childhood development
-
- factors that support or undermine the capacity of families to rear young children adequately
-
- features of a family's immediate social environment that are important for family functioning and young children's development and well being
-
- features and qualities of communities that help or hinder families in their capacity to raise young children adequately
-
- core needs that all children and families have in common, and how to provide inclusive child and family services
-
- understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs
-
Essential skills:
It is critical that the candidate demonstrate the ability to:
-
Engender interest and appreciation of music in children and to encourage them to experiment with expressing themselves in music
-
Use music with children including singing and simple percussion instruments
-
Choose appropriate settings for movement experiences
-
Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role: - implement effective evidence-based service delivery
-
- coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice
-
- support infants and toddlers to master key developmental tasks
-
- early identification of emerging trends in child needs and how to address them
-
- manage children's health needs, eating behaviours and physical activity
-
- provide environments and relationships that are safe for young people
-
- engage and work with parents/carers and families
-
Comments
-
EMPLOYER DECLARATION: I declare that a fair, valid, reliable and flexible assessment has been conducted with this student, and I have provided appropriate feedback
-
STUDENT DECLARATION: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights.
-
BRIGHT FUTURES TRAINING COLLEGE ASSESSOR DECLARATION
-
I have reviewed this process for assessment of this student's DEMONSTRATION OF PRACTICAL SKILLS and I deem the outcome to be:
-
Bright Futures Training College Assessor Signature
