5562600-971550Assessment Workbook 9

00Assessment Workbook 9

CHC50113 Diploma of Early Childhood Education and Care

Program design and implementation

V2.2 Produced 24 August 2017

Copyright 2016 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 of Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

DATE @ "d MMMM yyyy" 20 May 2014 Version 1 final produced following assessment validation. v1.0

DATE @ "d MMMM yyyy" 11 February 2015 Version 2 produced following further validation. V2.0

22 July 2016 Updates made throughout document V2.1

24 August 2017 Added url to hyperlink V2.2

Table of Contents TOC o "1-2" h z u

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Instructions PAGEREF _Toc457465472 h 4What is competency based assessment PAGEREF _Toc457465473 h 4The basic principles of assessing nationally recognised training PAGEREF _Toc457465474 h 5The dimensions of competency PAGEREF _Toc457465476 h 6Reasonable Adjustment PAGEREF _Toc457465477 h 7Cheating and Plagiarism PAGEREF _Toc457465478 h 8The unit of competency PAGEREF _Toc457465482 h 9Context for Assessment PAGEREF _Toc457465488 h 23Assessment Methods PAGEREF _Toc457465489 h 24Resources required for assessment PAGEREF _Toc457465490 h 24Presentation PAGEREF _Toc457465491 h 25Assessment Workbook Coversheet PAGEREF _Toc457465492 h 26Knowledge Assessment PAGEREF _Toc457465493 h 27Project 1 Plan, Design, and Implement two childcare programs PAGEREF _Toc457465494 h 45Project 2 Photo Documentation PAGEREF _Toc457465495 h 56Workbook Checklist PAGEREF _Toc457465496 h 63Feedback PAGEREF _Toc457465497 h 64

InstructionsThe questions in this workbook are divided into two categories.

The questions in the knowledge assessment are all in a short answer format.

Activities requiring application of the underpinning knowledge of this unit cluster is covered in the project assessment. Where applicable, 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.

You must attempt all assessments satisfactorily to achieve an overall award of competent.

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 you may refer to Sparkling Stars as an example..

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 competencyFor 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.

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

the performance criteria

specifying the required level of performance

the Assessment Requirements

Performance Evidence

Knowledge Evidence

Assessment Conditions

CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood

Application

This unit describes the skills and knowledge required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age.

The unit applies to educators working in a range early education and care service settings.

Elements

Elements define the essential outcomes.

Foster physical development

Foster social development

Foster emotional development

Foster cognitive development

Foster communication development

Foster an environment for holistic learning and development

Foundation Skills

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

Oral Communication in order to facilitate collaborative discussions with children, families and other educators.

Reading in order to access and apply relevant pedagogical principles from an approved learning framework.

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:

planned and provided at least three opportunities for children of varying ages to develop in a range of areas, including:

facilitating and supporting emotional and psychological development in children

encouraging self-help and independence of children

planning opportunities to foster childrens positive self-concept and self-esteem

providing a positive and safe environment to encourage children to express thoughts, feelings and ideas

performed the activities outlined in the performance criteria of this unit during a period of at least 240 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 work role. These include 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

relevant aspects of theories of childrens emotional and psychological development as they apply to the educators role

links between social, physical, psychological and cognitive development

in-depth knowledge of a range of developmental theories for children between birth and 5 years of age

contextual factors which influence the childrens emotional and psychological development

factors which enhance the development of self-esteem and self-identity

core principles of child development and associated developmental tasks

organisational standards, policies and procedures.

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.

CHCECE018 - Nurture creativity in childrenApplicationThis unit describes the skills and knowledge required to nurture creativity in children.

The unit applies to educators who work with children in a variety of education and care services.

Elements

Elements define the essential outcomes.

Foster creativity through the physical environment

Foster creativity through the human environment

Foster creativity through a learning framework

Provide experiences

Evaluate experiences

Foundation Skills

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

Oral Communication in order to facilitate creative discussions and play with children aged birth to 6 years.

Reading in order to access and apply relevant pedagogical principles from an approved learning framework.

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

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

The range of experiences used to nurture creatively must include:

music

movement

construction

visual art

dramatic play

Performance Evidence

planned and provided at least three programs or active learning environments that foster creativity in for children of varying ages, including:

creative experiences initiated by children

dramatic and imaginative play opportunities

creative approaches to routines

opportunities for each child to develop self-expression and skills

facilitated the active participation of at least three children of varying ages through encouragement, appropriate interactions and communications.

Knowledge Evidence

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

stages of childrens development, in planning and delivering a range of appropriate activities to stimulate an interest and love of learning in children

music, movement, construction, visual art and dramatic play sufficient to engage children and assist them to implement their ideas

aesthetic, safe, interesting, challenging environments to encourage curiosity, experimentation, active learning, literacy and choice

organisational 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.

CHCECE022 Promote Childrens Agency

Application

This unit describes the skills and knowledge required to promote and encourage childrens agency.

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

Elements

Elements define the essential outcomes.

Establish a learning environment that reflects childrens interests

Provide opportunities that stimulate learning and development

Design, implement and evaluate learning experiences for children

Support children to participate

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

planned and implemented at least two programs that promote and encourage childrens agency, including:

establishing environments and opportunities in response to childrens interests

using a range of strategies to engage and encourage children in experiences

planning and implementing developmentally appropriate curriculum in consultation with other educators

Knowledge Evidence

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

relevant theories about childhood learning

organisation standards, policies and procedures

strategies for intentional teaching

techniques to encourage and support children to participate.

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.

CHCECE023 Analyse information to inform learningApplication

This unit describes the skills and knowledge required to gather and analyse information about childrens learning, in order to inform practice.

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

Elements

Elements define the essential outcomes.

Gather and document information about children

Monitor childrens learning and development

Use evidence to inform practice

Share information appropriately

Foundation Skills

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

Writing in order to document observations in line with workplace procedures and policies.

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

Performance Evidence

collected and documented observations of at least three different children, including:

childrens behaviour and learning

childrens play preferences

strengths, interests and relationships

applied information to educational practice, including:

sharing information with families, educators, children, experts and specialists

collaborating with families to plan for childrens individual needs

using information gathered to inform planning

Knowledge Evidence

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

observation and inclusion principles

confidentiality requirements

code of ethics

collaborative planning techniques

summative assessments

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.

CHCECE024 Design and implement the curriculum to foster childrens learning and developmentApplication

This unit describes the skills and knowledge required by educators to design, implement and evaluate the curriculum to foster childrens learning and development.

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

Elements

Elements define the essential outcomes.

Develop appropriate settings and environments

Design and implement curriculum in consultation with others

Design learning experiences to foster childrens learning and development

Implement learning experiences to foster childrens learning and development

Assess and evaluate planned and unplanned teaching and learning

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

designed and implemented curriculum on at least one occasion, including:

evaluating and modifying environments to enhance opportunities for childrens learning from other educators, children and their families

gathering information to use as a basis for design to address identified needs

designing learning experiences to foster childrens development

assessing and evaluating curriculum and learning experiences in accordance with guidelines

performed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work in at least one regulated education and care service.

Knowledge Evidence

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

how to design programs and environments that foster childrens development

evaluation strategies

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.

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 these units will be assessed through completion of Workbook Nine (9) and Workbook Eleven (11).

Workbook Nine will focus on two assessment methods:

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

Projects provide tasks designed to be completed in a practical setting, to assist completion of relevant tasks addressing underpinning skills and/or knowledge requirements.

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

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.

3460752032000

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 9

TITLE: Program Design and Implementation

FIRST AND SURNAME:

FORMTEXT Amber MohsinPHONE: FORMTEXT 0405 834 003

EMAIL: FORMTEXT AmberMohsin45@gmail.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 : FORMTEXT Amber Mohsin Signature: FORMTEXT Amber Date: FORMTEXT 14/09/2022

Knowledge AssessmentThe theorists listed below are specifically associated with emotional and psychological development.

Describe the key ideas of each of their theories.

Provide two (2) examples of pedagogical practices used by an educator to support these theories.

Uri Bronfenbrenner developed a theory consisting of four systems that represent the different factors that influence a childs development. List all four (4) systems, and provide an example of one (1) factor of influence within each system.

Theorist Key Ideas of Theory

Erik Erikson FORMTEXT Erik Erikson identified 8 different stages across the human lifespan, four of these relate to early childhood. He believed that in each stage we face a crisis that needs to be resolved in order for us to develop socially and emotionally. Each stage has a positive or negative outcome, though we tend not to be at either end of the spectrum. The outcome of the stage is determined by our environment, and the caregiving strategies or experiences to which we are exposed.

John Bowlby FORMTEXT John Bowlby proposed one of the earliest theories of social development. Bowlby believed that early relationships with caregivers play a major role in child development and continue to influence social relationships throughout life. Bowlby believed that early experiences in childhood have an important influence on development and behaviour later in life. Our early attachment styles are established in childhood through infant/caregiver relationships.

Mary Ainsworth FORMTEXT Mary Ainsworth built on Bowlbys work as she developed an experiment to test the quality of attachments between mothers and children. She proposed a procedure called the Strange Situation where the child is observed playing for 20 minutes while a series of caregivers and strangers enter and leave the room, recreating the flow of the familiar and unfamiliar presence in most children's lives. The situation varies in stressfulness and the child's responses are observed. Ainsworth believed that this procedure will allow an observer to determine whether the infant is securely attached, insecurely attached or avoidant of the parent.

Two examples of pedagogical practices:

i. FORMTEXT Develop a close relationship with the child: spend some one-on-one time

with them and taking a special interest in their activities.ii. FORMTEXT Help the child to recognise and express their feelings: learn to identify

how each child is feeling through their behaviour and facial expressions, and

describing these feelings back to them as reflective practice. (Accept these

feelings even if you do not agree with them).

Four systems that represent the different factors that influence a childs development and one example of one factor of each:

i. FORMTEXT Example: FORMTEXT

ii. FORMTEXT

Example: FORMTEXT

iii. FORMTEXT

Example: FORMTEXT

iv. FORMTEXT

Example: FORMTEXT

Describe the key ideas of each of the theorists listed below.

Jean Piaget FORMTEXT One of the key concepts introduced by Piagets theory was the use of schemas which he proposed are cognitive frameworks or concepts that help people organize and interpret information. Schemas are often used in Early Childhood Education and Care settings.

Lev Vygotsky FORMTEXT when adults use scaffolding to help guide childrens learning, their understandings and skills are extended, enriched and deepened.

Albert Bandura FORMTEXT Banduras theory focuses on the imitation of behaviours by children, imitating educators, parents and peers, which helps child develop the knowledge about their surroundings and how they work.

Noam Chomsky FORMTEXT Humans are biologically programmed to gain knowledge and are born with a language acquisition device allows children to

understand the rules of whatever language they are listening to.

Social, physical, psychological and cognitive development areas are linked and dependent on each other.

Provide an example of how physical development and a childs ability to learn are linked.

Briefly describe how the acquisition of language contributes to social and cognitive development.

Children gain increased self-esteem through psychological development. Briefly describe how increased self-esteem can assist in a childs physical, social and cognitive development.

FORMTEXT Physical development contributes to cognitive development as children move and explore the world they learn about the properties of objects and their own capabilities. In the early years children are establishing patterns of activity which will affect their whole future. FORMTEXT The acquisition of language is essential to childrens cognitive and social development. Regardless of what language children speak, they still develop and learn. Educators recognize that linguistically and culturally diverse children come to early childhood programs with previously acquired knowledge and learning based upon the language used in their home.

FORMTEXT Children who learn appropriate social skills often have a higher self-esteem and show a greater willingness to interact with their environment as they grow. Opportunities for social interaction not only enhance development in the early years, but also may be important for the future of the young child who is disabled. The ability to interact competently with is a skill that is required throughout life and may affect future educational and vocational opportunities. Assisting young children who are disabled to learn through positive social interaction with nondisabled children may help them acquire skills from which they will benefit throughout their life.

Fill out the following table, listing one (1) development expectation for each age bracket, and linking each expectation to one (1) EYLF outcome.

Mapping: CHCECE017 PC1.1(k)

LG page 101

Age Development Expectation Link to EYLF Outcome

Birth to 4 months FORMTEXT Eating and sleeping patterns FORMTEXT EYLF Outcome 1: Children have a strong sense

of identity - Children develop their emerging

autonomy, inter-dependence, resilience and

sense of agency. E.g. display delight,

encouragement and enthusiasm for childrens

attempts. (p.22)

8 to 12 months FORMTEXT May attempt to crawl upstairs

FORMTEXT EYLF Outcome 3: Children have a strong sense

of wellbeing - Children take increasing

responsibility for their own health and physical

wellbeing. E.g. engage in increasingly complex

sensory-motor skills and movement patterns.

(p.32)

1 to 2 years FORMTEXT Scribbles with pencil or crayon held in fist FORMTEXT EYLF Outcome 1: Children have a strong sense

of identity - Children develop their emerging

autonomy, inter-dependence, resilience and

sense of agency. E.g. Be open to new

challenges and discoveries, Motivate and

encourage children to succeed when they are

faced with challenges. (p.22)

2 to 3 years FORMTEXT Jumps from low step or over low objects FORMTEXT EYLF Outcome 3: Children have a strong sense

of wellbeing - Children take increasing

responsibility for their own health and physical

wellbeing. E.g. show enthusiasm for

participating in physical play and negotiate play

spaces to ensure the safety and well-being of

themselves and others. (p.32)

5 to 6 years FORMTEXT Physical activity is an outlet FORMTEXT EYLF Outcome 3: Children have a strong sense

of wellbeing .

Children become strong in their social and

emotional wellbeing

Core principles of child development and associated developmental tasks:

List three (3) core principles of child development.

For each core principle you have listed, briefly describe one (1) task you can undertake to support that principle.

Core principle Developmental task

1 FORMTEXT Gain an understanding of particular

backgrounds, experiences and needs

of children and families in

exceptional circumstances or with

additional needs FORMTEXT Use physical development

activities from the childrens

culture(s)

2 FORMTEXT Consider environmental conditions

and the experiences known to have

positive effects on prenatal and early

childhood. FORMTEXT Movement and exercise within

the environment will assist

Give children room to move

Undertake coordination and

kinesthetic exercise.

3 FORMTEXT Consider environmental conditions

and experiences known to have

adverse effects on prenatal and early

childhood development. FORMTEXT Forcing a child to do a structured

activity may have an adverse

effect on the child

Give the child an emotionally safe

environment

Using the NQF to foster the holistic development and wellbeing of children.

Access the National Quality Standards and select three (3) quality areas. List these quality areas below and briefly describe how each contributes to fostering social and emotional development in children.

Guidance: Ensure you refer to specific standards in describing how that quality area contributes.

Briefly explain how you accessed the NQS.

Quality Area How it fosters social and emotional development

1 FORMTEXT 5.1 Respectful and equitable relationships are maintained with each child. FORMTEXT Children explore and develop language skills for a variety of social functions.

They develop social skills and competence via understanding the perspectives of others and rights and responsibilities within groups.

2 FORMTEXT 1.1.3 Program learning opportunities

All aspects of the program including routines, are organised in ways that maximise opportunities for each childs learning. FORMTEXT Children participate collaboratively in events and experiences and have opportunities to contribute to decisions.

3 FORMTEXT 6.2.1 Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities. FORMTEXT It provides opportunities for children to experience change, as well as an understanding of different expectations and practices.

Collaborate with children and families to support and actively prepare them for smooth

transitions to/from the service, rooms and groups within the service, and between routines and experiences.

FORMTEXT I read through the all National Quality Areas and checked which area is developing the social and emotional skills of children. Then, I picked those elements of quality areas which are most suitable to foster the social and emotional development of children.

Using the EYLF to guide your work practices. Access the Early Years Learning Framework.

Select one (1) principle from the EYLF, and briefly describe how it guides educators to work with families.

Select one (1) practice from the EYLF, and briefly describe how it helps in fostering childrens learning and development.

Briefly explain how you accessed the EYLF.

FORMTEXT Parents are the first teachers of children therefore it is important for educators to partner with families to ensure the best outcomes for children. The EYLF underlines some essential characteristics of genuine partnerships; between educators and families, such partnerships would: 1) value each others knowledge of each child. 2) value each others contributions to and roles in each childs life 3) trust each other 4) communicate freely and respectfully with each other 5) share insights and perspectives about each child. 6) engage in shared decision-making.

FORMTEXT There was a time when childrens education used to prioritise academic learning of the childlike literacy and numeracy skills over their physical, artistic, social and emotional development. But all that has changed with the world realising the need for a holistic approach to education that gives equal importance to the emotional, social and physical growth of the child besides the intellectual. 1) Using a holistic approach can be extremely motivating for children as they are able to explore concepts in their own way and at their own pace. 2) dvocates of the holistic approach to child development believe that children who are supported to learn in this way develop better communication and social skills.

FORMTEXT I thoroughly go through the principles and practices of EYLF and assessed the information from the partnership with families and Learning and development of children .

Intentional teaching strategies recognise that learning occurs in social contexts. List three (3) strategies for intentional teaching and describe how to use each strategy in practice.

Strategy How to use in practice

1 FORMTEXT Open questioning FORMTEXT Asking open ended questions during group time, story and activities e.g.

How do you know?

Why do you think this happened?

Can you do it another way?

How are these the same?

Tell me about

2 FORMTEXT Explaining FORMTEXT Making ideas and requests clear for children, particularly when children want or need to understand a concept or idea, often in relation to their own and others safety or rights

3 FORMTEXT Modelling and demonstrating FORMTEXT

When outcome 2 of the EYLF is met (Children are Connected with and Contribute to their World), children are supported to participate in a variety of learning and development activities. Describe two (2) techniques you can use to promote this result and support participation.

i. FORMTEXT ii. FORMTEXT

Provide one (1) example of how you can use each of the following types of activities to engage children and assist them to implement their own ideas:

music

movement

construction

visual art and craft

dramatic play

FORMTEXT FORMTEXT

FORMTEXT

As an educator, you will play an important role in stimulating an interest and love of learning in children. For each of the developmental stages listed below, describe two (2) different language development activities you can do to support an interest and love of learning in children.

Infants (6 weeks 18 months)

Toddlers (18 months 3 years)

Preschool (3 5 years)

School Age (6 12 years)

Infants (6 weeks 18 months)

i. FORMTEXT ii. FORMTEXT

Toddlers (18 months 3 years)

i. FORMTEXT

ii. FORMTEXT

Pre-school (3 5 years)

i. FORMTEXT

ii. FORMTEXT

School Age (6 12 years)

i. FORMTEXT

ii. FORMTEXT

Your role as an educator requires that you foster holistic development by establishing learning programs and an environment that reflects and is responsive to the childrens interests, and achieves learning outcomes.

List three (3) considerations for designing a holistic learning environment.

Describe three (3) strategies for designing and implementing curriculum in collaboration with children.

Three considerations for designing a holistic learning environment:

i. FORMTEXT ii. FORMTEXT

iii. FORMTEXT

Three strategies for designing and implementing curriculum in collaboration with children:

i. FORMTEXT

ii. FORMTEXT

iii. FORMTEXT

For both settings below, provide one (1) example of how you can create an environment that is aesthetic, safe, interesting, and encourages curiosity, experimentation, active learning, literacy and choice.

Guidance: For each section of the table below, describe one aspect of the environment that encourages curiosity, experimentation, etc. Remember that most of these aspects are limited only by a childs imagination be creative in your response!

Indoor Outdoor

Aesthetic and interesting FORMTEXT FORMTEXT

Safe FORMTEXT FORMTEXT

Encourages curiosity and experimentation FORMTEXT FORMTEXT

Encourages active learning FORMTEXT FORMTEXT

Encourages literacy FORMTEXT FORMTEXT

Encourages choice FORMTEXT FORMTEXT

List three (3) questions you could ask yourself to evaluate the effectiveness of the programs/environment in supporting childrens learning and development.

i. FORMTEXT

ii. FORMTEXT

iii. FORMTEXT

Within your role as an educator, you will often be observing children.

What is one of the best times to observe children, and why?

List three (3) things you should be looking for/including when interpreting your observations of children.

List two (2) requirements you must meet to maintain confidentiality of your observation records.

List two (2) areas a centres code of ethics should provide guidance on with respect to making observations.

How can effective observations enhance the inclusion of all children in activities at the centre?

FORMTEXT i. FORMTEXT

ii. FORMTEXT

iii. FORMTEXT

i. FORMTEXT

ii. FORMTEXT

i. FORMTEXT

ii. FORMTEXT

FORMTEXT

Observation and planning is best done as a group or team process. Describe two (2) ways in which you can undertake observation and planning in collaboration with others.

i. FORMTEXT

ii. FORMTEXT

Describe two (2) types of summative assessment that can be used to evaluate childrens development and learning.

i. FORMTEXT

ii. FORMTEXT

Describe two (2) factors which enhance the development of a childs self-esteem and self-identity.

Guidance: Consider factors such as:

the centres programs, environments and activities

how the staff interact with the children

family

i. FORMTEXT

ii. FORMTEXT

Project 1 Plan, Design, and Implement two childcare programs

This project will guide you in planning, designing, developing and implementing three (3) programs for children in the childcare centre.

Assessment Requirements:

To complete this task, you will need access to:

A regulated childcare centre

Three (3) children of varying ages

Childcare Program: Planning, Design & Implementation Form (provided via intranet link)

A vocational workplace supervisor to confirm completion of the project in the workplace

34080459588500This project is divided into five steps. Each step is outlined with detailed steps and guidance to help you successfully complete each task. These five steps are as follows:

Step 1: Pre-planning assessment

Step 2: Planning

Step 3: Design

Step 4: Implementation

Step 5: Post-implementation evaluation

Use the form provided in the link below to document successful completion of this project:

CHC30113 and CHC50115 Skills Workbook Templates and Forms(Note: If the link is not working, copy and paste the url to your browser: http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)

Username: learner Password: studyhard

Download: Subject 9: Childcare Planning, Design, and Implementation Form

IMPORTANT REMINDER:

You are required to complete the following steps for three (3) children of varying ages. You are required to complete and submit one Planning, Design & Implementation Form for each child.

NOTE:

Before you start working on this project, secure necessary permissions from your vocational workplace supervisor to plan, design and implement a childcare program/curriculum for three children in the centre as part of your vocational training. At the end of this project, you must secure your supervisors signature to confirm completion of the project in the workplace.

Step 1: Pre-planning assessment

Identify the three (3) children you will be working with on this project.

Conduct a brief assessment of the childrens learning, play and care needs to guide you in planning a childcare program for each of them.

Complete Step 1 in the Planning, Design & Implementation Form.

For your reference and guidance, see example of a completed form (Step 1) below:

Name of Educator: Justine Price Group: FORMCHECKBOX 1 | FORMCHECKBOX 2

Step I: Pre-Planning Assessment

Write the names and ages of the children belonging to this group:

# Names Ages

1 Sherry Santos 3

2 530225149860EXAMPLE ONLY

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Abigail Ciscar 4

3 Scott Rogers 5

Learning, Play and Developmental Needs:

List the childrens interests and play preferences:

Child 1 Loves pets and animals

Child 2 Loves Disney and fairytales

Child 3 Loves toys and gadgets

List the childrens developmental needs:

Guidance: Identify children who may need additional support in order to achieve particular learning outcomes

Child 1 Learning numbers and alphabets and starting to read simple words

Child 2 Learning numbers and alphabets and starting to read simple words

Child 3 Learning new words and using numbers in daily tasks

Skills and Development:

Give a brief description of each childs physical skills and development:

Child 1 She can run well, march, stand on one foot briefly, ride a tricycle, feed herself (with a bit of mess), put on her own shoes and socks (except tie shoe laces).

Child 2 She can skip on one foot, cut with scissors, wash and dry her own face, dress herself, print and write simple letters.

Child 3 He can hop and skip, dress without help, has good balance and smoother muscle action, skate or ride a scooter, print and write simple letters, establish whether he is left or right handed.

Give a brief description of each childs relationships, social skills and development:

Child 1 She is very friendly with the other kids in the centre, although she has limited conversational skills, she interacts positively with new people through play.

Child 2 She is very close with her mother, a bit shy interacting with new people in the centre. She seems more comfortable engaging with new adults than new children.

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Child 3 He is a very good-natured boy, making sure everyone in the group is included, and no one is left out. He currently the oldest in the group and happily takes on the role of the big brother in the group.

Give a brief description of each childs emotional skills and development:

Child 1 She is very expressive of her emotions. She laughs healthily at funny things especially during play time, and cries openly if she finds something upsetting, like when play time is over and she is not yet ready to go.

Child 2 She is quite attached to her doll and openly expresses concern for it, i.e., when the doll is dropped she is concerned it was hurt, or when it is left in the car, she is concerned that it will feel bad. She expresses the same empathetic concern for pets and animals.

Child 3 He is a very light-hearted and funny boy, often found making other kids laugh with his funny faces and slapstick jokes.

Give a brief description of each childs cognitive skills and development:

Child 1 She can match pictures to objects and shows basic understanding of cause and effect relationships.

Child 2 Demonstrates logical reasoning although still quite literal with her interpretation of things. She is also able to recognise patterns among objectsgrouping together all round objects, objects of the same colours, etc.

Child 3 He understands the concept of time and schedules. he can identify and name most colours. He knows his home address and home telephone number.

Give a brief description of each childs language skills and development:

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Child 1 She understands most of what is said and 75 % of her speech is understandableshe speaks in complete sentences of three to five words.

Child 2 She speaks in relatively complex sentences, mum opened the door and the dog ran out, she can also use words that relate ideas together such as, if-then, why, when, etc.

Child 3 He is able to describe pictures and events in detail. He can recognise and write his own name in print, and count chronologically from 1 to 100.

Step 2: Consultation and Planning

In this step, you are required to complete a series of consultation. You are required to consult with the following people:

a) Consult with the children about their play and learning experiences. Use this information to help you develop a learning program that is reflective of their interests, preferences and needs, and to make sure that relevant materials are provided in the learning program to support their participation.

b) Consult with family members about the childrens strengths and weaknesses, and general learning and play needs to assist you in developing a learning program that is relevant to each child.

c) Consult with other educators in the centre to help you plan and implement developmentally appropriate curriculum for the groups of children you will be working on for this project.

Use the consultation documentation form provided in the link below to record your completion of this task:

CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)

Username: learner Password: studyhard

Download: Subject 9: Consultation Form

Once consultation is completed, answer the guide questions provided in step 2 of the Planning, Design & Implementation Form. These guide questions will help ensure you meet all the relevant unit requirements as you complete this project.

Assessors will evaluate successful completion of this step by reviewing your program/curriculum design against your answers in the guide questions. Your childcare program/curriculum must reflect your answers in the guide questions.

Complete Step 2 in the Planning, Design & Implementation Form.

For your reference and guidance, see example of a completed form (Step 2) below:

Step II: Planning

Answer the following questions to guide you in planning your program

1. Describe how you will incorporate peer scaffolding into your program design:

Sherry and Abi are still just learning numbers and the alphabet, while Scott is relatively more advanced in terms of his reading and number skills. To support peer learning, Sherry and Abi are always grouped with Scott or other children in the centre with a relatively more advanced skills during learning activities.

2. Describe how you will provide opportunities for learning through play and intentional teaching in your program design:

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At least one educational game and one learning activity are scheduled daily. For example, children are provided with a choice of using wooden blocks or Lego Duplo during the construction play time in order to encourage autonomy and independence in choosing their construction materials.

3. Describe how you will maximize opportunities for each childs learning in their daily routine:

I have designed one learning activity to be completed every day that are focused on each of their interests:

For example, Sherry loves pets and animals. The centre has a lot of books and educational videos with pets and animals that we can use in her learning activities. The centre also has a mini zoo that we can visit during one of our outdoor activities.

4. Describe how you will ensure flexibility of the program to respond to unplanned childrens interests?

I have allotted the morning snack sessions for the group to discuss their interests, and plan an activity that we can all enjoy and participate in.

5. Describe how you will provide opportunities to follow-up activities of high-interest?

At the end of the day, Ive allotted time for the group to review the day and talk about the things they liked or disliked, as well as activities they enjoyed and would like to do again.

Step 3: Designing

A template is provided for you to complete your childcare program. A checklist is also provided in step 3 of the Planning, Design & Implementation Form to guide you as you complete your program design. Make sure all items in the checklist are met to ensure successful completion of the relevant unit requirements for this task.

Complete Step 3 in the Planning, Design & Implementation Form.

Below is an example of a completed form (Step 3) and an example of a program design:

Step III: Design

Complete the design template provided on the following page.

To ensure successful completion of this task, use the checklist below to guide your program design:

1. 604520-28575EXAMPLE ONLY

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FORMCHECKBOX Includes environments and opportunities that reflect the childrens interests

Provide a specific example in your program that meets this guideline:

Visiting the mini zoo as one of the outdoor activities. (Sherry loves pets and animals)

2. FORMCHECKBOX Includes a range of strategies that engage and encourage children in experiences

Provide a specific example in your program that meets this guideline:

I used their interests to design learning activities that would encourage them to participate

I also use friendly games to engage them in the learning activities

3. FORMCHECKBOX Includes developmentally appropriate activities

Provide a specific example in your program that meets this guideline:

All learning activities are adapted to their levels, i.e., Sherry and Abi who are not as familiar with letters and numbers yet, are always paired with more advanced children in the group during reading or math activities.

4. FORMCHECKBOX Includes opportunities for learning experiences that foster holistic learning for the children

Provide a specific example in your program that demonstrates compliance to this guideline:

The program includes activities that foster intellectual, emotional, social, physical and creative potentials of the children in the group. i.e., learning the alphabet, watching educational videos that focus on values and moral lessons, social activities/group games, physical activities such as races, craft works to promote creativity, etc.

5. FORMCHECKBOX Includes opportunities for learning experiences that provide continuity of learning and transitions

Provide a specific example in your program that demonstrates compliance to this guideline:

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Ive allotted time daily, to review lessons learned from the previous days and discuss highlights and challenges to provide opportunity for smooth transition into the activities scheduled for the day

6. FORMCHECKBOX Curriculum that reflects the philosophy of the service

Provide a specific example in your program that demonstrates compliance to this guideline:

Guidance:

Provide the specific philosophy of the service reflected in the program designed, and provide a brief explanation how it is reflected in the program.

The philosophy of our service is to ensure every child receives a personalised care. Making sure each childs interests, special needs, etc. are taken into consideration in the design of the program is in alignment with the philosophy of the service

Program/Curriculum Plan

Week beginning: 22 October 2017 Educator: Justine Price

Schedule: Monday Tuesday Wednesday Thursday Friday Description of Routine Activities

Daily Learning Opportunities Arrival/ Opening Morning exercise Moring exercise Morning exercise Morning exercise Morning exercise Exercise routines:

-jogging around the playground

-walking the pets

-stationary exercises

-outdoor activities

Morning Activity I Show and tell:

Sharing weekend activities Review of Monday activities: discuss highlights and challenges Review of Tuesday activities: discuss highlights and challenges Review of Wednesday activities: discuss highlights and challenges Review of Thursday activities: discuss highlights and challenges Discuss the previous days activities and talk about the highlights and the challenges. This is an opportunity to follow-up learning, discuss any confusion, or reinforce good lessons learned.

Morning Snack Details provided in the meal plan 143510126365EXAMPLE ONLY

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Details provided in the meal plan Details provided in the meal plan Details provided in the meal plan Details provided in the meal plan Taking into consideration diet preferences, allergies, etc. specified by parents

Morning Activity II Learning the alphabet. Words that start with the letters A - g Fun in numbers:

Number games and activities Learning the alphabet. Words that start with the letters H-P Fun in numbers:

Number games and activities Learning the alphabet. Words that start with the letters Q - Z Learning activities: Alphabets and numbers

Lunch Details provided in the meal plan Details provided in the meal plan Details provided in the meal plan Details provided in the meal plan Details provided in the meal plan Taking into consideration diet preferences, allergies, etc. specified by parents

Afternoon Activity I Nap time Nap time Nap time Nap time Nap time Two-hour nap time (or quiet time) as per centre policy:

For children who do not like napping, picture books are provided

Afternoon Snack Details provided in the meal plan Details provided in the meal plan Details provided in the meal plan Details provided in the meal plan Details provided in the meal plan Taking into consideration diet preferences, allergies, etc. specified by parents

Afternoon Activity II Hand painting:

Fun in art Playdough: fostering creativity and imagination Leaf art: appreciating the beauty of nature Origami for kids:

Developing fine motor skills Family Portrait:

Appreciating your family through art Arts and crafts activities

Step 4: Implementation

Implement your program design. Make sure your vocational workplace supervisor is able to witness and observe you complete this project as you will be requiring his or her signature to confirm your successful completion of the said task in the workplace.

To document his or her confirmation, complete step 4 of the Planning, Design & Implementation Form, and have your supervisor affix his complete name and signature, as well as the date signed, after you complete the implementation of your program

Step 5: Post-implementation evaluation

Step 5 will guide you in evaluating the childcare program you have planned, designed and implemented throughout steps 1 to 4.

Step 5 : Post-Implementation Evaluation Group 1

1.1Plan for ways to monitor and assess childrens planned learning experiences while following the program you designed and implemented. Provide a brief step-by-step description of the plan you have developed:

FORMTEXT

1.2Following the plan you have developed in previous item (1.1), monitor and assess the childrens learning while following the program you designed and implemented. Highlight the successes and challenges you observed:

a) Successes: FORMTEXT

b) Challenges: FORMTEXT

Do the learning environment and materials used in your program support all aspects of childrens learning? FORMCHECKBOX Yes | FORMCHECKBOX No

Explain your answer:

FORMTEXT

Do the learning environment and materials promote opportunities for sustained shared thinking and collaborative learning? FORMCHECKBOX Yes | FORMCHECKBOX No

Explain your answer:

FORMTEXT

Do the learning environment and materials ensure that families and the community are respected? FORMCHECKBOX Yes | FORMCHECKBOX No

Explain your answer:

FORMTEXT

Does the environment enhance opportunities for childrens learning from other educators, children and their families? FORMCHECKBOX Yes | FORMCHECKBOX No

Explain your answer:

FORMTEXT

Using the previous questions as your guide, reflect on your own program planning, design and implementation practices. Write a brief reflection outlining your strengths, challenges and recommendations:

FORMTEXT

Project 2 Photo Documentation

This project will guide you in collecting photos from the centre to demonstrate successful completion of the following outlined tasks to be performed in your vocational workplace.

This project is divided into three areas:

Learning Materials

Learning Environments

Indoor and Outdoor Environments

3138170-143891000

You will also be provided with guide questions to assist you in ensuring you submit the correct evidence in demonstrating completion of the required tasks.

Area 1: Learning Materials

The learning materials you use in your activities with the children should be selected and arranged strategically to meet the programs learning objectives. This section will guide you in compiling evidence that you have complied with all the relevant requirements regarding the selection, arrangement and use of learning materials in the centre.

Take a photo of the materials used in your activities with the children, and provide a brief description how the materials photographed meet the requirements outlined below. Do this by inserting your photo and completing the table below.

Guidance: Sort the learning materials shown in the pictures youve taken according to the categories provided on the following page:

Insert your photo here: Photo1.1

Materials that are familiar, open-ended, natural and found II.

Materials that encourage creative expression and provoke interest III.

Materials that they can use to create patterns and to sort, categorise, order, and compare IV.

Materials that offer challenge, intrigue, and surprise V.

Materials that encourage children to experiment with images and print

List the examples contained in the photograph for each category: FORMTEXT FORMTEXT FORMTEXT FORMTEXT FORMTEXT

How do you use these materials in activities? FORMTEXT FORMTEXT FORMTEXT FORMTEXT FORMTEXT

How do you make these materials accessible to the children? FORMTEXT FORMTEXT FORMTEXT FORMTEXT FORMTEXT

How do you promote the use of these materials? FORMTEXT FORMTEXT FORMTEXT FORMTEXT FORMTEXT

Area 2: Learning Environments

It is part of your responsibilities as a childcare educator to manage and maintain the learning environments to support every childs play and learning needs while ensuring compliance to the centres standards, policies, and procedures.

Step 1: Implement learning environment modifications by setting up the physical environment according to the checklist below to guide your completion of this task.

The photographed learning environment must meet the following requirements:

FORMCHECKBOX i.Must provide appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning

FORMCHECKBOX ii.Must provide opportunities for children to immerse themselves in self-directed play

FORMCHECKBOX iii.Must provide appropriate levels of challenge where children are encouraged to explore

FORMCHECKBOX iv.Must be a literacy-enriched environment including displaying home languages and English

FORMCHECKBOX v.Must encourage interactions between children as well as accommodating a childs need for privacy, solitude or quiet

Guidance:

To gain satisfactory outcome for this task, the photos you submit will be evaluated against the criteria listed above.

Step 2: Take photo/photos demonstrating each of the requirements outlined above. Use the space provided on the next page to insert your photos.

Guidance:

Photo 1: Photo must show learning environment providing appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning

Photo 2: Photo must show learning environment providing opportunities for children to immerse themselves in self-directed play

Photo 3: Photo must show learning environment providing appropriate levels of challenge where children are encouraged to explore

Photo 4: Photo must show literacy-enriched environment including displaying home languages and English

Photo 2.1

Photo 2.2

Photo 2.3

Photo 2.4

Follow-up questions:

How does the learning environment in photo 1 provide appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning?

FORMTEXT

How does the learning environment in photo 2 provide opportunities for children to immerse themselves in self-directed play?

FORMTEXT

How does the learning environment in photo 3 provide appropriate levels of challenge where children are encouraged to explore?

FORMTEXT

How is photo 4 a literacy-enriched environment (including home languages and English)?

FORMTEXT

How do the learning environments in the photos youve submitted encourage interactions between children as well as accommodating a childs need for privacy, solitude or quiet?

FORMTEXT

Area 3: Indoor and Outdoor Environment

Indoor Environment

Take a photo of the indoor play and learning environment demonstrating the requirements described below:

Task 1:

Describe two (2) ways the childrens works are displayed meaningfully in the photo submitted.

FORMTEXT

Explain how the design of the photographed indoor environment is responsive to the interests and abilities of each child

FORMTEXT Photo 3.1.1: Take a photo of an indoor environment in the centre showing how the childrens works are displayed in meaningful ways.

Task 2:

Explain how the photographed indoor environment demonstrates vibrancy, flexibility and support to the childrens learning

FORMTEXT

Explain how the photographed indoor environment promotes appreciation of the natural environment among the children

FORMTEXT Photo 3.1.2: Take a photo of an indoor environment in the centre demonstrating how youve designed it to be vibrant, flexible and supportive to the childrens learning

Outdoor Environment

Take a photo of the outdoor play and learning environment demonstrating the requirements described below:

Task 3:

Explain how the design of the photographed outdoor environment is responsive to the interests and abilities of each child

FORMTEXT Photo 3.2.1: Take a photo of an outdoor environment in the centre demonstrating how it is responsive to the interests and abilities of each child

Task 4:

Explain how the photographed outdoor environment demonstrates vibrancy, flexibility and support to the childrens learning

FORMTEXT

Explain how the photographed outdoor environment promotes appreciation of the natural environment among the children

FORMTEXT Photo 3.2.2: Take a photo of an outdoor environment in the centre demonstrating how youve designed it to be vibrant, flexible and supportive to the childrens learning

Workbook ChecklistWhen you have completed this 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 Project 1

FORMCHECKBOX Project 2

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 completing the delivery of this workbook. We hope that your training and assessment experience using our resources has been a seamless and fruitful journey. At Compliant Learning Resources, we continually strive to improve our training and assessment resources and heighten the training and assessment 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 learning resources.

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5562600-990600Assessment Workbook 11

00Assessment Workbook 11

CHC50113 Diploma

of Early Childhood Education and Care

Skills Workbook

Version 3.7 Produced 20 August 2020

Copyright 2017 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 of Compliant Learning Resources.

Version control & document history

Date Summary of modifications made Version

2 June 2016 Version 1 final produced following assessment validation. 1.0

26 July 2016 Major amendments made following assessment validation. 2.0

22 August 2016 Clarified instructions for tasks in Subject 5 3.0

9 March 2017 Intranet logins updated and minor changes to wording; added the Self Evaluation Form template in Subject 3. 3.1

23 March 2017 Updated links 3.2

24 August 2017 Added url to hyperlink 3.3

16 January 2018 Updated Guide to NSQ link 3.4

2 May 2018 Updated NQS Assessment and Rating Instrument link 3.5

15 January 2019 Edited wording in Subject 8 Project 1 Part 2 Step 1 3.6

20 August 2020 Updated Assessment Workbook requirements on page 10 3.7

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 "1-3" h z u Course Structure PAGEREF _Toc457289791 h 4Vocational Placement PAGEREF _Toc457289793 h 9Competency Based Assessment PAGEREF _Toc457289794 h 12Supervisors Guidelines PAGEREF _Toc457289795 h 13Placement Guidelines PAGEREF _Toc457289796 h 15Access and Equity PAGEREF _Toc457289799 h 16Skills Logbook Cover Sheet PAGEREF _Toc457289800 h 17Instructions to Students PAGEREF _Toc457289801 h 18Vocational Placement Log PAGEREF _Toc457289802 h 19Subject 1: Childrens Health and Safety PAGEREF _Toc457289803 h 20Subject 3: Workplace Effectiveness PAGEREF _Toc457289806 h 23Subject 4: Play and Development PAGEREF _Toc457289810 h 40Subject 5: Physical and Emotional Wellbeing PAGEREF _Toc457289814 h 50Subject 6: Culture and Community PAGEREF _Toc457289817 h 58Subject 7: Health and Safety Management PAGEREF _Toc457289819 h 59Subject 8: Leadership and Service Management PAGEREF _Toc457289823 h 66Subject 9: Program design and implementation PAGEREF _Toc457289829 h 78Subject 10: Childrens behaviour and inclusion PAGEREF _Toc457289832 h 89Evidence Checklist PAGEREF _Toc457289834 h 91Feedback PAGEREF _Toc457289835 h 111

Course StructureThe CHC50113 Diploma of Early Childhood Education and Care course contains 28 units of competency, clustered into 10 subjects. The course learning and assessment activities are divided into two parts:

Theory and Concepts

Learning and assessment is facilitated by 9 learner guides and 10 theory assessment workbooks. The assessment workbooks comprise of knowledge assessments, case studies, projects and simulations.

The student is recommended to complete these assessments prior to the vocational placement to ensure that the student is prepared to perform safely and successfully the tasks required of their vocational work place roles and responsibilities.

The unit HLTAID004 Provide an emergency first aid response in an education and care setting must be completed with an external provider prior to the students vocational placement start date.

Practical

Within the duration of the course, students are required to complete a minimum of 240 hours of workplace-based experience with an approved and regulated child care service to complete the performance evidence required by the qualification. In particular there is a mandatory requirement for participants to demonstrate evidence that they have completed 240 hours of duties specifically covering the following units:

CHCECE003 Provide care for children (120 hours minimum)

CHCECE005 Provide care for babies and toddlers (120 hours minimum)

CHCECE007 Develop positive and respectful relationships with children (120 hours minimum)

CHCECE010 Support the holistic development of children in early childhood (120 hours minimum)

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood (240 hours minimum)

CHCECE024 Design and implement the curriculum to foster childrens learning and development (240 hours minimum)

Successful completion of the vocational placement as well as all the relevant tasks and performance requirements covered in the placement, are facilitated and documented through the Skills Workbook.

The Skills Workbook focuses on assessing the students practical skills in the context of the relevant work role in actual industry settings. The Skills Workbook is to be completed in an approved registered education and childcare service.

To be deemed competent in each unit of competency, students need to complete the relevant Assessment Workbooks and the Skills Workbook.

Students will be asked to submit sections of the Skills Workbook to the assessor periodically so the students can progressively complete the assessments within the set duration of their Vocational Placement.

4650791142Assessment Workbook

Activities

Competence for each unit

Vocational Placement Skills Workbook

Assessment Workbook

Activities

Competence for each unit

Vocational Placement Skills Workbook

The following table indicates which workbooks need to be completed for each unit of competency.

If you have any questions as you are working through the learning materials, you can contact your trainer and they will be more than happy to provide you with guidance.

Assessment Items For Each UnitCluster Units of Competency A B C D E F*

Childrens Health and Safety CHCECE002Ensure the health and safety of children

CHCECE004Promote and provide healthy food and drinks First Aid HLTAID004Provide an emergency first aid response in an education and care setting Credit Transfer - Completed by external provider

Workplace Effectiveness CHCLEG001Work legally and ethically

CHCECE009Use an approved learning framework to guide practice

CHCPRT001Identify and respond to children and young people at risk Play and development CHCECE006Support behaviour of children and young people

CHCECE007Develop positive and respectful relationships with children

CHCECE010Support the holistic development of children in Early Childhood

CHCECE013Use information about children to inform practice Physical and Emotional Wellbeing CHCECE003Provide care for children

CHCECE005Provide care for babies and toddlers Culture and Community CHCDIV001Work with diverse people

CHCDIV002Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCECE001Develop cultural competence Health, Safety Management CHCECE016Establish and maintain a safe and healthy environment for children

HLTWHS003Maintain work health and safety Leadership and service management CHCECE019Facilitate compliance in an education and care service

CHCECE025Embed sustainable practices in service operations

CHCMGT003Lead the work team Program design and implementation CHCECE017Foster the holistic development and wellbeing of the child in early childhood

CHCECE018Nurture creativity in children

CHCECE022Promote childrens agency

CHCECE023Analyse information to inform learning

CHCECE024Design and implement the curriculum to foster childrens learning and development Childrens behaviour and inclusion CHCECE020Establish and implement plans for developing cooperative behaviour

CHCECE021Implement strategies for the inclusion of all children

CHCECE026Work in partnership with families to provide appropriate education and care for children Skills Workbook All units listen in this TAS, except HLTAID004 Provide an emergency first aid response in an education and care setting

*Key

Gather Documents

Written Questioning

Skills Workbook Project

Case Study

Observation

IMPORTANT REMINDER:

The unit HLTAID004 Provide an emergency first aid response in an education and care setting must be completed with an external provider prior to your vocational placement start date.

Vocational PlacementTo complete the CHC50113 Diploma of Early Childhood Education and Care a practical placement is required in the education and child care sector. Information regarding vocational placement can be found in the Vocational Placement Student Information booklet.

The Early Childhood Education and Care service must be accredited. This ensures that the centre has adequate resources, including supervisory staff and equipment to allow you to complete all assessment tasks.

The supervisor who observes your performance and signs your skills assessment workbook must have a qualification equivalent to or above a CHC50113 Diploma of Early Childhood Education and Care and be in a position of authority higher than the role you will fulfil.

Resources required for assessment include:

We will provide:

Simulated environment for case studies

Workplace documentation for the simulated environment including job descriptions and sample care plans.

Includes sample Policies and procedures and information manuals relevant to the workplace, etc.

Includes sample WHS, evacuation, fire safety and security procedures.

Risk assessment and other templates

Information about accreditation standards.

Anatomical diagrams where required.

Access to the following:

Guide to the National Quality Framework PDF Guide to the National Quality Standard PDF

Guide to the National Law and National Regulations PDF Belonging, Being and Becoming - The Early Years Learning Framework for Australia PDF Educators Guide: Belonging, Being and Becoming - The Early Years Learning Framework for Australia PDFMy Time, Our Place - Framework for School Age Care in Australia PDF Educators Guide: My Time, Our Place - Framework for School Age Care in Australia PDFVictorian Early Years Learning and Development Framework PDF

The student to provide:

Computer with Internet access with MS Word, Adobe Acrobat Reader, Google Chrome.

Vocational Placement Provider to provide:

(Vocational Placement Coordinator must ensure the Vocational Placement Provider will provide the following):

Workplace in an Early Education and Care service which must include:

Access to play and learning centres to complete activities as per the Assessment Skills Workbook

Access to supervisory staff who will observe and mentor the student during placement

Job descriptions

Information about accreditation standards

Access to relevant centre policies, procedures and protocols necessary to perform the function and role of an Assistant Educator

Access to relevant Learning Framework documentation as it pertains to the role and functions of the student

Access to relevant resources to ensure WHS requirements including PPE where required

Before starting your vocational placement check that you have:

Submitted the first ten (10) Assessment Workbooks

Completed the unit HLTAID004 Provide an emergency first aid response in an education and care setting with an external provider

Submitted the Language, Literacy and Numeracy Evaluation

Submitted the Vocational Placement Agreement (Completed and Signed)

Received back a copy of the Vocational Placement Agreement signed by all parties.

If the Vocational Placement Agreement is not completed and submitted, you will not be covered by insurance. If we receive an incomplete Vocational Placement Agreement, we usually post it back to you so that you can complete it. Please make sure that you keep us updated on any changes to your postal address, so that no postal correspondence is lost.

During your Vocational placement:

While on your Vocational placement, you will be required to undertake tasks that your vocational placement supervisor will observe and make comments on.

You will need to work on the activities in the Skills Workbook.

Familiarise yourself with the content of each Assessment section before starting your placement so that you dont miss out on documenting any information that is required. On the first day of your vocational placement please show and discuss this skills workbook with your vocational placement supervisor.

SKILLS WORKBOOK (This workbook)

To complete your skills workbook you will be required to complete a variety of assessment methods:

Undertake a task, describe how you completed the task to meet requirements, enter the date and get your supervisor to sign off in confirmation and add any comments they have as a result of their observation of the task.

3rd Party Reports some tasks require the direct supervision and observation of you completing those tasks. The Vocational Placement supervisor or nominated educator must complete the relevant sections.

Projects this workbook contains projects that require you to conduct workplace observations, checklists, write reports and submit supporting documentation.

Important: Please read each section of this workbook thoroughly before attempting to complete it. Review the assessment and consult with your Vocational Placement Supervisor.

Competency Based AssessmentCompetency based assessment requires students to be able to demonstrate their competency consistently.

Any task within this workbook needs to be demonstrated, observed and recorded. Some tasks may have specific requirements such as:

Demonstrated a certain number of times, or

Completing a task three (3) times with three (3) children of different ages and/or background.

Recording the performance of an assessment tasks can be done in three ways:

Undertake a task, describe how you completed the task to meet requirements, enter the date and get your supervisor to sign off in confirmation, and add any comments they have as a result of their observation of the task.

Projects this workbook contains projects that require you to conduct workplace observations, checklists, write reports and submit supporting documentation.

Please ensure that your vocational placement supervisor is aware that they need to include comments about their observation.

Once you have submitted your completed your skills logbook, your Assessor will assess the evidence to determine your competence. The Assessor will look at the information and comments that the supervisor has provided and determine whether each task has been done satisfactorily.

To be deemed competent in each unit, you are required to achieve a satisfactory result for all of the assessment components that make up that unit. Where a not yet satisfactory judgement is made, you will be given guidance on steps to take to improve your performance and be provided the opportunity to resubmit evidence to demonstrate competence. Once a satisfactory judgement has been made on all components for a unit, you will be deemed competent in that unit.

Supervisors GuidelinesSkills Logbook/Signing Off

The Skills Logbook is designed to be used by both the student and their vocational placement supervisor.

The Student The Vocational Placement Supervisor

to help review their progress

to provide them with a record of the skills and knowledge they have gained through their industry placement and training in the workplace to provide a record of the students progress in the work environment

to help the vocational placement supervisor deliver on-the-job training

Competency based assessment requires students to be able to demonstrate their competency consistently.

Students can demonstrate their skills by being observed performing duties within the facility, showing their skills in a simulated or practice style activity and responding appropriately to questions showing essential knowledge of the task being performed.

As a vocational placement supervisor you need to fill in the Skills Logbook signing off when you observe the student undertaking the tasks in a satisfactory manner. This is done by marking [S] if you believe the students performance is satisfactory or [NYS] if not yet satisfactory

Satisfactory [S] orNot Yet Satisfactory [NYS]

The comments section is provided for you to comment on the performance of the student. Please always include comments as these are critical in determining whether a student has demonstrated competency in a task.

Once completed and signed, the student is required to submit their Skills Assessment Booklet to their assessor to complete their final assessment.

Please Note: You are not required to assess the student, but your observations as an industry expert form an important part of the information reviewed by the assessor in determining the competence of the student.

If a student is not yet satisfactory at performing a task, providing them with feedback and opportunities to practice the task will help, and positive feedback on satisfactory tasks will increase the students confidence in their abilities. Should you have any concerns or questions about completing the Skills Logbook, please contact the Placement Coordinator, and they will assist you with any queries you may have.

If the student has been unable to demonstrate performance in any tasks during their industry placement, we will assist the student where possible to find a way to demonstrate their skills in this area. Some elements will be achieved through project work and workbooks.

Placement GuidelinesStudent GuidelinesYour key role is to learn and demonstrate competency in the units required for CHC50113 Diploma of Early Childhood Education and Care.

Please note:

If you cannot attend any time during your vocational placement, you must notify the vocational placement provider as early as possible so that they are aware that you will not be attending.

The duties that you are assigned during your vocational placement will always be under the supervision of a vocational supervisor/staff member who is available to take responsibility for the client/s.

Remember that you are there to learn and not judge.

You are required to behave appropriately at all times and follow the vocational placement provider guidelines, policies, and procedures.

You should try to become part of the team and involved in the day-to-day workings of the vocational placement provider.

You need to present yourself in a neat and tidy manner as per the guidelines at the vocational placement provider you attend, and you may be required to wear a uniform.

Industry Placement GuidelinesStudents attendance should be organised for a 7.5 hour day wherever possible with a lunch break of half an hour (unless otherwise arranged).

Students should attend their vocational placement on the days that have been arranged with the Vocational placement provider and Compliant Learning Resources.

Students should become part of the team and assist others, as required.

The start and finish times should vary to allow the student to experience a variety of hours as expected in the industry.

At the start of the vocational placement the student is required to gather information to aid in their understanding of the philosophy and policies in place within the service.

The Vocational Placement Supervisor will supervise the student during their placement, assess their competencies by signing them off in this Skills Logbook and providing feedback.

Access and EquityWe are committed to providing opportunities to all people for advancement, regardless of their background. We support government policy initiatives and provide access to our training for all those seeking to undertake it.

We ensure that our client selection criteria are non-discriminatory and provide fair access to training for the disadvantaged. In addition, we liaise with agencies and government departments for assistance in matters of language, literacy, and numeracy difficulties.

Skills Logbook Cover SheetWORKBOOK: Assessment Workbook 11

TITLE: Skills Workbook

FIRST AND SURNAME:

FORMTEXT PHONE: FORMTEXT

EMAIL: FORMTEXT

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.

Name : FORMTEXT Signature: FORMTEXT Date: FORMTEXT

Instructions to Students

READ THE FOLLOWING INSTRUCTIONS BEFORE COMMENCING THE ACTIVITIES IN THIS SKILLS WORKBOOK!

Unless otherwise specified, all activities, projects, reports, forms, and other such output in this skills workbook are required. Read all the instructions in each section of this workbook to avoid missing details and requirements.

All forms and templates will be provided to you via the Sparkling Stars Childcare Centre intranet site. They can be accessed through hyperlinks, which are presented as such:

Sparkling Stars Childcare CentreTo access the resources, hold the Ctrl key and click on the link. Try accessing the link above. Once the link is opened in your internet browser, it will require login details. Use the following information:

Username: learner Password: studyhard

Specific documents to be downloaded will also be indicated in this workbook in this manner:

Download Vocational Placement Time Log

Vocational Placement LogThis course requires you to complete the outlined tasks in this workbook in a regulated childcare centre. A minimum of 240 hours of vocational placement is required to demonstrate successful completion of the relevant unit requirements included in this course.

This section requires you to log the time you spend in vocational placement performing the outlined tasks, roles and responsibilities relevant to unit requirements included in this course.

Use the Vocational Placement Time Log provided in the link below:

Username: learner Password: studyhard

Download Vocational Placement Time Log

Once youve completed all the required tasks and vocational placement hours, download the Vocational Placement Time Log Declaration Form in the link below and complete the student declaration section:

Username: learner Password: studyhard

Download Vocational Placement Time Log Declaration

After this, have your vocational workplace supervisor complete the Vocational Placement Supervisor Declaration Section. Once done, scan the completed Vocational Placement Time Log and the Vocational Placement Time Log Declaration Form using the filename: CHC50113 Vocational Placement Log.

Note: You are required to complete at least 240 hours of work in at least one (1) regulated education and care service.

Subject 1: Childrens Health and Safety30518108763000This section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCECE002 Ensure the health and safety of children

CHCECE004 Promote and provide healthy food and drinks

*Requirements from other subjects may also be addressed, if relevant.

ProjectThis project will require you to complete all the subjects skills requirements relevant to Safe Work Practices in a childcare centre.

Step 1: Participate in workplace safety meeting

Attend and participate in at least one (1) of the centres workplace safety meetings. Document your attendance and participation by recording the minutes of the meeting using the form provided in the link below:

Username: learner Password: studyhard

Download Subject 1: Meeting Minutes

Once complete, save and submit the document using the filename: S1Project1-WSM.

Step 2: Participate in workplace safety inspection and consultative process

Conduct a workplace safety inspection in the centre using the form provided in the link below:

Username: learner Password: studyhard

Download Workplace Safety Inspection Checklist

Once complete, save and submit the document using the filename: S1Project1-WSI.

Third Party ReportThis section outlines all the tasks, skills, and performance requirements relevant to the units included in this subject.

You are required to complete the task outlined below according to the quality standards set by your vocational workplace in compliance with the industry standards relevant to your role as a childcare educator. Make sure you document your successful completion of each task by recording the details of your performance in the log included in the Third Party Report Template provided in the link below:

Username: learner Password: studyhard

Download Subject 1: Third Party Report Template

Once complete, save and submit the document using the filename: S1-TPR.

Tasks included in this report are divided into four (4) sections:

Tasks relevant to healthy meal practices

Tasks relevant to hygiene

Tasks relevant to maintaining privacy and confidentiality

Tasks relevant to safe work practices

To ensure successful completion of each task, make sure to include as much details as necessary to document your performance as well as to provide your workplace supervisor sufficient guidance to evaluate the skill requirements relevant to each task.

Tasks relevant to healthy meal practices

Engaging children in experiences (including meal planning and preparation), conversations, and routines that promote relaxed and enjoyable mealtimes and promote healthy lifestyles and good nutrition.

Modelling, reinforcing, and implementing healthy eating and nutrition practices with children during mealtimes.

Carrying out food-handling, preparation, and storage according to service policies and procedures and regulatory requirements.

Following food safety procedures when preparing food.

Providing food and drink for children on at least three (3) occasions.

Tasks relevant to hygiene

Consistently implementing hygiene practices that reflect advice from relevant health authorities.

Supporting children to learn personal hygiene practices.

Implementing the service health and hygiene policy and procedures consistently.

Discussing health and hygiene issues with children.

Tasks relevant to maintaining privacy and confidentiality

Communicating with families about childrens health needs.

Maintaining confidentiality in relation to childrens individual health needs.

Respecting childrens needs for privacy during any toileting and dressing and undressing times.

Tasks relevant to safe work practices

Following workplace policies and procedures for safe work practices.

Consistently applying workplace safety procedures in the day-to-day work activities required by the job role.

Following service procedures for the safe collection of each child, ensuring they are released to authorised people.

Assisting in the supervision of every person who enters the service premises where children are present.

Discussing sun safety with children and implementing appropriate measures to protect children from over-exposure to ultraviolet radiation.

Contributing to the provision of a clean and safe environment.

Developing childrens awareness of safety.

Subject 3: Workplace EffectivenessThis section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCLEG001 Work legally and ethically

CHCECE009 Use an approved learning framework to guide practice

CHCPRT001 Identify and respond to children and young people at risk

* Requirements from other subjects may also be addressed, if relevant.

Note:

Before you start working on this project, secure necessary permissions from your vocational workplace supervisor for you to be able to complete the activities under Subject 3: Workplace Effectiveness in the vocational placement centre.

Project 1 : Self-Evaluation

Task: Development of own work performance

This task should be completed after your first week in the workplace when you have had some experience working in the centre. The activities under this task will guide you in reviewing and evaluating your work performance and in developing a work plan that will help you achieve your work goals and the centres expectations.

Accomplish the self-evaluation form by following the steps below:

Step 1: Know the job quality and customer service requirements of your position. The job quality requirements may be found in your job description or duty statement, or you may ask your supervisor or manager in the centre. Customer service requirements are detailed in Commonwealth and State legislation and associated service standards or may be defined in the organisations policy and procedure manual.

Step 2: In the Self Evaluation Form, list five (5) job quality requirements and five (5) customer service requirements for your position.

Step 3: Look closely at the way in which you complete the tasks expected of you and those that are included in your job description in the centre. Reflect whether you are able to meet the requirements for job quality and customer service on these practices that you implement on a day-to-day basis.

Step 4: Evaluate your first week in the centre. Assess whether you are still working on meeting these requirements, you are able to meet them most of the time or you always meet a requirement in the performance of a task.

Step 5: For those requirements that you have assessed as M (met most of the time) and A (always met), give an example on how you meet this requirement in your day-to-day tasks.

Step 6: Answer the self-assessment questions in Part B of the Self-Evaluation form.

Step 7: Create a short report, addressed to your supervisor, summarising the findings of your self-evaluation. Include a brief discussion of details of unmet requirements and, if applicable, the need for additional support and training to improve work performance. Use the report template provided below.

Guidance: The report must be written in the space provided in this workbook. There is no need to submit an actual report.

Self-Evaluation FormName: FORMTEXT

Position FORMTEXT

Child Care Centre: FORMTEXT

Supervisor/Team Leader: FORMTEXT

Date FORMTEXT

Part A: Evaluating work according to job quality and customer service requirements

Instructions:

List five (5) job quality requirements and five (5) customer service requirements of your position in the centre.

Assess whether you are still working on meeting a requirement (W), you are able to meet it most of the time (M) or you always meet a requirement in the performance of a task (A). Tick the option that corresponds to your assessment.

For those requirements assessed as M and A, give one (1) example on how you meet each requirement in your day-to-day tasks.

Job quality requirements A M W Give one(1) example on how you meet each requirement in your day-to-day tasks

FORMTEXT FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMTEXT

Client support requirements A M W Give one (1) example on how you meet this requirement in your day-to-day tasks

FORMTEXT FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMTEXT

PART B: Self-assessment questions

What do you think are your strengths that enable you to always meet those requirements that you have listed?

FORMTEXT

For those requirements that you assessed as met most of the time and still working on it, what do you think are the potential areas of development (i.e., skills, knowledge and/or competency) that should be addressed for you to be able to always meet a job quality and/or customer service requirement? Include work activities and/or trainings you wish to be involved in, in order to achieve individual objectives and organisation expectations.

FORMTEXT

Are there other skills, knowledge and/or competency that you wish to develop further in your job role? (Answer this only if you have marked all requirements as always met.)

FORMTEXT

Date: FORMTEXT

To: FORMTEXT

From: FORMTEXT

Subject: FORMTEXT

Attachments: Self-evaluation form

(Body of Report)

FORMTEXT

Project 2: Learning Framework Familiarisation

Task: Investigate the approved learning framework applied in the service

You need to ask your supervisor what approved learning framework is used in the service and you also must seek the guidance of one (1) educator in your vocational placement in order to accomplish the succeeding activities.

Consult your supervisor and an educator or co-ordinator in the vocational placement. Ask them about the importance of using an approved learning framework to their practice in childcare service and the frameworks relationship to other laws and regulations. Provide a brief summary of their responses in the space provided.

Guidance:Your summary must include the importance of the learning framework to your supervisors and the educator/co-ordinators practice and the learning frameworks relationship to other laws and regulations.

Your supervisors response:

FORMTEXT

Educator or co-ordinator response:

FORMTEXT

Investigate how the framework is applied to support childrens learning in the centre. Do this by asking educators or co-ordinators how the learning framework is demonstrated in the centre and document two (2) examples in the space provided.

FORMTEXT

Research how the principles and pedagogical practices are reflected in the service and fill out the table below with examples.

Provide one (1) example how each principle of the learning framework is reflected in the service.

Approved learning framework used in the service:

Principles Example

FORMTEXT FORMTEXT

List three (3) pedagogical practices of the relevant framework used in the centre and provide an example of your own involvement in the application of each practice during your vocational placement.

Approved learning framework used in the service:

FORMTEXT

Pedagogical Practice Example of your involvement

FORMTEXT FORMTEXT

Project 3: Implementing Strategies

This project requires you to apply learning frameworks in your work practice as an Early Childhood Educator. To do this, you will need to plan, implement, and evaluate strategies to meet learning outcomes of relevant learning frameworks in Early Childhood Education.

This project is divided into three (3) activities:

Planning

Implementation

Evaluation

The templates and forms you will need to complete this project can be accessed through the link below:

Username: learner Password: studyhard

Part 1: Planning

Review the two (2) nationally approved learning frameworks described in the learning reference linked below:

Learning Frameworks(http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Learning-Frameworks.pdf)

Outline three (3) major differences between the learning frameworks using the table provided below:

Learning Framework 1:

Early Years Learning Framework Learning Framework 2:

School Age Care Framework

FORMTEXT FORMTEXT

Fill up the table below. On the left column, list the five (5) learning outcomes from the Early Years Learning Framework. These learning outcomes will be used as a measure of your successful implementation of the EYLF in your practice. On the right column, provide a brief description of your strategy to achieve each of the five (5) learning outcomes youve listed.

You may use the document linked below for reference:

The Early Years Learning Framework for Australia(http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/EYLF.pdf)

Learning Outcome Strategies

FORMTEXT FORMTEXT

How does the EYLF help in maintaining the effective teams operations within a childcare centre?

FORMTEXT

Part 2: Implementation

Work with other educators in the centre to ensure you apply the principles and practices of the learning framework to all aspects of your role as an educator. At the end of this project, you will be required to document your successful implementation of the learning outcomes youve outlined in Part 1.

In preparation for that, seek support and assistance from your supervisor and at least one (1) other educator in the centre to ensure proper implementation of your selected learning outcomes. Use the document below to provide guidance to your supervisor and your fellow educator on how they could assist you in the completion of this task:

Username: learner Password: studyhard

Download EYLF Implementation Plan

Once complete, save and submit the document using the filename: S3Project1-EYLFI.

Part 3: Evaluation

Once you have completed the implementation of all the strategies youve outlined in your EYLF Implementation Plan, have your supervisor and your peer educator complete the evaluation form below.

Username: learner Password: studyhard

Download EYLF Evaluation Form

Once complete, save and submit the document using the filename: S3Project1-EYLFE.

Case Study

This case study outlines scenarios that would help you demonstrate performance evidence and skills relevant to situations in the childcare centre that do not typically happen on a regular basis. The assumption in this case study is that the scenarios described below are all taking place in your vocational workplace. Thus, all organisational standards, policies and procedures of your vocational workplace apply here.

This case study is divided into two (2) scenarios. A case study form is provided for you to document your successful completion of the skills and performance requirements relevant to the tasks you are required to complete in each scenario. The case study form is divided into two (2) parts: one part for each scenario.

You can download the case study form in the link provided below:

Username: learner Password: studyhard

Download Case Study in the Vocational Workplace Form

The form is divided into four (4)sections:

Instructions to the supervisor

Provides detailed instructions to the supervisor explaining the context of the assessment, and the supervisors role as an observer of the required tasks.

Case study scenarios

Provides the supervisor the scenarios against which conditions and assumptions you will be basing the completion of each task described.

Observation form

The observation form is divided into two (2) sections: one (1) section for each scenario. The observation form has the following parts:

Guide questions

Questions you are required to answer before having your supervisor review the form. This will provide your supervisor further guidance on how to assess your performance relevant to the skill requirements relevant to each task for each scenario.

Documentation of consultation (for scenario 1 only)

This task requires you to consult with your supervisor and a peer educator in the centre. This section allows you to document completion of this requirement.

Observation checklist (for scenario 1 and scenario 2)

These are observable performance descriptors that you are required to demonstrate in your completion of each task for each of the scenarios. This section outlines these criteria for your supervisor to observe in your performance.

Supervisor declaration

This section includes your supervisors declaration that he has observed you complete the described tasks according to the set standards and protocols of the centre.

Specific steps to be followed are outlined in REF Check1 h * MERGEFORMAT Follow the steps below:

(you may click here).

Scenario I

During your vocational placement practice, you met other ECE candidates who are also completing their vocational requirements in the centre: Antonina, Viktoriya, and Vera. Antonina, Viktoriya, and Vera are best friends from from a small town in Russia. They moved to Australia together a few years ago to pursue a career in childcare.

348742018732500Youve spent a couple of years in Russia when you were young, and could understand Russian quite well. Although you get along well with the three of them, you noticed that they sometimes speak in Russian to talk inappropriately about other staff and clients in the centre.

Scenario 2

184154318000One of the activities in your workbooks requires you to work with other educators in pairs to design and implement learning plans for a group of kids assigned to your care by the centre.

Antonia and Viktoriya paired together, while you paired with Vera. You sat with them over lunch and they asked you questions about one of the children in the centre that looked different from the rest.

You realized that they were talking about Adoni, a 4-year old toddler of aboriginal decent. One of the tasks in the activity was to speak with the childrens parents to involve them in the design of the learning plan. Antonia and Viktoriya openly expressed their frustration, because they are having a hard time communicating with Adoni and Adonis parents due to some language barrier, causing the delay for the completion of their project.

As a result, they often just ignore Adoni and just made up the information for him in his learning plan. Adonis mum noticed that the other educators are not as helpful and supportive with her and her son and comlplained to you about it.

Follow the steps below:

Step 1. Answer section 1 of the form. These guide questions will give you further guidance on how you can complete the tasks in compliance with the relevant organisational standards and protocols.

Step 2. Consult with a fellow educator and your workplace supervisor and seek advice on how to best handle the given situation should it occur in your vocational workplace. Share your strategy with them and document their advice and feedback on section 2 of the form.

Step 3. Print a copy of the form and give it to your supervisor. Instructions are provided for your supervisor on page 1 of the form. However, you may also explain the context of the assessment to ensure that your supervisor understands his role in the assessment activity.

Step 4. Have your supervisor complete the form and provide as much feedback as possible on your performance. Make sure your supervisor completes the supervisor declaration on the last page of the form.

Step 5. Once the form is complete, scan a copy and save it using the filename: S3 Project 3 CS

Step 6. Along with the Vocational Workplace form, submit a copy of the centres policies and procedures relevant to staff behaviour in the workplace (among fellow staff and towards students) and grievance procedures (regarding staff behaviour).

Third Party ReportThis section outlines all the tasks, skills, and performance requirements relevant to the units included in this subject that have not yet been addressed in the workbooks, case studies and projects.

Username: learner Password: studyhard

Download Subject 3: Third Party Report Template

Once complete, save and submit the document using the filename: S3-TPR.

Subject 4: Play and Development

This section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCECE006 Support behaviour of children and young people

CHCECE007 Develop positive and respectful relationships with children

CHCECE010 Support the holistic development of children in Early Childhood

CHCECE013 Use information about children to inform practice

*Requirements from other subjects may also be addressed, if relevant.

Note:

Before you start working on this project, secure necessary permissions from your vocational workplace supervisor to plan, prepare and facilitate learning, and play activities for children in the centre as part of your vocational training.

At the end of this project, you must secure your supervisors signature to confirm completion of the project in the workplace.

Project 1This project will assist you in the completion of the skill requirements relevant to providing experiences to support childrens play and learning as part of your role as an educator in the centre.

You are required to complete this project within your vocational workplace.

This project is divided into three (3) parts:

Prepare

Outlines the tasks you are required to complete to prepare the childrens environment for play as well as to plan appropriate play, learning and physical activities.

Support

Outlines the tasks you are required to complete to support the childrens play and learning experience.

Facilitate

Outlines the tasks you are required to complete to facilitate the planned activities for play and learning.

Download the form provided in the link below to document your successful completion of the tasks relevant to this project:

Username: learner Password: studyhard

Download Subject 4: Project 1 Form

Part 1: Prepare

Complete the preparation checklist provided the first part of the form. This checklist will assist you in completing all the required tasks relevant to this step:

Plan three (3) the different kinds of play that

stimulate children and aid learning;

appropriate for the children under your care;

support the emerging physical skills of each child ;

provide experiences that allow children to explore a range of concepts; and

supports the different areas of childrens development (physical, creative, social, emotional, language, and cognitive).

Guidance: Three (3) different kinds of play must include group play activities and individual play activities, as well as indoor play activities and outdoor play activities.

Plan the areas, resources, and materials you will require to facilitate the kinds of play you have identified.

Select resources and equipment that will develop fine and gross motor skills;

Select a variety of resources that would challenge and encourage choice and spontaneity in physically active play;

Provide a range of materials, resources, and technologies that promote exploration and problem solving to stimulate cognitive development;

Provide resources and materials that offer challenge, intrigue, and surprise;

Provide challenging elements of outdoor and indoor environments that allow for experiences which scaffold childrens learning and development and offer chances for appropriate risk-taking;

Provide a balance of natural and artificial lighting, good ventilation and fresh air; and

Organise indoor and outdoor spaces that ensure children are not always dependent on adults to do things for them and are supported to create their own games and experiences.

As you complete the checklist in the Project 1 Form, provide a brief description of how you will implement your plan in the centre. This will provide your supervisor with guidance on how to evaluate your implementation of these plans. You will also be required to provide supplementary evidence to demonstrate completion of the following requirements:

Photo evidence demonstrating that you have completed setting up the areas, resources and materials for the three (3) play activities you have included in your plan (at least one (1) indoor and one (1) outdoor):

The photos should demonstrate effective selection and placement of equipment and resources, with consideration for safety of the children;

The photos should show an environment setup that allows for individual and collaborative experiences; and

The photos should show an environment setup that provides opportunities for children to allow exploration of natural materials, environments, and experiences.

Part 2: Support

You are required to demonstrate successful completion of each of the tasks outlined below. These are tasks relevant to providing support to the childrens play and learning experiences as you execute the plan you prepared in part 1:

Talk with the children about their play and learning experience, supporting their efforts, assisting and encouraging as appropriate;

Talk with the children about how their bodies work and the importance of physical activity to peoples health and wellbeing;

Follow a routine that provides opportunities for intentional teaching as well as seeking opportunities for spontaneous learning;

Demonstrate the use of shared or familiar experiences, resources and materials to meet the childrens individual preferences and to prompt extensions of play;

Encourage children to participate in play and learning activities and to choose those which support their competency and confidence;

Demonstrate respect for childrens choice not to participate and encourage participation where an experience is new or unknown; and

Create opportunities for one-on-one interactions.

For each of the task described in Part 2, on the second part of the Project 1 Form, you will be asked to provide a brief description of a specific instance within your vocational work practice where you have demonstrated successful completion of the given tasks.

You will then be required to have your vocational workplace supervisor initial your documentation to confirm the information you have provided in the Project 1 Form.

Part 3: Facilitate

Apart from completing the outlined tasks in this project, you are also required to meet a required level of performance set according to the industry standards and the internal standards set by childcare centres.

The third part of the form is an observation checklist for your supervisor to complete. The observation checklist will document your successful performance of the following tasks:

Ability to follow a childs lead in play and participate when invited using childrens cues to guide the level and type of involvement;

Ability to initiate play and effectively encourage children to participate;

Ability to encourage enthusiasm, playfulness, and enjoyment through interaction with the children;

Ability to respond effectively to childrens reactions to play environments;

Ability to keep the children motivated to persevere, interested, and challenged but not frustrated;

Ability to establish an effective routine with children to support them in acquiring and practising their skills and ensuring their safety;

Ability to use safe, supportive, and equitable practices appropriate to the development stage and needs to each child; and

Ability to provide instructions in a manner appropriate to the children and the context of the work environment and activities.

Once you have completed the form, have your vocational workplace supervisor validate the accuracy of your documentation by initialling the tasks observed and signing the supervisor declaration section at the end of the form.

Once complete, save and submit the document using the filename: S4Project 1.

Before you begin, make sure to secure all the necessary permissions to complete the task described below.

Project 2 is divided into three (3) parts. Use the form provided below to document your completion of all the tasks required for each part:

Username: learner Password: studyhard

Download Subject 4: Project 2 Form

Project 2This project requires you to plan, prepare and facilitate a story-telling activity for a group of children. You have the option to complete the task in the centre, provided you secure all the necessary permissions required by the centre. (Consult with your vocational supervisor accordingly.) Should this option be unavailable, you may complete this task via a video recording submission, provided you still meet the relevant requirements outlined below:

You must have an audience of at least three (3) children and one (1) family member each (or volunteers who will play the part of the children and family members, in case of a video submission);

You must demonstrate (or simulate) interactions with the children according to the parameters that will be specified in the checklist provided below; and

You must use the materials you developed in Project 2 of the Subject 6 Culture and Community Workbook.

Should you be completing this task via video recording submission, save the video file using the filename: S4-VR

Part 1: Planning

Identify the children who will be participating in the activity. Use the child records to gather relevant information about the children. Take note of their ages and developmental stages. This will help ensure that the students you select are the appropriate audience for your story.

Use the materials you developed in Project 2 of the Subject 6 Culture and Community Workbook.

You may print the story and pictures to be able to use them in the session.

Make sure that the pictures are big enough so that the group can see the images clearly.

You may modify the questions you have developed, to integrate the childrens family members into the activity.

Use puppets from your centre to assist in the storytelling. Select the existing puppets closest to the characters in your story.

Preparation

Prepare the venue and the resources you will need for your story-telling sessions. Schedule when you intend to facilitate the story-telling session. If you are completing this task in the centre, invite your workplace supervisor to observe your session.

For video-recording submissions, the observation will be conducted by your RTOs assessors.

Part 2: Facilitation

Hand the observation form to your supervisor before you begin your story-telling session. Facilitate your story-telling session for the children. To ensure successful completion of this task, follow the guidelines provided below:

Use the pictures to stimulate the childrens enjoyment of language and literature;

Demonstrate observing, listening and talking with children. Pay close attention to what they are saying and doing, and use this as cue to identify their interests, ideas, knowledge, and skills;

Ask students what if questions;

Demonstrate how you support children to understand and accept responsibility for their actions by providing them a range of strategies to make informed choices about their behaviours appropriate to their level of understanding;

Demonstrate how you encourage children to respect and regard each others individual differences;

Model and encourage two-way communication through questions and careful listening;

Use the questions you have previously developed in Project 2 of the Subject 6 Workbook;

Encourage the family members to interact with their children;

Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes;

Model language that children can use to express ideas, negotiate roles, and collaborate to achieve goals;

Engage children in sustained shared conversations to extend their thinking; ask and answer questions during the reading and discussion of books or other text; and encourage them to share their stories and ideas;

Encourage opportunities to express feelings and emotions appropriately by communicating, listening, and treating others with respect;

Encourage children to explore symbols, patterns, and their relationships; and

Consistently respond positively, sensitively, and appropriately to all childrens effort to communicate and to all children who require attention.

These guidelines are also outlined in your supervisors observation form for them to check and validate your performance against.

Part 3: Feedback

Collect the completed form from your supervisor. Scan and save a copy of the completed feedback form using the filename: S4Project 2

To ensure successful completion of the unit requirements relevant to this step, you must demonstrate performance of the following tasks:

Assist and support children when they are having difficulty understanding or communicating with each other; and

Model language that children can use to express ideas, negotiate roles, and collaborate to achieve goals.

Note:

If you are completing this task via a video submission, you will still be required to complete Subject 4: Project 2 Form. However, you will no longer be required to secure verification signature from a vocational workplace supervisor.

You are required to complete the task outlined in the Third Party Report Template according to the quality standards set by your vocational workplace in compliance with the industry standards relevant to your role as a childcare educator. Make sure you document your successful completion of each task by recording the details of your performance in the log included in the Third Party Report Template provided in the link below:

Username: learner Password: studyhard

Download Subject 4: Third Party Report Template

Once complete, save and submit the document using the filename: S4-TPR.

IMPORTANT:

To be able to verify that you have adhered to workplace policies and procedures, submit a copy of the relevant policies and procedures of your vocational workplace, as they relate to planning and facilitating classroom activities, use of classroom/ centre resources, dealing difficult behaviour among children, and other relevant concerns.

Subject 5: Physical and Emotional Wellbeing This section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCECE003 Provide care for children

CHCECE005 Provide care for babies and toddlers

*Requirements from other subjects may also be addressed, if relevant.

NOTE:

-635-207899000Before you start working on this project, secure necessary permissions from your vocational workplace supervisor to:

Facilitate safe sleep practice for three (3) children* in the centre;

Facilitate nappy nappy-changing and toileting practice for three (3) children* in the centre; and

Facilitate meal time for three (3) children* in the centre.

At the end of this project, you must secure your supervisors signature to confirm completion of the project in the workplace.

Project This project requires you to complete and document your successful performance of all the skill requirements relevant to providing care for babies and toddlers as part of your vocational placement training in the childcare centre.

This project is required to be completed in an actual childcare centre. Before you proceed read the details of the project and make sure to secure all the necessary permissions to complete the project in your vocational workplace.

This project is divided into three (3) tasks:

Task 1: Promote safe sleep

Task 2: Provide positive nappy-changing and toileting experience

Task 3: Promote quality mealtime environments

Each task requires you to follow a set of instructions according to a set performance guidelines. Each task also requires you to have your vocational workplace supervisor complete an observation form to document the details of your performance.

These forms are available on the link provided below:

Username: learner Password: studyhard

Download Subject 5: Project Form

Task 1: Promote Safe Sleep

Identify 3 children in the centre that you will be assisting for this task. At least one of them must be within the age range of a baby (0 to 12 months), and at least one must be within the age range of a toddler (1+ to 2 years old). Record their information below:

Name Age

FORMTEXT FORMTEXT

Check the centre for the childrens agreed upon plan with the families on how sleep and rest will occur. Document your findings below:

Name Sleep and rest plan

FORMTEXT FORMTEXT

Facilitate safe sleep by ensuring you perform the following tasks:

Check that cots, bedding and equipment meet approved standards

Implement safe sleep practices and explore and implement quality sleeping environments

Ensure bedding is clean, using appropriate hygiene practices

A checklist is provided for you in section 1 of the form to document your completion of these tasks. Document at least three (3) instances of you completing these tasks in the centre.

Have your vocational workplace supervisor initial your completion of the tasks as confirmation that you have been observed performing the said tasks in the centre and in a manner that is in compliance with the centres standards and protocols.

Task 2: Provide positive nappy-changing and toileting experiences

Full Name Age

FORMTEXT FORMTEXT

Check if the children have a prescribed nappy-changing and toileting practice according to the families preferences and the centres relevant standards and protocols. Document your findings below:

Name Prescribed nappy-changing and toileting practice

FORMTEXT FORMTEXT

Facilitate nappy-changes and toileting for the three children. Make sure to complete the following tasks:

Change nappies using appropriate hygiene practices

Adapt experiences to meet the individual childs routines

Support children sensitively and positively when they are learning to use the toilet

Work with families to support childrens toilet learning

Manage toileting accidents in a manner that protects the childs self-esteem and provacy

A checklist is provided for you in section 2 of the form to document your completion of these tasks. Document at least three (3) instances of you completing these tasks in the centre.

Task 3: Promote quality mealtime environments

Identify three (3) children in the centre that you will be assisting for this task. At least one of them must be within the age range of a baby (0 to 12 months), and at least one must be within the age range of a toddler (1+ to 2 years old). You may work with the same children you assisted in task 1 or task 2. Record their information below:

Name Age

FORMTEXT FORMTEXT

Check if the children have a prescribed mealtime practice according to the families preferences and the centres relevant standards and protocols. Document your findings below:

Name Prescribed nappy-changing and toileting practice

FORMTEXT FORMTEXT

Facilitate mealtime for the three children. Make sure to complete the following tasks:

Promote positive mealtime environments that are adapted to meet the individual childs routines and needs

Ensure babies are fed individually

Follow approved standards for safe storage and heating of formula and breast milk and for cleaning equipment and utensils

Assist in providing a supportive environment for mothers to breastfeed

Prepare formula and other food according to recommended food safety standards

Assess and respond appropriately to the childrens needs, including hunger, distress, tiredness and pain.

A checklist is provided for you in section 3 of the form to document your completion of these tasks. Document at least three (3) instances of you completing these tasks in the centre.

Third Party Observation Checklist

The last section of the form is a thrird-party observation checklist for your supervisor to complete to evaluate your overall performance in this project. The checklist is divided into three (3) categories:

Creating a healthy and safe supporting environment

Developing relationships with babies and toddlers

Developing relationships with families

You are required to provide details of your completion of the tasks described in each category, which will be verified by your vocational workplace supervisor.

Once complete, save and submit the document using the filename: S5Project 1.

Third Party ReportThis section outlines all the tasks, skills and performance requirements relevant to the units included in this subject that have not yet been addressed in the workbooks, case studies and projects.

IMPORTANT: The tasks outlined in this Third Party Report that entail working with children refer to at least three (3) children aged 2 to 5 years old. These must NOT be the same children you have worked with in the Project required in this subject.

Make sure you document your successful completion of each task by recording the details of your performance in the log included in the Third Party Report Template provided in the link below:

Username: learner Password: studyhard

Download Subject 5: Third Party Report Template

Once complete, save and submit the document using the filename: S5-TPR.

Subject 6: Culture and Community40805107429500This section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCDIV001 Work with diverse people

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCECE001 Develop cultural competence

*Requirements from other subjects may also be addressed, if relevant.

Third Party ReportThis subject covers skills and performance requirements related to culture and community. You are required to complete the task outlined below according to the quality standards set by your vocational workplace in compliance with the industry standards relevant to your role as a childcare educator.

Make sure you document your successful completion of each task by recording the details of your performance in the log included in the Third Party Report Template provided in the link below:

Username: learner Password: studyhard

Download Subject 6: Third Party Report Template

Once complete, save and submit the document using the filename: S6-TPR.

Subject 7:Health and Safety Management

020510500This section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCECE016 Establish and maintain a safe and healthy environment for children

HLTWHS003 Maintain work health and safety

NOTE:

Before you start working on this project, secure necessary permissions from your vocational workplace supervisor to complete the following tasks in the centre:

monitoring housekeeping practices

maintaining WHS incident records

conducting WHS awareness

Project 1This project requires you to maintain a work health and safety record in the centre. You are required to complete this project in your vocational work place.

A work health and safety monitoring form is provided for you to maintain during your vocational work placement at the centre. You may use the schedule for work health and safety monitoring followed by the centre, or if none is provided, you may create a schedule of your own. Use the form provided in the link below:

Username: learner Password: studyhard

Download Subject 7: Work Health and Safety Record

Once complete, save and submit the document using the filename: S7-P1WHSR.

The Work Health and Safety Record Form is divided into three (3) parts:

Part 1: Monitoring housekeeping practices

This part of the form provides you with a housekeeping checklist that you have to maintain on a schedule. You may follow the housekeeping check schedules implemented by the centre, or if none is in place, you may create a regular schedule of your own to follow.

On the following page is an example of a Childcare Housekeeping Schedule.

Part 2: Maintaining WHS incident records

This part of the form provides you space to log WHS incidents occuring in the centre during your vocational work placement.

Below is an example of an incident log:

Date & Time Location Incident Details Remarks Reported by

12/10/2015 Main room Kevin slipped on a puddle of water caused by a faucet leak near the handwashing sink A warning sign was temporarily placed in the area.

Plumber is scheduled to fix the leak within the day. J. White

Part 3: WHS awareness log

As part of your role as an educator in the centre, you are required to provide information about WHS policies and procedures to the work team regularly. Schedule regular sessions with the work team to discuss WHS policies and procedures. Record the details of at least three (3) of these sessions in the WHS awareness log, and have the participants sign in the space provided in the form.

To ensure successful completion of the unit requirements linked to this task, follow the guidelines below when you facilitate your sessions:

You are required to have at least two (2) workers in every session.

You are required to have at least one session explaining WHS policies and procedures

You are required to have at least one session providing demonstration of safe housekeeping practices

You are required to have at least one session demonstrating the correct use of personal protective equipment (PPE)

Example of Childcare Housekeeping Schedule:

Areas After each use Daily and when necessary Weekly Monthly Other

Infant/Toddler Rooms

Infant toys clean & disinfect 2 times/week

Infant vinyl mats clean & disinfect Diaper change mat disinfect Diaper change table clean & disinfect Diaper pails clean & disinfect Mouthed toys clean & disinfect Bibs clean & disinfect High chair tale tops clean & disinfect Plush toys (shared) launder Plush toys (individual) launder Cribs/cots clean & disinfect Soothers/Pacifiers clean & disinfect Carpets vacuum Carpets steam clean (infant room) Play/Sleep Area

Toys clean Shelving clean Linen/Bedding launder Cots clean Carpets vacuum Carpets steam clean (infant room) 4 times/year

Floors beneath rugs Floors dry sweep & wet mop Vinyl mats clean Garbage containers empty Garbage containers clean Dress-up clothes launder Water play table clean & disinfect Water play toys clean & disinfect Dry sensory food materials discard Dry sand table contents discard Dry play tables clean & disinfect Washrooms

Toilets clean & disinfect Handwashing sinks clean & disinfect Floors clean & disinfect Potty chairs clean & disinfect Reusable towels launder Shared combs & brushes clean & disinfect Project 2Project 2 consists of two (2) tasks that you are required to complete in the workplace:

Task 1: Consult with relevant authorities to ensure that health information is current

Review the health information records of the children under your care in the centre and consult with relevant authorities (parents, child care centre supervisor, child care centre nurse, etc.) whether the information included in the records are still current and accurate.

Complete the form included in the link below to document your completion of this task:

Username: learner Password: studyhard

Download Subject 7: Health Information Currency Check

Once complete, save and submit the document using the filename: S7-P2HICC.

Below is an example of a completed form for your reference:

Childs name Age Date currency is validated Authority Consulted

Lisa Fox 5 12/09/2015 Remy Taylor, Child Care Centre Nurse

John Walter 4 11/09/2015 Michelle Kemp 4 11/09/2015 Task 2: Prepare and/or maintain safe and healthy environment documents

This task requires you to prepare and/or maintain the following documents:

Written procedures and schedules for washing childrens toys and equipment (save document as: S7-P2T2.1)

An information sheet/handout for families outlining the services hygiene procedures * (save document as: S7-P2T2.2)

An information sheet/handout for families and educators about child and adult immunisation recommendations* (save document as: S7-P2T2.3)

A risk minimisation plan for children enrolled at the service who have a specific health care need, allergy or relevant medical condition (save document as: S7-P2T2.4)

Records of pest/vermin inspections and/or eradications (save document as: S7-P2T2.5)

Develop and maintain a written process for monitoring who enters and leaves the premises at all times (save document as: S7-P2T2.6)

An information sheet/handout for families outlining the services emergency procedures and incident management plans* (save document as: S7-P2T2.7)

A portable record of emergency contacts of the children under your care (save document as: S7-P2T2.8)

A copy of the centres evacuation plan (save document as: S7-P2T2.9)

A copy of the centres health and safety procedures and policies for:

food-handling (save document as: S7-P2T2.10.1)

travel (save document as: S7-P2T2.10.2)

medication administration (save document as: S7-P2T2.10.3)

You may choose to gather these documents using any of the following methods:

secure a copy of the existing document from the centre, i.e. if the centre already has an existing written process for emergency procedures and incident management plans, you may submit a copy of that.

develop a new document that is compliant with the centres existing standards, policies and procedures, i.e., if the centre does not have an existing portable record of emergency contacts of the children, you may create one

*For items number 2, 3 and 7:

An information sheet/handout for families outlining the services hygiene procedures *

An information sheet/handout for families and educators about child and adult immunisation recommendations*

An information sheet/handout for families outlining the services emergency procedures and incident management plans*

You are required to provide evidence that you have handed out these information sheets to the families, support and other educators. To document completion of this task, use the form provided in the link below to record receipt of the said documents:

Username: learner Password: studyhard

Download Subject 7: Safe and Healthy Environment Documents

Once complete, save and submit the document using the filename: S7-P2SHED.

Third-Party ReportThis section outlines all the tasks, skills and performance requirements relevant to the units included in this subject that have not yet been addressed in the workbooks, case studies and projects.

You are required to complete the tasks outlined in the form according to the quality standards set by your vocational workplace and in compliance with the industry standards relevant to your role as a childcare educator. Make sure you document your successful completion of each task by recording the details of your performance in the log included in the Third-Party Report Template provided in the link below:

CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sAparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)

Username: learner Password: studyhard

Download Subject 7: Third Party Report Template

Once complete, save and submit the document using the filename: S7-TPR.

Subject 8: Leadership and Service ManagementThis section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCECE019 Facilitate compliance in an education and care service

CHCECE025 Embed sustainable practices in service operations

CHCMGT003 Lead the work team

3114675-124206000

NOTE:

Before you start working on this project, secure necessary permissions from your vocational workplace supervisor to complete the following tasks in the centre:

Facilitate an organisation self-assessment

Service site visit

Project 1This project requires you to ensure sustainable practices are embedded in the centres service operations. You are required to complete this project in your vocational workplace.

This project is divided into three (3) parts:

Develop a sustainability management plan

Ensure sustainability is embedded into the service policies and procedures

Implementation of sustainable practices

Part 1: Develop a sustainability management plan

Answer the following questions below relevant to your vocational workplace:

Review the document in the link below, and identify aspects of sustainability observed in your vocational workplace.

Environmental Sustainability(http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/environmental-sustainability.pdf)

List ten (10) aspects in the space provided below:

FORMTEXT FORMTEXT

Assess the current service delivery and environments in the centre. Consider the following areas of potential change to improve sustainability. Consult with the children in the centre to provide a recommendation for improvement for each:

Sustainability practice relevant to nature:

FORMTEXT

Sustainability practice relevant to wastes:

FORMTEXT

Sustainability practice relevant to energy:

FORMTEXT

Sustainability practice relevant to toxins:

FORMTEXT

Develop strategies to address the recommended improvements and changes described above. Write a brief description below:

FORMTEXT

Part 2: Ensure sustainability is embedded into the service policies and procedures

This part of the project is divided into 3 steps:

Review the service philosophy, policies, and procedures of the centre in relation to sustainable practice.

Identify six (6) areas of potential change particularly of nature, wastes, energy, and toxins in the centres service philosophy, policies and procedures. List them in the template provided in the next step.

Guidance: Quote specific service philosophies, policies and procedures of the centre

Discuss the areas of potential change you have identified with two (2) different stakeholders (either members of the management of the childcare centre or fellow educators).

Include in this discussion how to integrate two of the strategies you developed in Part 1 of this Project into the workplace policies and procedures. Finalise the changes after agreement with appropriate stakeholders and document your discussion using the template provided in the link below:

Username: learner Password: studyhard

Download Subject 8: Sustainability of service policies and procedures

Once complete, save and submit the document using the filename: S8-SSPP.

Part 3: Implementation of sustainable practices

In this part of the project, you will be assessed based on how you implement sustainable work practices in your vocational workplace. You are required to implement the sustainability management plan you developed in part one of this project, as well as to observe standard sustainability policies implemented by the centre.

To document your performance of this task, have your vocational workplace supervisor complete the third-party observation form linked below:

Username: learner Password: studyhard

Download Subject 8: Project 1 Part 3 - Third Party Report Template

To ensure successful completion of the unit requirements linked to this project, ensure you demonstrate performance of each of the following tasks as you implement sustainable work practices in your vocational workplace:

Provide children with a wide range of natural and recycled materials in their indoor and outdoor environments

Create opportunities to discuss with children the natural environment and the interdependence between people, plants, animals and the land

Role-model respect, care and appreciation for the natural and constructed environments

Share information and provide children with access to resources about the environment and the impact of human activities on environments

Create spaces that promote the development of life skills, such as growing and preparing food, waste reduction and recycling

Encourage children to exchange thoughts and ideas about sustainable practice through intentional teaching, learning experiences and projects

Explore ethical dilemmas of waste disposal for sustainability with all stakeholders

Encourage children to participate in sustainable practice discussions and learning experiences

Engage with adults and children to encourage their participation in the services sustainable practices

Support children to develop respect for the natural environment

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

You will be required to provide a detailed description of how you met each requirement in your vocational work practice to give your supervisor additional guidance in assessing your performance.

Once you have provided the required information, have your supervisor complete the observation form and save a copy using the filename: S8-P3TPR.

Project 2This project requires you to facilitate a quality improvement exercise in your vocational workplace. This project is divided into three (3) steps:

Step 1: Interpreting the National Quality Framework

Provide a summary of your own understanding of the NQF and other legislation and regulations relevant to the service. Should you need clarification or more information, seek advice from your supervisor.

Username: learner Password: studyhard

Download Subject 8: NQF Questionnaire

Print and answer the NQF questionnaire. Have your supervisor sign the Staff Declaration portion to ensure that your answers are all correct. If your answers are not correct, consult with your supervisor on how to improve your answers, apply the corrections, and then ask your supervisor to sign the document.

Confirm staff understanding of the NQF and other legislation and regulations relevant to the service by having two (2) of the staff from your vocational workplace answer the same NQF questionnaire.

Print two (2) additional copies of the NQF Questionnaire for the staff.

Save a scanned copy of the completed questionnaires (including yours) using the filenames: S8-P2S1Q-1 (yours), S8-P2S1Q-2, and P2S1Q-3.

Clarify details and requirements of the assessment and rating process, and share information with all staff in the service. Complete the log provided in the link below:

Username: learner Password: studyhard

Download Subject 8: Communication Log

Save a scanned copy of the completed log using the filename: S8-P2S1CL.

Step 2: Facilitating an organisation self-assessment

Provided in the link below is a reference on the Education and Care services National Regulations affecting the National Quality Framework. Use the document as reference when you conduct the organisation self assessment:

Guide to the National Quality Standard(http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf)

Conduct an organisation self-assessment by completing the assessment form provided in the link below:

Username: learner Password: studyhard

Download Subject 8: Organisational Self-Assessment

Be honest when filling up the assessment form. Read the additional instructions at the top of the form.

Consult with at least two (2) other staff members when filling out the self-assessment forms, sharing your ideas and insights with them, and asking them to share theirs. Then, ask these staff members to place their names and signatures at the bottom of the last page of the Organisational Self-Assessment form.

Do not forget to have your supervisor sign the declaration at the end of the document, to confirm the accuracy of your assessment.

Save a scanned copy of the completed organisation self-assessment form using the filename: S8-P2S1SAF.

Leave copies of the Organisation Self Assessment form with your supervisor for future use in the centre.

Step 3: Site assessment

Download the National Quality Standard Assessment and Rating Instrument from this link:

National quality Standard Assessment and Rating Instrument(https://www.acecqa.gov.au/sites/default/files/2018-01/NQS_AssessmentAndRatingInstrument.pdf)

Select two (2) quality areas and print out only those portions of the document.

Schedule a meeting with three (3) other staff members who will help you with the site assessment and development of a quality improvement plan.

It would be helpful if these staff members come from different positions and departments of the centre, so that you may gain insight into the different departments and operations of the centre.

Fill up the pages of the NQS Assessment and Rating Instrument that you have printed together with the staff members you chose to help you. Make sure you provide concrete descriptions of the evidence you write down for how the centre meets each element of the quality standards you chose.

You may print additional answer sheets, if needed. Use specific details in your answers.

Use the Organisational Self-Assessment to answer the document.

Fill in the Quality Improvement Plan notes, suggesting ways on how to improve the different aspects of the centre, according to the evidence you provided.

Have each of the staff members who worked with you sign the bottom of each of the pages you printed. Make sure they include their name, signature, and position in the centre.

Have your supervisor also sign the bottom of each of the pages, confirming the accuracy of the details you and the other staff members provided.

Save a scanned copy of the completed pages of the National Quality Standard Assessment and Rating Instrument you printed out using the filename: S8-P2S3NQSARI.

Step 4: Follow-up

Plan to collaborate with others on a regular basis to review the quality improvement strategies you have proposed in Step 3 of this Project. Fill in the timetable below, planning the observation periods and review sessions for the proposed strategies. You must plan at least three (3) review sessions. Some samples are done for you.

Date Tasks

(Observation, Review, Revision, etc.) Resources / Persons involved

1 July 2016 Planning and documenting quality improvement strategies. John Black

Michelle Deakin

Oliver Wilde

Penny Weis

4 8 July 2016 Implementation of proposed quality improvement strategies.

Observation period. John Black

All staff members of Sparkling Stars Childcare Centre

8 July 2016 Review of initially implemented quality improvement strategies. John Black

Michelle Deakin

Oliver Wilde

Penny Weis

FORMTEXT FORMTEXT FORMTEXT

Project 3Coordinate with your supervisor to assign one (1) staff member to work with you, so that you may coach them to improve their work performance.

Focus on one aspect of their work role that you would like to improve, and observe their performance only in that aspect.

Write down the proposed timetable you plan to follow for five (5) days.

Record your observations over at least five (5) days.

Note: You should regularly meet with this staff member to evaluate the effectiveness of your strategy and revise plans, as needed.

Name of staff member: FORMTEXT

Position: FORMTEXT

Work aspect to be coached on: FORMTEXT

Strategy for improvement: FORMTEXT

Proposed Timetable

FORMTEXT

Observations

Day 1

(initial observation) FORMTEXT

Day 2 FORMTEXT

Day 3 FORMTEXT

Day 4 FORMTEXT

Day 5 FORMTEXT

Write a report to your supervisor summarising your coaching experience with the staff member. The report must include the following information:

The name of the staff member you coached, and their position

The work aspect you decided to coach the staff member on

The proposed timetable

Your observations

An evaluation of your experience as a coach (What can be improved?)

Submit a scanned copy (or soft copy) of this report. Save the document as: S8-Coaching.

Username: learner Password: studyhard

Download Subject 8: Third Party Report Template

The first part of the Template asks you to consider a work plan you developed and implemented in your practice. This work plan refers to any plan that you have developed and followed to perform your role as an educator is a childcare centre. Examples of work plans include, but are not limited to:

your work timetable thoughout this vocational placement (which must detail specific tasks you must complete and the strategies you follow)

your weekly schedule (that includes the tasks you must complete per day) spanning the duration of your vocational placement

a roster that describes in detail all the tasks you are required to complete for the duration of your vocational placement

Once complete, save and submit the document using the filename: S8-TPR.

IMPORTANT: Submit a copy of the centres relevant work policies and procedures as well as your work plan along with this Third Party Report.

Subject 9: Program design and implementation346138547498000This section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

CHCECE018 Nurture creativity in children

CHCECE022 Promote childrens agency

CHCECE023 Analyse information to inform learning

CHCECE024 Design and implement the curriculum to foster childrens learning and development

NOTE:

Before you start working on this project, secure necessary permissions from your vocational workplace supervisor to plan, design and implement a childcare program/curriculum for children in the centre as part of your vocational training. At the end of this project, you must secure your supervisors signature to confirm completion of the project in the workplace.

Project 1

This project requires you to create a learning plan for a group of children in the childcare centre. You are required to demonstrate compliance to a set of requirements outlined in the steps provided below.

This project is divided into 5 phases:

Pre-planning assessment & Consultation

Planning

Design

Implementation

Evaluation

Phase 1: Pre-planning assessment & Consultation

The pre-planning assessment phase involves conducting an initial assessment of the group of children you will be working with on this project. Assessment should include, but are not limited to, the following details:

Childrens ages

Interests

Skill levels

Special Care or learning needs

Developmental levels

In this phase, you are required to assess each childs play and learning needs and preferences by observing the children and consulting with them and their families:

Use the table below to document your findings:

Guidance: Three (3) children are required

Childrens Names Ages

1. FORMTEXT FORMTEXT

2. FORMTEXT FORMTEXT

3. FORMTEXT FORMTEXT

Interests and Goals

1. FORMTEXT

2. FORMTEXT

3. FORMTEXT

After observing and consulting with the children and their families, consult with your vocational workplace supervisor and other educators in the centre. This would help ensure that you complete a plan that is compliant to the centres standards, policies and procedures, the children and the families personal preferences.

To ensure successful completion of the unit requirements relevant to this task, use the guide questions below as you complete your consultation:

Consult with your supervisor and other educators in the centre regarding the centres standards, policies and procedures relevant to the following:

Policies and procedures on gathering information from children and their families

Standards in design plans

Standards, policies and procedures in implementation of plans

Other standards, policies and procedures relevant to the coverage of this subject:

Fostering the holistic development and wellbeing of the child in early childhood

Nurturing creativity in children

Promoting childrens agency

Analysing information to inform learning

Design and implementation of curriculum to foster childrens learning and development

Clarify specific objectives of the organisation, the learning environment, the role of the educator and the assessment/evaluation methods and evidence that you should comply with as you complete this project.

Document your completion of this task by completing the consultation form provided in the link below:

Username: learner Password: studyhard

Download: Subject 9: Consultation Form

Note: This is another copy of the same Consultation Form you have downloaded for the project in Assessment Workbook 9.

Once youve completed the Consultation Form, save a softcopy using filename:

S9-Project1CF

Send the softcopy of the file along with this workbook once completed.

Use the space provided below to document the outcome of your consultation session. You may also use relevant organisational documents as reference.

Provide a brief description of the centres standards, policies and procedures relevant to this task that you should always consider and comply with as you complete this project:

FORMTEXT

Provide a brief description of the centres general objectives related to service delivery:

FORMTEXT

Provide a brief description of the centres learning environment:

FORMTEXT

Provide an overview of your role as an educator in the centre:

FORMTEXT

Provide an overview of the assessment methods used in the centre:

FORMTEXT

Phase 2: Planning

After completing phase 1, you may now start planning. As you plan your design, use the following checklist to ensure successful completion of the requirements relevant to this task:

Guidance: The assessors will evaluate your design based on the checklist provided. To gain a satisfactory outcome for this task, your design must reflect compliance to all the items listed in the checklist.

2.1 Play activities

FORMCHECKBOX 2.1.1The design must include activities that focus on each childs fine and gross motor skills, and fundamental movement skills.

Provide a brief description of how you will incorporate this requirement into your design:

FORMTEXT

FORMCHECKBOX 2.1.2The design must include activities that will challenge the physical skills and abilities of the children, as well as other emerging skills and capabilities

Provide a brief description of how you will incorporate this requirement into your design:

FORMTEXT

FORMCHECKBOX 2.1.3The design must include play activities that encourage social interaction between children that promotes cooperation and conflict resolution

Provide a brief description of how you will incorporate this requirement into your design:

FORMTEXT

FORMCHECKBOX 2.1.4The design must include activities that allows the children to participate in science, mathematics and technology resources

Provide a brief description of how you will incorporate science, math and technology related activities in your design:

Science: FORMTEXT

Mathematics: FORMTEXT

Technology resources: FORMTEXT

FORMCHECKBOX 2.1.5The design must include play activities that focus on language and literacy development that developmentally appropriate for every participant of the group

Provide a brief description of how you will incorporate this requirement into your design:

FORMTEXT

FORMCHECKBOX 2.1.6The design must include play activities that allow the children to direct their own indoor and outdoor activities, and experience the consequences of their choices, actions and ideas, in a manner that is safe and encourages positive self-concept and self-esteem.

Provide a brief description of how you will incorporate this requirement into your design:

FORMTEXT

2.2 Activities that nurture creativity

This project requires your plan to include and highlight activities that nurture creativity.

FORMCHECKBOX 2.2.1The design must include activities that introduces children to a range of examples of creative expression in art, architecture, inventions, music and dance

Provide specific examples of activities you will incorporate into your design to meet these requirements:

Creative expression in art: FORMTEXT

Architecture: FORMTEXT

Inventions: FORMTEXT

Music: FORMTEXT

Dance: FORMTEXT

FORMCHECKBOX 2.2.2The design must include activities that allows creative collaboration among the children, as well as creative experiences initiated by them

Provide a brief description of how you will incorporate this requirement into your design:

FORMTEXT

FORMCHECKBOX 2.2.3The design must include activities that focus on developing skills in music, movement, construction, visual art and dramatic play in both indoor and outdoor environments.

Provide specific examples of indoor activities that focus on developing the following skills:

Music: FORMTEXT

Movement: FORMTEXT

Construction: FORMTEXT

Visual Art: FORMTEXT

Dramatic Play: FORMTEXT

Provide specific examples of outdoor activities that focus on developing the following skills:

Music: FORMTEXT

Movement: FORMTEXT

Construction: FORMTEXT

Visual Art: FORMTEXT

Dramatic Play: FORMTEXT

FORMCHECKBOX 2.2.4The design must allow flexibility to respond to the childrens interests as they arise. This requirement maybe further demonstrated as you implement your plan.

Provide a brief description of how you will incorporate this requirement into your design:

FORMTEXT

Provide a brief description of how you will incorporate this requirement into your design:

FORMTEXT

Phase 3: Design

This phase requires you to create a design that would reflect the details youve provided in the planning phase. Use the weekly learning and care plan template provided in the link below:

Username: learner Password: studyhard

Download: Childcare Program Planning Sheet-Weekly

Guidance: To gain satisfactory rating for this task, you must ensure that all details provided in the assessment and planning phase are reflected in your design.

Once youve completed the Consultation Form, save a softcopy using filename: S9-CPPS

Phase 4: Implementation

This phase requires you to implement the plan you designed for the children in the centre. Make sure your vocational workplace supervisor is able to witness and observe you complete this project as you will be requiring his or her signature to confirm your successful completion of this task according to the set requirements outlined in the third-party observation form.

Download the third-party observation form provided in the link below:

Username: learner Password: studyhard

Download: Supervisor Observation Form

Complete the details required to describe how you were able to meet all the requirements outlined in the form. This will provide your workplace supervisor guidance in documenting his observation of the tasks you have completed. Once you have completed the form, have it printed and signed by your supervisor. Scan a copy of the completed and signed form and save it using the filename: S9-Project1TPR

Send the soft copy of the file along with this workbook once completed.

Phase 5: Evaluation

This phase requires you to evaluate the different aspects of the planning, design and implementation of the childcare plan you developed. This phase is divided into three (3) parts:

Evaluation

Assess childrens learning

Assess the childcare plans strengths and areas for improvement

Assess your own strengths and areas for improvement as an educator

Gathering feedback from the children and their families

Providing recommendation

Recommendation to improve the childcare plan

Recommendation to improve delivery of childcare plan

Recommendation to improve your own childcare practice

Use the form provided in the link below to record your successful completion of this task.

Username: learner Password: studyhard

Download Childcare Plan Evaluation Form

Once complete, save and submit the document using the filename: S9-CPETPR.

Username: learner Password: studyhard

Download Subject 9: Third-Party Report Template

Once complete, save and submit the document using the filename: S9-TPR.

Subject 10: Childrens behaviour and inclusion346138547498000This section will assist the documentation of your successful completion of the skill requirements relevant to the units addressed in this subject:

CHCECE020 Establish and implement plans for developing cooperative behaviour

CHCECE021 Implement strategies for the inclusion of all children

CHCECE026 Work in partnership with families to provide appropriate education and care for children

Username: learner Password: studyhard

Download Subject 10: Third Party Report Template

Once complete, save and submit the document using the filename: S10-TPR.

Evidence ChecklistTask Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate has completed at least 240 hours of vocational placement attendance as confirmed by Supervisor. CHC50113 Vocational Placement Log Vocational Placement Attendance Log

and

Vocational Placement Time Log Declaration FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 1

Candidate attended and participated in at least one (1) of the centres workplace safety meetings S1Project1-WSM Subject 1: Meeting Minutes FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate conducted a workplace safety inspection in the centre S1Project1-WSI Workplace Safety Inspection Checklist FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 1 S1-TPR Subject 1: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 3

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate sought support and assistance from their supervisor and at least one (1) other educator in the centre to ensure proper implementation of their selected learning outcomes S3Project1-EYLFI EYLF Implementation Plan FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

The supervisor and peer educator has evaluated the candidates implementation of the strategies they have planned out S3Project1-EYLFE EYLF Evaluation Form FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate demonstrated performance evidence and skills relevant to situations in the childcare centre that do not typically happen on a regular basis S3 Project 3 CS Case Study in the Vocational Workplace Form FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 3 S3-TPR Subject 3: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 4

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate has successfully prepared, supported, and facilitated a play and learning experience in the centre S4Project 1 Subject 4: Project 1 Form FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Candidate prepared, facilitated, and sought feedback for a group story-telling activity S4Project 2 Subject 4: Project 2 Form FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Video recording of candidates completion of Project 2

(optional) S4-VR Video recording FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 4 S4-TPR Subject 4: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 5

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate has successfully demonstrated skill requirements relevant to providing care for babies and toddlers S5Project 1 Subject 5: Project Form FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 5 S5-TPR Subject 5: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 6

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 6 S6-TPR Subject 6: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 7

The candidate has maintained a work health and safety record in the centre S7-P1WHSR Subject 7: Work Health and Safety Record FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate has consulted with relevant authorities whether the information included in the records are still current and accurate S7-P2HICC Subject 7: Health Information Currency Check FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Component of Subject 7 Project 2 S7-P2T2.1 Written procedures and schedules for washing childrens toys and equipment FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Component of Subject 7 Project 2 S7-P2T2.2 Information sheet/handout for families outlining the services hygiene procedures FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Component of Subject 7 Project 2 S7-P2T2.3 Information sheet/handout for families and educators about child and adult immunisation recommendations FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Component of Subject 7 Project 2 S7-P2T2.4 Risk minimisation plan for children enrolled at the service who have a specific health care need, allergy or relevant medical condition FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Component of Subject 7 Project 2 S7-P2T2.5 Records of pest/vermin inspections and/or eradications FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Component of Subject 7 Project 2 S7-P2T2.6 Log for monitoring who enters and leaves the premises at all times FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Component of Subject 7 Project 2 S7-P2T2.7 Information sheet/handout for families outlining the services emergency procedures and incident management plans FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Component of Subject 7 Project 2 S7-P2T2.8 Portable record of emergency contacts of the children under the candidates care FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Component of Subject 7 Project 2 S7-P2T2.9 Copy of the centres evacuation plan FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Component of Subject 7 Project 2 S7-P2T2.10.1 Copy of the centres health and safety procedures and policies for food handling FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Component of Subject 7 Project 2 S7-P2T2.10.2 Copy of the centres health and safety procedures and policies for travel FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Component of Subject 7 Project 2 S7-P2T2.10.3 Copy of the centres health and safety procedures and policies for medical administration FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Candidate handed out information sheets to the families, support and other educators S7-P2SHED Subject 7: Safe and Healthy Environment Documents FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 7 S7-TPR Subject 7: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 8

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate secured all the required permissions to complete this task in the centre S8-PS Subject 8: Permission Slip FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Candidate developed a sustainability management plan, which has been embedded into the service policies and procedures S8-SSPP Subject 8: Sustainability of service policies and procedures FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for implementing sustainable practices in the workplace S8-P3TPR Subject 8: Project 1 Part 3 - Third Party Report Template FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate successfully completed the NQF questionnaire S8-P2S1Q-1 Subject 8: NQF Questionnaire (candidates copy) FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

A staff member from the centre successfully completed the NQF questionnaire S8-P2S1Q-2 Subject 8: NQF Questionnaire (staff members copy #1) FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Another staff member from the centre successfully completed the NQF questionnaire S8-P2S1Q-3 Subject 8: NQF Questionnaire (staff members copy #2) FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate clarified details and requirements of the assessment and rating process, and shared the information with all staff in the service S8-P2S1CL Subject 8: Communication Log FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Candidate facilitated an organisational self-assessment of the centres compliance to the NQF and consulted with at least two (2) other staff members S8-P2S1SAF Subject 8: Organisational Self-Assessment FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Candidate has performed a site assessment in accordance to the National Quality Standard Assessment and Rating Instrument S8-P2S3NQSARI Relevant sections of the National Quality Standard Assessment and Rating Instrument FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 8 S8-TPR Subject 8: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 9

Candidate consulted with their supervisor and other educators in the centre regarding the centres relevant standards, policies and procedures S9-Project1CF Subject 9: Consultation Form FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

Candidate designed a weekly learning and care plan S9-CPPS Childcare Program Planning Sheet-Weekly FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

The workplace supervisor has confirmed that the candidate has successfully planned, designed, and implemented a learning plan for a group of children S9-Project1TPR Supervisor Observation Form FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Candidate evaluated different aspects of the childcare plan they developed S9-CPETPR Childcare Plan Evaluation Form FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Task Description Document Filename Description Check when submitted Competent Not Yet Competent Assessor has confirmed the task with Supervisor

Check Yes/No if completed

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 9 S9-TPR Subject 9: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Subject 10

The workplace supervisor must confirm that the candidate has successfully demonstrated required skills for Subject 10 S10-TPR Subject 10: Third Party Report FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Yes FORMCHECKBOX No

Remarks:

FORMTEXT

Assessors Declaration

I declare that I have contacted the candidates Vocational Placement Supervisor to confirm that the candidate has satisfactorily performed all of the tasks included in this Skills Workbook. The Supervisor further affirms that they have observed the candidate perform the tasks outlined above according to the descriptions provided by the candidate.

The Supervisors name, qualification details, and signatures affixed which appear on all Third-Party Reports accompanying this Skills Workbook are true and accurate.

Note: The fields below are to be completed by the assessor.

Vocational Placement Supervisor Details

Name of Organisation: Candidates vocational placement centre

Supervisors Name: Name of supervisor should match the name provided on all forms submitted by the candidate

Qualified Observers Name (if other than the Supervisor): Name of qualified observer should match the name provided on all forms submitted by the candidate (if supervisor is not the direct observer)

Phone Number: Supervisors contact number Email Address: Supervisors email address

Supervisor Qualifications:

Supervisor qualifications should match the details provided on all forms submitted by the candidate

Supervisor Comments (optional feedback to student):

Any additional feedback provided by the supervisor

FeedbackWell done for finishing this workbook. We hope that what you learn will open up new path ways for success in your life. At Compliant Learning Resources we continually strive to improve our resources and heighten the learning experience for you. One way of doing this is seeking your 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 learning resources.

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