21240750 CHC50113 Diploma in Early Childhood Education & Care

-9144002466975

Subject 8 Leadership and Service Management

Assessment Workbook

V4.1 Produced DATE @ "d MMMM yyyy" DATE @ "d MMMM yyyy" 14 February 2018

Copyright 2014 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning Resources

Version control & document history

Date Summary of modifications made Version

DATE @ "d MMMM yyyy" 2 May 2014 Version 1 final produced following assessment validation. 1.0

20 November 2014 Changes made throughout document 2.0

12 January 2015 Version 3.0 produced following second assessment validation 3.0

1 July 2016 Version 4.0 produced following updates to the required units of competency for the course 4.0

14 February 2018 Updated for National Quality Standard changes 4.1

Table of ContentsThis is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.

TOC o "1-2" h z u Table of Contents PAGEREF _Toc508092319 h 3Introduction PAGEREF _Toc508092320 h Error! Bookmark not defined.What is competency based assessment PAGEREF _Toc508092321 h 4The basic principles of assessing nationally recognised training PAGEREF _Toc508092322 h 5The Principles of Assessment PAGEREF _Toc508092323 h 5The Dimensions of Competency PAGEREF _Toc508092324 h 6Reasonable Adjustment PAGEREF _Toc508092325 h 7Cheating and Plagiarism PAGEREF _Toc508092326 h 8What is Cheating? PAGEREF _Toc508092327 h 8What is Plagiarism? PAGEREF _Toc508092328 h 8How do I avoid Plagiarism or Cheating? PAGEREF _Toc508092329 h 8The unit of competency PAGEREF _Toc508092330 h 9CHCECE019 Facilitate compliance in an education and care service PAGEREF _Toc508092331 h 9CHCECE025 Embed sustainable practices in service operations PAGEREF _Toc508092332 h 11CHCMGT003 Lead the work team PAGEREF _Toc508092333 h 13Context for assessment PAGEREF _Toc508092334 h 15Assessment Methods PAGEREF _Toc508092335 h 15Resources required for assessment PAGEREF _Toc508092336 h 15Instructions to Assessor PAGEREF _Toc508092337 h Error! Bookmark not defined.Instructions to Student PAGEREF _Toc508092338 h Error! Bookmark not defined.Assessment Workbook Coversheet PAGEREF _Toc508092339 h 16Knowledge Assessment PAGEREF _Toc508092340 h 18Case Studies PAGEREF _Toc508092341 h 29Workbook Checklist PAGEREF _Toc508092342 h 44Feedback PAGEREF _Toc508092343 h 45

InstructionsSome questions cover underpinning knowledge of workplace effectiveness content and concepts. These questions are all in a short answer format. The longer questions requiring the application of concepts are covered in the other assessments. You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment.

If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team.

What is competency based assessmentThe features of a competency based assessment system are:

It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.

Assessment should mirror the environment the learner will encounter in the workplace.

Assessment criteria should be clearly stated to the learner at the beginning of the learning process.

Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.

In competency assessment a learner receives one of only two outcomes competent or not yet competent.

The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.

The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Definition of competency

Assessment in this context can be defined as:

The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

The basic principles of assessing nationally recognised training

Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The Principles of AssessmentAssessment must be valid

Assessment must include the full range of skills and knowledge needed to demonstrate competency.

Assessment must include the combination of knowledge and skills with their practical application.

Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.

Assessment must be reliable

Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.

Assessors must be trained in national competency standards for assessors to ensure reliability.

Assessment must be flexible

Assessment, where possible, must cover both the on and off-the-job components of training within a course.

Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.

Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

Assessment must be fair and equitable

Assessment must be equitable to all groups of learners.

Assessment procedures and criteria must be made clear to all learners before assessment.

Assessment must be mutually developed and agreed upon between assessor and the assessed.

Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

Valid

Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.

Sufficient

This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.

Authentic

When evidence is gathered the assessor must be satisfied that evidence is the learners own work.

Current

This relates to the recency of the evidence and whether the evidence relates to current abilities.

The Dimensions of CompetencyThe national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

Task skills

Task management skills

Contingency management skills

Job role and environment skills

Reasonable AdjustmentAdapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

the same learning opportunities as learners without a disability

the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

customising resources and assessment activities within the training package or accredited course

modifying the presentation medium learner support

use of assistive / adaptive technologies

making information accessible both prior to enrolment and during the course

monitoring the adjustments to ensure learner needs continue to be met.

Assistive / Adaptive Technologies

Assistive/adaptive technology means software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

Cheating and PlagiarismWhat is Cheating?Cheating within the context of the study environment, means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.

Some examples of cheating are:

Submitting someone elses work as your own. Whether you have that persons consent or not.

Submitting another authors work as your own, without proper acknowledgement of the author.

To allow someone else to submit your own work as theirs.

To use any part of someone elses work without the proper acknowledgement

There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, please check with your trainer prior to submitting your assessment work.

What is Plagiarism?Plagiarism is a form of cheating and includes presenting another person or organisations ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites and computer programs.

How do I avoid Plagiarism or Cheating?Students are advised to note the following advice to avoid claims of plagiarism or cheating:

Always reference other peoples work. You may quote from someone else's work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.

Always reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.

You must not copy someone else's work and present it as your own.

You must not falsify assessment evidence.

The unit of competencyEach unit of competency can be unbundled to reveal two key assessment components:

the performance criteria

specifying the required level of performance

the evidence guide

Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of:

critical aspects of evidence

the essential skills

the essential knowledge

For the purpose of delivering the Qualification CHC50113 Diploma in Early Childhood Education and Care clustered assessment of units of competency will occur.

When assessing each unit it is important to understand how they are structured in order to meet assessment requirements.

An outline of the units of competency is included below. Please note that some skills that are not able to be observed in the workplace during Vocational Placement will be assessed utilising Case Studies and/or projects.

CHCECE019 Facilitate compliance in an education and care serviceThis unit describes the skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance within an education and care service.

This unit applies to educators working in a range of education and care services.

Elements

Interpret the National Quality Framework

Facilitate an organisation self- assessment

Facilitate the development of a quality improvement plan

Coordinate the service for a site visit

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Reading in order to analyse and apply applicable legislative and regulatory requirements, including the National Quality Standards, relevant to the service.

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

checked and maintained compliance in an education and care service, including:

interpreting and applying the requirements outlined in the National Quality Framework in at least one education and care service

facilitating a self-assessment process in at least one education and care service

developed at least one quality improvement plan, including:

documenting and checking information for accuracy and completeness

consulting with at least one other educator or service coordinator to review the plan

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service.

Knowledge Evidence

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:

how to access:

the National Quality Framework

the National Quality Standards

the relevant approved learning framework

how to interpret the relevance of framework and standards documents in guiding work in this unit of competency

other legislation, standards and regulations relevant to the childrens services industry

processes for engaging stakeholders in the planning and consultation stages of quality assurance

support systems, including government and non-government consultants, resources and personnel

best-practice principles and emerging trends in service delivery area.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure use of:

National Quality Framework for Early Childhood Education and Care

the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

CHCECE025 Embed sustainable practices in service operationsThis unit describes the skills and knowledge required to support children to connect with and contribute to their world and embed sustainable practice into service operations.

This unit applies to work across a range of education and care service services.

Elements

Develop a sustainability management plan

Support children to develop an understanding and respect for the natural environment

Support others in implementing sustainable practice

Embed sustainability into service policies and procedures

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Performance Evidence

supported sustainable practices within at least one education and care service, including:

undertaking an analysis of the environmental sustainability of the workplace

identifying and supporting potential for workplace change to enhance environmental sustainability

supporting children to develop respect for the natural environment

designing, implementing and reviewing a program to enhance environmental sustainability in the child care workplace

using a variety of strategies to involve colleagues, children, families and the broader community in participating in and evaluating a program to enhance environmental sustainability.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

how to access:

the National Quality Framework

the National Quality Standards

the relevant approved learning framework

how to navigate through framework and standards documents to find areas relevant to this unit of competency

importance of community as a source of knowledge, skills and values, including:

barriers and drivers for behavioural change

strategies to increase childrens experiences and understanding of animals and the natural environment

impact of key global issues, such as climate change, ozone layer effects, greenhouse effect, earth resources and biodiversity

qualitative and quantitative evaluation processes for sustainability program

sustainable practices and sustainable strategies

cleaning and maintenance, and building, equipment and associated resources

organisation standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service.

Assessment must ensure use of:

National Quality Framework for Early Childhood Education and Care

the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

CHCMGT003 Lead the work teamThis unit describes the skills and knowledge required to undertake supervisory and coordinating activities in work groups in health and community service organisations.

Workers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.

Elements

Contribute to and promote effective work practices

Develop and implement staffing processes

Maintain professional approach to leading work team

Promote effective workplace relations

Evaluate plans

Review individual performance

Performance Evidence:

developed at least 1 plan for a team or group of individuals, including:

effective procedures to maximise staff work performance

strategies for collaboration and cooperative work practices

strategies for work performance and outcomes

identification of barriers and constraints and development of strategies to address them

facilitated at least 2 group meetings or discussions to:

delegate work team activities

develop and evaluate work goals

identified at least 1 issue causing disruption to work team activities and:

facilitated at least 1 meeting or discussion with those involved

developed and implemented strategies to resolve issue

reviewed the performance of and coached at least 1 individual

Knowledge Evidence

organisation mission, philosophy

organisation structure and communication protocols

group facilitation processes, including technique for facilitating group discussions and meetings

leadership styles and their application in supporting the organisations mission, objectives and values

coaching principles and techniques

difference between coaching and mentoring

performance management sources of information on best practice work techniques relevant to the industry sector

rostering and timetabling

sources of conflict and stress and techniques to address and manage them

referral networks

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Context for assessmentTo complete the assessment in this workbook, students need only to have access to their learning materials and the internet. This may be completed wholly at the students home, or chosen place of study.

Assessment MethodsAssessment for this unit will be assessed through completion of Assessment Workbook Eight (8) and the relevant section of Workbook Eleven (11).

Workbook Eight (8) will focus on two assessment methods:

Written Questions based on the required knowledge component as described in the Instructions for Assessment

Case Studies utilising the inspirededucation.net.au Sparkling Stars virtual Education and Care Service and activities set out in this workbook.

Further Assessments:

Workbook Eleven (11) Skills Journal

participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the workplace.

Resources required for assessmentTo complete the assessments in this workbook, the candidates will need access to:

Computer with internet access, MS Word, Adobe Acrobat Reader

Video recording equipment such as:

Camcorder

Camera

Voice recorder

Mobile phone

Volunteer to assist in minor role-play

PresentationThings to Consider:

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure thatAll assessment tasks within the workbook have been completed

You have proof read your assessment

Answering the Questions:If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

34607520320

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

Assessment Workbook CoversheetWORKBOOK: WORKBOOK 8

TITLE: Leadership and Service Management

FIRST AND SURNAME: Samanta DerakhshanianPHONE: 0434 260 547

EMAIL: Samanta1975dr@yahoo.com

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.

By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : SamantaSignature: SD Date: //2022

Knowledge AssessmentAccess National Quality Standards online.

Identify the provision of each element specified

Briefly explain why this element is relevant to your role as an educator

Fill in the table below.

Element Provision

Relevance

1.2.1 Intentional teaching As an educator, I have to ensure childrens learning and development. I have to invite children to share their interests and ideas. I have to provide opportunities to help children to become involved in play and learn. Also have to extend childrens thinking, build deep understanding, and occur in emergent and planned experiences.

3.2.3 Environmentally responsible I have to ensure that the physical environment is safe and welcomed and the ease of movement from one space to another. Also, we have to provide children with the ability to be challenged to test ideas and have a lot of fun as an education.

5.1.2 Dignity and rights of the child The dignity and rights of every child are maintained. Also, I have to provide every child in my care warm, trusting, and respectful relationship. So that promote develop their wellbeing self-esteem, sense of security and belonging.

7.1.2 Management systems As an educator, I have to support leadership and management of the service. The contribute to quality environment for childrens learning and development. So I can do well documents, well maintained records, cycle of planning and create of families.

It is important that you understand all aspects of the NQF, its components and how they apply to the childcare centre.

Who would you speak to within the centre to assist you in interpreting NQF requirements?

Educational leader

List one (1) government consultant/agency that could provide support in understanding the NQF.

ACECQA is a government organisation that provides support understanding the NQF.

List one (1) non-government consultant/agency that could provide support in understanding the NQF

Commission for children and young people

Provide a brief description of each of the following components of the National Quality Framework and describe the relevance of each in a childcare centre:

The National Legislative Framework

The National Quality Standard

Approved learning frameworks

Description Relevance

The National Legislative Framework The National Quality Framework is underpinned by the Education and Care services, National Low and Education and care services, National Regulations.

In making decisions about operation education and care services and working to achieve the quality at services. The National legislative Framework principles are talking about childrens rights and best interests, the role of parents and families is respected and supported in the childcare centres. Also, they believe that children are successful, competent, and capable learners.

The National Quality Standard (NQS)

The NQS sets a high national benchmark for early childhood education and care, and outside school hours care services in Australia. The NQS includes 7 Quality areas that are important outcomes for children.

Quality Area 1- Educational program and practice

Quality Area 2 childrens health and safety

Quality Area 3 Physical Environment

Quality Area 4 Staffing arrangements

Quality Area 5 Relationship with children

Quality Area 6 Collaborative partnerships with families and communities

Quality Area 7 Governance and leadership NQS is all about children and children in the care. The NQS includes 7 quality areas that are important outcomes for children. The children services are assessed and rated by their regulatory authority against the NQS and given a rating for each of the 7 quality areas and an overall rating based on these results.

Approved learning frameworks The approved learning Frameworks included principles, practices and learning outcomes that guide educational leader and educators in their curriculum decision making and assist them in planning, delivering and evaluation quality programs in early childhood settings. The approved learning Framework enable within an early childhood setting to extend and enrich childrens learning. Provide opportunities for children to develop a foundation for learning and for children to become successful learners.

A childcare centre must undergo audits by ACECQA to make sure it meets the compliance requirements set out by the National Law, the National Regulations, the National Quality Standard and any other relevant laws.

A Quality Improvement Plan, which involves a self-assessment, is one of the requirements for the auditing process.

Describe two (2) ways to collect information from staff, children, families, and the community that will help a childcare educator conduct a well-informed self-assessment of their centre and its services.

Identify processes for engaging stakeholders in the planning and consultation stages of quality assurance. Fill in the table below.

Collecting information

Staff:

Job description

Review previous appraisals

Children:

Children enrolment forms

Observing childrens interests and behaviour

Families:

Feedback

Surveys and interviews

The community:

Community feedback

Using service news letters

Engaging stakeholders

Identify one (1) strategy for each stakeholder for the planning and evaluating phases of quality assurance:

Stakeholder How to engage when planning quality assurance How to engage during evaluation of quality assurance

Staff members at a childcare centre Help collect evaluation data or help analyse the data. Provide feedback or help to develop a logic model.

Children (students at a childcare centre) Observing childrens interests .Check what children got.

Families of students at a childcare centre Discussed on program goals. Asking about feedback.

Community where the childcare centre is located Gathering valid data and tools Providing more information.

Match the following legislation, regulations, and frameworks to their relevance to the early childhood education sector.

Disability Discrimination Act 1992

Early Childhood Australia Code of Ethics (2006)

Framework for School Age Care

The National Quality Standards

The National Regulations

Write the letter of their corresponding letters on the spaces provided.

B This clearly explains the responsibilities of all parties in relation to one another and to children and families using the childcare service.

D This sets out the process for the rating and assessment of education and care services against the national quality standard, including the rating levels.

C This aims to extend and enrich the wellbeing and development of children 6 to 12 years of age in education and care settings by assisting services to provide children opportunities to engage in leisure and play-based experiences.

A This makes it unlawful to treat staff or students differently because some of their attributes and/or abilities are different from most staff or children.

E This allows each service to adopt approaches that are most appropriate to the children being educated and cared for at that service.

Describe two (2) changes that have occurred in the last five years which alter the way a centre operates.

Management

Management changed and new management came to the centre. Centre manager changed and new centre manager came to run the centre.

Introduce sustainability practices into the centre. Introduce more natural resources. We start to follow best practice about sustainability.

Example: Veggies patch, garden to plate, sustainability champion, recycling, energy conservation, sustainable equipment purchases, worm farm.

When facilitating a meeting or group discussion, it is important to ensure the meeting runs smoothly. Among the choices below, select three (3) techniques that will help a meeting or group discussion run smoothly.

FORMCHECKBOX Do not allow attendees to speak during the meeting.

FORMCHECKBOX Communicate the meetings purpose and desired outcomes to all attendees.

FORMCHECKBOX Keep the purpose of the meeting confidential, except from the top management.

FORMCHECKBOX Designate a meeting leader who understands meeting principles, is familiar with the agenda and is a skilled facilitator.

FORMCHECKBOX Limit number of items to a reasonable amount for the meetings timeframe.

FORMCHECKBOX Discuss as many items as possible in the meeting.

Answer the following questions about coaching.

Mapping: CHCMGT003 KE5, KE6

LG page 248 - 251

Briefly explain the difference between coaching and mentoring.

Coaching is mainly concerned with performance and the development of certain skills. It usually takes place on a one -to-one basis and has a very specific purpose. Monitoring seeks to build wisdom The ability to apply skills, knowledge and experience to new situations and processes.

Explain how a coach can systematically explain knowledge-based details.

Guidance: Identify and explain the techniques used in explaining knowledge-based details systematically.

In order to help other, improve their practices. So, they have to build relationships based on trust with others. Also, have to use effective observation and communication skills. Demonstrating genuine curiosity or sincere interest while observing and asking question will enable greater trust and success. Also, coaches can ask open-ended question and right questions.

Identify and briefly explain the three (3) learning domains in coaching.

Domain

Explanation

Coaching (Thinking) Cognitive The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual. The cognitive domain encompasses of six categories which include knowledge, comprehension, analysis, synthesis, and evaluation.

Affective

(Emotions or feeling) Affective The affective domain includes the feeling emotions and attitudes of the individual. That includes receiving phenomena, responding to phenomena, valuing, organization and characterization.

Psychomotor

(Physical or kinaesthetic) The psychomotor domain includes utilizing motor skills and the ability to coordinate them. The sub domains of psychomotor includes perception, set guided response, mechanism, complex overt response, adaption and origination.

You currently handle a class of 10 students all aged 7 years old. They all come to the centre 5 days a week. You wish to give them some simple responsibilities in the classroom. The available responsibilities are as follows:

Calling out names for attendance at the start of class

Lead the action song of the day

Distribute daily activity sheet to classmates

Collect daily activity sheet from classmates

Guidance: Only one (1) student is required per responsibility, but one student may have more than one responsibility per day.

Fill in the table below to create a roster of responsibilities for each student for the month. ATTACHED

Student Assigned Task Day

Allison FORMTEXT FORMTEXT

Bryan FORMTEXT FORMTEXT

Juancho FORMTEXT FORMTEXT

Kevin FORMTEXT FORMTEXT

Michael FORMTEXT FORMTEXT

Michiko FORMTEXT FORMTEXT

Olivia FORMTEXT FORMTEXT

Pilar FORMTEXT FORMTEXT

Tanya FORMTEXT FORMTEXT

Tyler FORMTEXT FORMTEXT

Explain the importance of community as a source of knowledge, skills, and values for the following aspects of sustainable practices in service operations, and give an example for each:

Aspect Importance of Community Example

Barriers and drivers for behavioural change Children learn and copy our behaviour such as how we talk, act, so we need to be roll model for them. When we use polite way to engage with children, they also act polite and talk nicely.

Strategies to increase childrens experiences and understanding of animals and the natural environment It is very important for educators to set up natural resources in the room so that children can explore the natural environment all the time. We can encourage the children to correct natural resources such as leaves, flowers, stones etc for the experiences. We also can read books about animals at group time or make time to engage with animals if the centre has any animals. When children play outdoor environment, we ask them to correct rocks for using a painting experience. Children enjoyed the unique painting experience because they usually use paper.

To encourage children to engage with animals, we took our guineapigs to our room. Children were so curious to see and touch.

Impact of key global issues, such as climate change, ozone layer effects, greenhouse effect, earth resources and biodiversity By knowing about the global issues, children are able to learn how to protect our planet. We will show pictures or read books about global issues, mainly older children will learn and have some ideas about those problems. We can talk and discuss about the topics at group time.

Qualitative and quantitative evaluation processes for sustainability program We can evaluate sustainability program regarding quality and quantity so that we can see the result by seeing numbers and by observing opinions, attitude of people.

We can check how much we waste electricity every day by seeing numbers of use. We ask peoples opinions and observe the program.

Cleaning and maintenance, and building, equipment and associated resources It is important to maintain equipment that children use, clean properly so that the place is good hygiene. We check equipments safety of the centre every day so that children are given safe environment. We constantly clean the room, bathroom, and outdoor space.

Organisation standards, policies and procedures We can provide opportunities to talk about the organisation standards, policies, and procedures to children in easy way so that they can learn what they should do in the situation. We can talk about protection from food poisoning and teach them about good nutrition and wellbeing. We can show children emergency procedure by doing fire drill.

Case StudiesCase Study One

Susan Pearson is working as a Kindy assistant at Sparkling Stars Childcare Centre. A few months ago, Tina Housden has been assigned as the new group leader in the Kindy room.

Susan found Tina difficult to work with Tina. Tina is often rude and abusive to Susan and expects her to do tasks outside of her responsibilities. Susan is thinking about finding a new job.

As their supervisor, you need to help resolve this conflict, and promote effective workplace relations between Susan and Tina.

Identifying conflict.

Identify the two (2) primary conflict situations in this scenario.

1. Tina Housden's inexperience as a group leader in an unfamiliar setting She has no idea how the group she will be leading will function.

2. Tina's difficult and disruptive behavior with her coworker. She anticipates Susan to do duties that go outside of her purview.

Describe an appropriate strategy to resolve the conflict and minimise negative effects on the workplace.

Tina needs thorough orientation as a manager so she would know what to expect from her staff. Inform her of professional ways to interact with the staff. Encourage staff to communicate openly and to acknowledge conflicts. To come up with a workable and acceptable solution, make sure to hear both sides of the story.

The most essential thing to do is keep an eye out for situations that can damage their capacity to perform effectively.

How does the strategy youve described address the rights and responsibilities of both Susan and Tina?

Guidance: Provide examples of specific rights and responsibilities of each.

Rights and Responsibilities

Tina Right: If Tina feels that her leader is not treating her fairly, she has the right to complain and make a report.

Responsibility: Tina is accountable for informing and informing the supervisor about what has been happening between her and Susan.

Susan Right: Susan is entitled to provide her perspective on what has actually transpired between her and Tina, as well as the motivation behind her attitude.

Responsibility: Being organized and having excellent communication skills is one of Susan's duties as group leader. She must maintain a professional demeanor by refraining from being impolite and harsh. She is also accountable for comprehending the circumstances of each member.

Role-play conflict resolution.

Record a short video that shows you attempting to resolve the conflict between Susan and Tina, and submit to your assessor. You will demonstrate this by recording a brief mediation meeting between yourself, Susan and Tina. Organisation constraints at Sparkling Stars mean you are required to conduct the mediation and facilitation yourself.

See instructions below.

Instructions:

The video should be no more than three (3) minutes in length.

You may record the video using a camcorder, webcam, or even your mobile phone; however you must ensure that the audio can be clearly heard and understood in order for your assessor to evaluate your performance.

In case recording a video is not possible, an audio recording is also acceptable. A transcript of the recording must also be submitted with the audio recording.

You will act as the supervisor in the recording.

The roles of Tina and Susan may be played by friends or family members for the video. Alternatively, you may use inanimate objects (such as stuffed animals) in place of Tina and Susan, but you must speak to them as if you were conducting a meeting with them in real-life.

You do not need volunteers or props if you decide to record an audio, unless you decide that Tina and Susan have speaking roles.

In your meeting with Tina and Susan, you must:

Come up with a solution to the conflict.

The solution you suggest must be beneficial for both parties and does not favour one over the other.

The solution you propose could prevent future conflicts like this from happening.

Ensure both parties have access to appropriate support and debriefing.

Suggest at least two (2) support groups and/or services in your State/ Territory. (These must be real support groups, people, hotlines, websites, or services.) Include details about these groups or services in your recording, such as their contact numbers, address, or website, etc.

Provide instructions to Tina and Susan on what they can do should they need additional support.

Save the recording in a format that can be opened in most computers, such as .mp3 or .mp4. Use the filename CHC50113 Subject 8 Case Study 1 RP.

Case Study Two

You have been given the role of acting as supervisor whilst the Nominated Supervisor is away on bereavement leave.

You have been monitoring the staff while the children play outside and found that the Kindy assistant has been standing with her back to the children and occasionally leaves the area without informing others, leaving staff ratios too low to meet legislative requirements.

You have spoken to the centre Director regarding this issue, and they would like you to talk to her.

Guidance: Answer the questions below using the Sparkling Stars Grievance Procedures for Staff as a guideline of how to approach this issue.

Sparkling Stars Grievance Procedures for StaffUsername: learner Password: studyhardMake a short video recording, in which you must provide the Kindy assistant with a verbal warning about her behaviour, and provide some counselling and support to improve performance. Submit to your assessor.

See instructions below.

Acting Manager John Taylor: Good day, Mr. Francis.

Director Tim Francis: John, good day! How are you doing today?

John:

I'm OK with everything. I sincerely appreciate it.

I wanted to talk to you about a subject that had caught my interest. Do you have a couple of seconds to spare?

Francis:

I agree; kindly enter.

Why is it bothering you specifically? The Nominated Supervisor, Ms. Jean, is, as far as I know, on leave due to a bereavement.

Are her obligations challenging for you to take on?

John:

Yes, Ms. Jean is now off work.

I've started monitoring the staff as the kids play outside for the previous two weeks. The nursery school assistant Kelly Smith usually stood facing away from the kids. By leaving the kids unattended, we face the danger of being accused of negligence if an incident occurs while they are in our care.

Kelly sometimes departs the area without informing anyone. As a result, the staff-to-client ratios fall short of what's required by law. I worry that the license for our school may be cancelled if an inspector or a parent files a complaint.

Your suggestions on how to approach this issue are much appreciated.

Francis, the director:

Your efforts to alert me to this were quite successful.

We cannot allow our negligence to put the children in danger of damage or injury.

You should talk to her, in my opinion, to find out what's bothering her.

The next stage would be for you to convey your worries and the actions you hope she would take to resolve them.

And last, let her know what will happen if she doesn't follow the instructions in the "Sparkling Stars Grievance Procedures for Staff" manual, and offer to go over them with her.

To let me know what you and your partner chose, shoot me a follow-up email when you're done.

The supervisor John:

I'm grateful, thank you. It makes sense to use such tactic.

Acting Manager John Taylor: How are things going, Kelly?

Kindy helper Kelly Smith How are you today, Mr. Taylor? Thank you for asking; everything is good. What are your opinions?

The boss, John:

I'm in excellent form. We appreciate your question.

Are you available for a brief discussion in 5 minutes? Your experiences dealing with children would be interesting to me.

Kelly:

Yes, I have a few minutes to spare, and I'd appreciate the chance to talk with you.

John:

That is incredible, I agree. There won't be any distractions at my office, so let's head there.

(Kelly and John leave Kelly's office and go to John's, where they can talk in peace and quiet.)

John:

Submitted by the Supervisor I'm filling in for Ms. Jean till she returns because she is out until next week on bereavement leave.

It is my duty as the temporary supervisor to make sure the personnel at the children's center is functioning properly and competently doing their duties.

Therefore, describe to me how you are adjusting to your new position with the children. Do you have any concerns at the moment?

Kelly:

Oh, working with the youngsters is so much joy. The past few of weeks, I've been dealing with a mild eye infection. Everything else is wonderful, though.

John:

For sharing, I'm grateful.

I am aware of how stressful it may be to experience an eye issue.

You regularly turn your back on the kids as they play outside, and you periodically leave the area without letting anybody know you've left.

We can't leave the kids alone, even if your eye condition is to blame for this. Any event or mishap that occurs while the kids are in our care might be a sign that we were careless.

The staff-to-child ratio will also drop below the required level if you leave the play area without telling anyone else.

This can lead to the center's license being suspended. Therefore, I'd want to work with you to come up with a decision that both of us can live with.

Kelly:

I had no notion it was illegal to enter the play area to use the restroom briefly.

I do appreciate you bringing this to my notice, though.

Yes, I turn away from the children because I could get dust in my eyes, which would make my discomfort worse and require a trip to the bathroom to clean my eyes.

For the next two weeks while my eye illness cures, I think it would be best if we could engage a Kindy helper to manage the outdoor play area.

I will make sure to inform the other instructor/caretaker as soon as I leave the play area. Can you accept that?

John:

It seems like the strategy is amazing.

Give me a day so that I can make arrangements for another kiddie garden helper to help you during the following two weeks.

A study of the "Grievance Procedure for Staff" is also requested so that you are informed of your rights and obligations.

You should also be aware that I'm here if you need help or have any questions or complaints.

Kelly

John, I'm grateful for your assistance.

I would really value the assistance of a different Kindy helper for the following two weeks.

As much as I can, I'll also try to face the youngsters.

John:

Great,

In order to check in on you and see if there is anything I can do to help, let's meet twice a week for the next two weeks.

In order for the Director to be aware of our agreement and be able to help you if you need extra support, I will also let him know about your position.

Kelly, Your time is much appreciated.

Instructions:

The video must be no more than three (3) minutes in length.

You may record the video using a camcorder, webcam, or even your mobile phone; however you must ensure that the audio can be clearly heard and understood in order for your assessor to mark.

In case a video recording is not available, an audio recording is also acceptable.

You must include two (2) additional characters in your role play:

The Kindy assistant

The Director

Should you prefer an audio recording, make sure the voices of all characters involved are distinguishable from each other. A transcript of the recording must also be submitted with the audio recording.

Other characters in your video may be played by friends or family members.

Your recording must have a dialogue between you and the Kindy assistant, where both parties speak. The questions you ask must be relevant to her behaviour in the centre, such as:

Is something bothering you?

Why do you leave the area when the children are playing?

The Kindy assistant must have short, simple, and realistic answers for the questions you ask. You must address her responses, as well, modelling active listening and effective communication.

Your warning must be in accordance with Clause 6 of the Sparkling Stars grievance procedure.

You must provide the assistant with support on how she could improve her performance, such as reminding her of the regulations that the centre must follow, suggesting training or mentoring with another more experienced staff member.

You must also refer the Kindy assistant to a professional organisation or a community group to address their needs. (This referral must be in line with the answer the Kindy assistant gives in your conversation with her.)

The professional organisation or community group must be a real one. Include contact details in your recording.

You must set a review period within 1 to 4 weeks of this meeting.

Save the recording in a format that can be opened in most computers, such as .mp3 or .mp4. Use the filename CHC50113 Subject 8 Case Study 2 RP.

Write an outline of this meeting, summarising the issues you have addressed, the advice and support you give, and the expected outcome you wish to see from the Kindy assistant. Save this outline as CHC50113 Subject 8 Case Study 2 Outline.

Unrelated to the performance issues above, the assistant resigns and provides 5 days effective notice. You are aware that she has resigned due to an ongoing illness. One of the staff members in another room has emailed you, enquiring as to the reason for her resignation.

In the space below, compose a reply email that ensures the confidentiality of the Kindy assistant.

Refer to the Sparkling Stars Confidentiality Policy to inform your response.

Sparkling Stars Policies and ProceduresUsername: learner Password: studyhardFind the Confidentiality Policy

To: kindy_assistant@sparlkingstarschildcare.com

From: supervisor@sparlkingstarschildcare.com

Subject: Re: Resignation

Message: Dear Staff,

Greetings! I appreciate your interest in our nice assistant's recent resignation. I have to ensure that we abide by the confidentiality rules of our center. I really can't provide you any additional details because you are not a direct representative of the recruitment team. She is giving one week's notice and has other future plans.

With respect,

XYZ

Case Study Three

You overhear a number of staff gossiping in the yard about the fact that they always miss out on their programing time and never get to take their 10 minute breaks, which they are entitled to. This is because a small number of educators are continually calling in sick or turning up late to work.

Being groomed for the supervisor role, you have been tasked by your supervisor to contact the Director about this issue.

Compose an email to the Director of the centre, listing ideas from a strategy point of view to overcome the concerns you heard from the other staff members.

Guidance: Your message must include the issues you wish to address and three (3) suggestions to address these issues.

To: the_director@sparlkingstarschildcare.com

From: supervisor@sparlkingstarschildcare.com

Subject: Concerns in the centre

Message: Respected Director

I've recently learned some shocking news about our personnel. They now struggle to complete their programming at their scheduled programming time and take their scheduled 10-minute break.

Programming time, as we all know, is such an important activity that may affect any child's learning, safety, and motivation. We need to evaluate our practices and ensure that the instructional program is successful. The designated 10-minute break is also for the benefit of both teachers and students.

I have an idea that I want to put up to address this problem:

attendance and punctuality policy, which states that there are commensurate repercussions if they violate it, should be considered to reduce the tardiness of other workers. We should consider time off to reduce other employees' absenteeism.

policies. similar to a paid leave policy. We should analyze

3.the reasons why they are late or absent on that particular work day as an additional measure to reduce the absenteeism of other employees. In order to determine whether there is a pattern in their absences, we need ask them to describe their situation.

Would love to hear from you.

With respect,

XYZ

After reading your email, the Director decided to hire an additional educational assistant. An advertisement has been sent out.

The centre received a number of submissions. Access the applications submitted and assess them for shortlisting.

Applications submitted to Sparkling StarsUsername: learner Password: studyhardSelect three (3) candidates to proceed to interview. Complete the table below, describing your recommendations for applicants that should be shortlisted.

You will need to access the following additional documents to complete this task:

Sparkling Stars Recruitment Policies and ProceduresFind the Recruiting Policies and Procedures

Sparkling Stars Staff Records and Job DescriptionsUsername: learner Password: studyhardGuidance: More than three (3) candidates may meet the criteria for the position. Select the three (3) you believe are most suited for the role to proceed to interview.

Applicant Name Necessary Qualifications held? Selection Criteria met? Additional Comments Proceed to final Interview

Adam HolmeYes Yes 3+ years of experience, a driving license, a Certificate III, a First Aid certificate, and CPRYes certification. Yes

Georgina Cheney Yes Yes multi-skills training, a certificate in first aid, two references, and a certificate III Yes

John Purser Yes No First aid and child protection training certificates, with three or more years of experience No

Lola Pemulwuy No No Certificate III, no prior childcare experience No

Phoebe Lynn Yes No Private child career, no experience No

Sara SavilleYes Yes a III certificate, six or more years of experience, and expertise in working with special needs kids Yes

Following the final interview, management have decided to hire Georgina. She has been offered the position and will be commencing in two weeks. The Director has asked you to work alongside her and assist with completing the induction process.

Some tasks in the induction process have already been completed. For the rest of the items, describe the strategy you would employ. You may include the resources you need, if any.

Induction Task Strategy

Discussion regarding wages Discussed with Director

Signing of employment contract Contract signed with HR personnel

Tour of the centre Take applicants on tour of the centre during class hours, so the halls and other service facilities are free, and children and staff are in classrooms

RosteringCollate schedules and task roster of other staff members, and assign tasks to Georgina that current staff members cannot complete

Introduce Georgina to all the staff While visiting the facility, introduce every employee to Georgina. I'll reintroduce Georgina throughout our weekly meetings to further enhance their comfort with her.

Show staff room and lockers When the interview is over and the induction procedure is underway, show the staff room and the lockers.

Show car park Done prior to final interview (included in the tour of the centre)

Introduce to documentation methods I have two techniques that Georgina may use for documentation. Before I introduce Georgina, I'll give her a brief overview of our documentation practices via the induction procedure. Through the methodsbuddy system is the second. Georgina may watch how our lead instructor gathers data for many purposes by doing so, I'll admit.

Introduce to program and framework As a result of the induction procedure

Record a video of yourself simulating the induction process with Georgina, based on the strategies you cited in part 4(a) of this Case Study.

See instructions below.

Instructions:

The video must be no more than three (3) minutes in length.

You may record the video using a camcorder, webcam, or even your mobile phone; however you must ensure that the audio can be clearly heard and understood in order for your assessor to mark.

In case a video recording is not available, an audio recording is also acceptable.

You must include one (1) additional character in your role play:

Georgina

Other characters may be included, but this is optional.

Other characters in your video may be represented by dolls or mannequins, if they do not have speaking roles.

Your recording must have an interaction between you and Georgina, and must follow the strategies you cited in part (a) above.

Have Georgina ask typical questions that a new hire might have during an induction, such as How many children are in each class? Answer these questions with realistic and sound answers.

You may use any documentation and centre program in your simulation, as long as these are realistic.

For example: Your documentation method may involve the use of computers and commonly used applications, and your centre program may be the program used by one of the children of your friends.

Save the recording in a format that can be opened in most computers, such as .mp3 or .mp4. Use the filename CHC50113 Subject 8 Case Study 3 Ind.

Create a six (6) month professional development plan that outlines ways in which you can support Georgina and ensure that she is able to effectively transition into her role as an educational assistant. The plan must include a timetable, the tasks to complete, the strategies you wish to employ, and the resources that may be required.

The required tasks in the plan are as follows:

Get to know all of the childrens names

Introduce self (Georgina) to all family members of the children

Have Georgina start contributing to the daily / weekly documentation

Have Georgina contribute to the curriculum and observations

Have Georgina run small group and large group experiences

Your plan must include criteria to measure the successful completion of each task.

Guidance: Come up with measurable criteria to in order to evaluate Georginas performance. An example is provided below.

Save this document as CHC50113-Subject 8-CS3-4b.

Objective Activity Strategy Persons involve Time frame Expected output

understanding the kids Playing with the kids or sharing stories helps people get to know one another. Play with the teacher while the pupils are there.

Allow the kids to share their narrative.

Case in point: The kids and Georgina June Knew the children well.

So that the parents and kids may meet Georgina a day spent with the family A family day will be led by Georgina. the parents of the kids, Georgina, and the kids July formally introduced Georgina to the family

to watch over the kids courses to watch Georgina could observe the classroom. Both formal and casual observation is possible. Teachers, kids, and Georgina August-September supervised the kids and kept records

meeting with the instructors and students two meetings: one for teachers exclusively and the other for teachers and students A school program could be run by Georgina. Teachers, kids, and Georgina October- November arranged a meeting with the instructors and students.

Example for Case Study 3 Task 3c:

Professional Development Plan for Georgina

Task Method Benchmark Target date of completion Actual performance outcome Actual date of completion Satisfactory / Unsatisfactory Comments

Get to know all the childrens names Call out names during attendance checking Memorize all the childrens names 22 July 2016

(2 weeks) Meet childrens family members Meet and speak to families when children are being picked up Meet and speak to each family member 22 July 2016

(2 weeks) Contribute to daily documentation Independently fill up necessary forms and file in appropriate document trays All necessary forms are appropriately filed without guidance 15 July 2016

(1 week) Contribute to weekly documentation Independently fill up necessary forms and file in appropriate document trays All necessary forms are appropriately filed without guidance 22 July 2016

(2 weeks) Learn to evaluate curriculum Fill up curriculum evaluation form in accordance to the standards of the centre All evaluations made have observable evidence and is reasonably agreeable 5 August 2016

(4 weeks) Note: The above example is an excerpt of what the professional development plan may look like and contain. You are at liberty to develop your own content and design, for as long as the above-mentioned criteria for this task are met.

In order to properly induct Georgina, it will be helpful to understand Sparkling Stars Organisation Structure, Philosophy and Mission.

Review the Sparkling Stars Organisational Chart located at the bottom of the intranet home page:

Sparkling Stars Childcare CentreUsername: learner Password: studyhardList the names of the following people:

Georginas room leader

The centres nominated supervisor

The office manager

Jorja Parish

Jan Grant

Charlie Baxter

Review the following document: Sparkling Stars Information for ParentsThe centres philosophy states that a special curriculum model is used. Which model is it?

Learning Framework for Young Children (EYLF)

Sparkling Stars Information for Parents also contains the centres mission statement. What is this mission?

The organization's mission is to "be leaders in the development and delivery of early learning and child care programs and services by promoting standards of excellence in early childhood education, care, and support and by meeting the needs of children and their families for high-quality, flexible, accessible, and reasonably priced services." preparing for and overseeing the provision of services that are receptive to community needs

Given Sparkling Stars mission statement, what kind of leadership style would work for the centre to fulfil this mission? Explain your answer.

A democratic management approach would help the center accomplish its objective.

Refer to Sparkling Stars Grievance Procedures for Staff:

Sparkling Stars Grievance Procedures for StaffUsername: learner Password: studyhardAnswer the following questions:

How many written warnings will a staff member receive after a verbal warning before they are terminated for unacceptable behaviour?

What is the first step or procedure in dealing with staff conflict?

Three warning letters

The first step is to try to resolve your issues amicably via the informal grievance procedure.

Workbook ChecklistWhen you have completed this assessing the assessment workbook, review the candidates assessment against the checklist below:

FORMCHECKBOX The candidate has completed all the assessments in the workbook:

FORMCHECKBOX Knowledge Assessment

FORMCHECKBOX Case Studies

FORMCHECKBOX Case Study 1

FORMCHECKBOX Case Study 2

FORMCHECKBOX Case Study 3

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

FeedbackWell done for finishing this workbook. We hope that what you learn with us will open up new path ways of success in your life. At Inspire we continually strive to improve our courses and heighten the learning experience for you. One way we do this is by seeking feedback. Your experience is important to us and we are very keen to hear any suggestions or complaints you may have. Click on the button below to let us know what you think of us and our course.

center67945CLICK HERE

CLICK HERE

End of Document

2124075000

CHC50113 Diploma in Early Childhood Education & Care