-723899-2692399STUDENT ASSESSMENT BOOKLET

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WORKING IN EARLY CHILDHOOD

CHCECE055 Meet legal and ethical obligations in children's education and care

CHCECE056 Work effectively in childrens education and care

-723899-2692399

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Table of Contents

TOC h u z t "Heading 1,1,Heading 2,2,Heading 3,3,"Assessment Overview4Assessment Task Summary4Assessment Documents5Required Additional Documents5Assessment Task Cover Sheet5The Assessment Process and Your Rights5Submitting your Assessment Tasks5Assessment Attempts and Resubmissions5Assessment Outcomes6Plagiarism, Cheating and Collusion6Assessment Appeals6Reasonable Adjustment6Information About Assessment7Dimensions of Competency7Principles of Assessment and Rules of Evidence7Principles of Assessment7Rules of Evidence8Glossary of Instructional Task Words8Assessment Plan10Assessment Task Cover Sheet Assessment Task 111Assessment Task 1: Written Questions13Assessment Task Cover Sheet Assessment Task 241Assessment Task 2: Ethical and Legal Obligations43Assessment Task Cover Sheet Assessment Task 349Assessment Task 3: Work According to Legal and Ethical Obligations51Part A: Legal and Ethical Obligations Relating to Contemporary Educators52Part B: Role Play: Complete Work Activities as per Legal and Ethical Obligations57

Assessment Overview

This Student Assessment Booklet includes all of your assessment tasks for the Working in Early Childhood cluster, which consists of the following units:

CHCECE055 Meet legal and ethical obligations in children's education and care

CHCECE056 Work effectively in childrens education and care.

Assessment Task Summary

This cluster requires you to complete six assessment tasks. You must satisfactorily complete all tasks to achieve competency for the units in this cluster.

Assessment Task Assessment Method Task Summary

Assessment Task 1: Written Questions Written Questions You must answer 21 written questions in an open book written assessment.

Assessment Task 2: Ethical and Legal Obligations Case Studies You are to answer questions about three case studies. You must demonstrate your knowledge of ethical and legal obligations when working effectively in childrens education and care.

Assessment Task 3: Work Activities According to Legal and Ethical Obligations Project and Role Play This is a project and role play which consists of two parts:

Part A: Legal and Ethical Obligations Relating to Contemporary Educators

Part B: Complete Work Activities as per Legal and Ethical Obligations

Assessment Documents

Required Additional Documents

The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this cluster. You will require them to complete the assessments for this unit/cluster. They are provided within this booklet and are also provided as additional attachments to use

Research Legal and Ethical Obligations Template

Improve Work Practices Template

Reflective Journal Template

Supervisor Report

Little.ly policies, procedures and templates:

Incident, Injury, Illness and Accident Record

Outdoor Safety Checklist

Medication Form.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.

The Assessment Process and Your Rights

Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.

If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTOs policies and procedures.

Instructions about submission can be found at the beginning of each assessment task.

Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.

Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge.When you are required to resubmit, you may be required to:

Resubmit incorrect answers to questions (such as written tasks and case studies)

Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task

Redo a role play after being provided with appropriate feedback about your original performance

Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback

When you are required to resubmit, youll be given a due date for your resubmission. For example, you may:

Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on

Be provided with feedback about your performance in a role play and then being required to complete the role play again at a future meeting with your assessor

Need to complete workplace-based tasks again during the same workplace visit or additional workplace observations may need to be scheduled (as applicable)

All re-submissions will be conducted in accordance with the RTOs policies and procedures.

Assessment Outcomes

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).

You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and youll be given feedback about what needs to be addressed in your resubmission.

Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.

Cheating seeking to obtain an unfair advantage in the assessment of any piece of work.

Plagiarism to take and use the ideas and/or expressions and/or wording of another person or organisation and passing them off as your own by failing to give appropriate acknowledgement.This includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.

Collusion unauthorised collaboration between students.

Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTOs policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again.

Assessment Appeals

If you dont agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTOs process for appeals. Refer to your Student Handbook for more information about our appeals process.

Reasonable Adjustment

A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the students particular needs while also taking into account factors such as:

The views of the student

The potential effect of the adjustment on the student and others

The costs and benefits of making the adjustment

RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.

Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable.[1]

Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability.

Information About Assessment

Dimensions of Competency

To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:

Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.

Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.

Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.

Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.

Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment (definitions from the Users Guide: Standards for Registered Training Organisations (RTOs) 2015).

The following are the definitions of the Principles of Assessment and Rules of Evidence.

Principles of Assessment

Validity:

An assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.

Validity requires:

Assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance

Assessment of knowledge and skills is integrated with their practical application

Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and

Judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.

Reliability:

Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

Flexibility:

Assessment is flexible to the individual learner by:

Reflecting the learners needs

Assessing competencies held by the learner no matter how or where they have been acquired

Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

Fairness:

The individual learners needs are considered in the assessment process.

Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learners needs.

The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Rules of Evidence

Validity:

The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.

Sufficiency:

The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learners competency.

Currency:

The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

Authenticity:

The assessor is assured that the evidence presented for assessment is the learners own work.

Glossary of Instructional Task Words

Your assessment tasks use a range of instructional words throughout them such as compare and list. These words will guide you as to the level of detail you must provide in your answers. Some questions will also tell you how many answers you need to give for example, Describe three strategies. Use the below glossary to guide you on interpreting the words in the tasks.

Compare This means you should describe the similarity or differences between two or more things, ensuring you also discuss the relevance of the differences. You may also be asked to contrast, as in compare and contrast, which means you are also focusing on the dissimilarity.

Define This means you should explain the meaning or interpretation of a term or concept in your own words, including any qualities which are essential to understanding.

Describe This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.

Discuss This means you must point out the important issues or features, key points, possible interpretations, and debate through argument. You should provide reasons for and against.

Evaluate This means you must judge or calculate the quality, importance, amount, or value of something. You must provide an in-depth answer with as much detail as possible.

Examine This means you must look at, or consider, the item or subject carefully and in detail to discover something about it. You will need to provide a detailed response with key points and features. You should provide a response with as much detail as possible, but a minimum of one or two paragraphs in length. Examine is similar to analyse.

Explain This means you need to make something clear or show your understanding by describing it or providing information about it. You will need to make clear how or why something happened or is the way it is.

Identify You must recognise something and indicate who or what the required information is. The length of the answer should be guided by what you are being asked to identify.

List You must record short pieces of information in a list form with one or two words, or sentences on each line.

Outline You must give a brief description of the main facts or sequence of events about something. The length of the response should be guided by what you are required to outline. As long as you include the main facts or points, then thats enough.

Summarise You must expressthe most important facts or points about something in short and concise form.

Assessment Plan

The following outlines the assessment requirements for this cluster. You are required to complete all assessment requirements outlined below to achieve competency for this all units in this cluster.

Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Tasks Due Date

Assessment Task 1 Written Questions Assessment Task 2 Ethical and Legal Obligations Assessment Task 3 Work Activities According to Legal and Ethical Obligations Agreement by the student

Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.

Have you read and understood what is required of you in terms of assessment? Yes No

Have you read and understood the RTOs policies and procedures related to reassessment? Yes No

Do you understand the requirements of this assessment? Yes No

Do you agree to the way in which you are being assessed? Yes No

Do you have any special needs or considerations that must be made in preparation for this assessment? If yes, what are they?

__________________________________________________________________ Yes No

Do you understand your rights to appeal the decisions regarding assessment? Yes No

Student Name: __________________________________________________

Student Signature: _______________________________________________Date: _______________

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________Date: _______________

Assessment Task Cover Sheet Assessment Task 1

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name: Date of submission: Cluster: Working in Early Childhood

Units: CHCECE055 Meet legal and ethical obligations in children's education and care

CHCECE056 Work effectively in childrens education and care

No. of pages in submission: Assessor to complete

Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N

Assessment Task 1: Written Questions STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

Date: _______________

Assessment Task 1: Written Questions

10 The following assessment tasks use a simulated childcare centre called Little.ly Early Learning Centre. In order to complete the assessment tasks, you will need to access information, templates, policies and procedures associated with Little.ly. This can be done in one of two ways: either your assessor will provide you with copies of the appropriate documents, or they will provide you with login details for Little.lys website. Navigate to www.littlely.eduworks.com.au, select Log in and enter your username and password prior to completing your assessment tasks. You should familiarise yourself with what Little.ly does, the services it provides, the employees and organisational structure of the centre.

Task summary19060 This is an open book written assessment.

There are 21 questions, and some questions have sub-parts.

You must answer all questions and their parts correctly to achieve a satisfactory outcome for this task.

Resources and equipment required10 Access to your learning materials

Access to a computer, printer and internet

Access to Microsoft Word (or a similar program)

Where and when this task will be completed10 You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable)

You will be advised of the due date for this task.

What happens if you get something wrong?10 If your assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your assessor will give you a due date by which this must be provided.

Submission requirements19060 Your answers for each question

Task instructions10 This is an open book written assessment you can use your learning materials as reference.

You must answer all questions and their parts correctly to achieve a satisfactory outcome for this task.

Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide you in the level of response required in each question.

Question

Identify the legal requirement of protecting children and familys identity and personal information in service.

Using your own words explain the purpose and basic requirements of this law.

Using your own words outline the key components of this law.

Question

Scenario

Today is your first day working at Little.ly Early Learning Centre. You are very pleased about your new job as an administration support officer. You have a background in administration, and you are a very methodical and organised person. This morning you meet with Kim who will be showing you around the office. As you enter the office you notice that it is very untidy. Kim tells you that the manager, Karen, has been on annual leave and the office is always a bit of a mess when she is away. On the desk you see enrolment forms, medical information, staff files and recent observations piled-up in no particular order. Next to you is a large filing cabinet that is open with its many drawers spilling out their contents on the nearby floor. Just then the phone rings and Kim answers. As she takes the telephone call, she scrounges around for a little piece of paper to write notes. Then, she writes down a few dot-points about a childs recent asthma attack on the weekend as the parent on the other end of the phone gives her a full recount of this medical emergency. Karen then pins this note to a large and very overcrowded corkboard. You can see that the office is currently very disorganised and although you are feeling a bit overwhelmed about the situation you are keen to start work immediately and get the office organised!

Respond to each question below in relation to the scenario.

There are child enrolment forms and staff personal files piled-up on the desk in a haphazard manner. Explain how staff and familys personal information must be stored and archived from a legal requirement.

In relation to the accessibility of information such as enrolment forms. What procedures should be followed and who should have access to this information?

Name security procedures that should be in place for confidential information stored in computer programs.

Name five different legislative requirements regarding information management that apply to a centre/ service.

Question

Using your own words explain the purpose of the United Nations Convention on the Rights of the Child.

The United Nations Convention on the Rights of the Child consists of 54 articles and is guided by four fundamental principles. Identify these four fundamental principles, as well as their related articles.

Question

Using your own words explain the purpose of the National Quality Framework (NQF).

List the four components of the National Quality Framework (NQF).

Name the three legislative documents that set out the legal conditions, operational requirements and quality standards for the operation of an authorised childrens service. Also, state where these three legislative documents can be accessed.

The National Law identifies the objectives and guiding principles for the National Quality Framework (NQF). Name four other important aspects/areas that this law sets forth.

Question

The National Law identifies seven different key operational requirements to align with the National Quality Framework (NQF) one such operational requirement is staffing arrangements. List what is covered under the operational requirement of staffing arrangements.

Scenario

You are working with your centre director to identify staffing requirements for the Bur Oak Room, in the room children aged 23 years that attend the childcare centre on Fridays. On those Fridays, you have 15 toddlers for which you must provide care. Your childcare centre is based in the state of Victoria.

Respond to the questions below in relation to the scenario.

When planning staffing arrangements on Fridays for the Bur Oak Room, what four key aspects must you consider?

In the state of Victoria, how many educators require first aid qualifications and training in anaphylaxis and emergency asthma management at any one time?

In relation to the scenario, are two educators required to be on duty at all times under the National Law and National Regulations?

Under the National Law and National Regulations, which requirements and qualifications must an educator who is providing care by themselves to 15 or fewer children over preschool age hold?

Describe the National Law and National Regulations

Question

Using your own words, outline the role of local state/territory regulatory authorities play in relation to regulating early childhood education and care services.

Question

Briefly describe an educators duty of care.

Identify under which legal concept and domain you would find Duty of Care?

Analyse if the matter of duty of care is legal or ethical or both?

Question

Which document has been designed especially for early education and care environments and is based on the principles of the United Nations Convention on the Rights of the Child (1991); reflects current pedagogical research and practice; and provides a framework for reflection about the ethical responsibilities of early childhood professionals?

Using your own words, describe the function this document serves.

How could an educator commit to act in line with this document throughout their day-to-day practice? Give four such examples to illustrate your response.

Which six guiding principles does this document support?

Using the table below write in the definition for each of the following terms as per the Early Childhood Australia (ECA) Code of Ethics.

Early Childhood Australia (ECA) Code of Ethics Terms: Early Childhood Australia (ECA) Code of Ethics Definition of Terms:

A code of ethics Core principles Families Childhood Professional Communities Colleagues Student Question

Using the table below, write the basic requirements for each of the seven different Quality Areas in the National Quality Standards (NQS).

Quality Area Requirements

QA1: Educational program and practice QA2: Childrens health and safety QA3: Physical environment QA4: Staffing requirements QA5: Relationships with children QA6: Collaborative partnerships with families and communities Q7: Leadership and service management Question

Using your own words, briefly explain assessment and quality ratings undertaken by local state/territory regulatory authorities.

Outline the steps in the assessment and quality rating process.

Question

Using you own words, name two different approved learning frameworks and explain their role.

Question

Scenario

Jennifer, Fabian and May have just finished their studies in early childhood education and care. Jennifer has been employed by Little.ly Early Learning Centre as an educator, Fabian has found a job working in out of school hours care and May has accepted a position in out of school hours and care at local school.

Respond to the question below in relation to the scenario.

Briefly summarise the three students typical roles and responsibilities using the table provided.

Students Job role characteristics

Jennifer FabianMay Briefly summarise the three students typical job roles in relation to boundaries and responsibilities such as a duty of care, ethics, codes of conduct and reporting, etc.

List the main differences between the three students typical job roles boundaries and responsibilities.

Scenario

Jennifer has arrived for her first day of work at Little.ly. She is dressed in her work polo-shirt with clean back jeans and black flip-flops (thongs). She is wearing her favourite dangling earrings as she thinks that the kids will love them. The earrings are large, brightly coloured tropical parrots. She is very excited about her first day.

Respond to the question below concerning the scenario.

Is Jennifers presentation suitable for the day care environment? Explain your response, including what you think she should modify to ensure she is following presentation standards.

Question

Scenario

Patty has started working in early childhood education. She is working at Little.ly and needs to find information relating to employer associations, professional associations, staff handbooks and trade unions.

Respond to the questions below in relation to the scenario.

Using the table provided help Patty by stating what information she can access and how this information can be accessed.

Information What can Patty access? How can it be accessed?

Employer Associations Professional Associations Staff Handbooks Trade Unions Explain how membership of a professional association could benefit Patty in her current job role and career.

How could trade union membership assist Patty?

Question

Where can you access the Childrens Services Award 2010 and what information is covered in this Award?

What are the National Employment Standards, and what do they cover?

Question

Scenario

Jarrod works as an early childhood educator at a kindergarten/preschool (the year before school). Jarrod is attending his regular team meeting this afternoon. He wants to raise a concern about his fellow educators not raking the sandpit before the start of each kindergarten session. He wants to raise this concern as a compliance issue in relation to the children's health and safety.

Respond to the following questions concerning the scenario.

Give Jarrod tips in relation to each of the following areas of verbal and non-verbal communication so he can make sure his message is received and understood as he intends during the team meeting.

Body language and non-verbal gestures

Clear and concise language

Verbal cues

Voice tonality.

Think about how Jarrod could obtain information from his fellow educators about their thoughts on this matter using questioning techniques. Provide one example of an open question and one example of a closed question Jarrod could ask the team.

Briefly explain how Jarrod could display active listening and respect for other peoples ideas and opinions when hearing his colleagues thoughts and feedback on the matter.

Now imagine that the team meeting has finished. Jarrod has been tasked with writing a memorandum to the team about making sure that the sand pit is raked before each kindergarten session. Give Jarrod five tips in relation to clear and concise written information when writing a memorandum to all staff.

Question

Define critical reflection and provide an example of how it is used in the early childhood sector.

Provide three examples of people who can be included in critical reflection processes to provide alternative perspectives.

As part of the National Quality Framework, it is important for services to conduct a self-assessment of their practices. This process includes critical reflection. Identify strategies that services can use to ensure that critical reflection is meaningful.

Question

Educators have an important role and are responsible for ensuring childrens needs are met and they are supported. Describe why each of the areas below is important to your well-being and identify two strategies/ supports for each that can enhance your well-being.

Why is this important to your well-being? Two strategies/supports to enhance your well-being.

Physical health Mental health Social/emotional well-being Question

Complete the below table by investigating early childhood theories and recent research that aligns with your own beliefs and values as an educator.

Early Childhood Theories Summarise the Theory Reflect on your own beliefs and values and how they align with the identified theories. Explain your reasoning.

Theory 1 Theory 2 Theory 3 Early Childhood Contemporary Research Summarise the Research Reflect on your own beliefs and values and how they align with the identified research. Explain your reasoning.

Research 1 Research 2 Research 3 Question

Define philosophy as it relates to early childhood education and care.

Research early childhood education and care philosophies and list at least five things services might include in their philosophy.

Explain the purpose of an educator having a personal professional philosophy.

Question

Explain why its important for educators to continue developing professionally throughout their careers and improving their own professional practice.

Question

Define advocacy.

Explain the role of early childhood educators to be advocates for the sector and provide an example of something educators might advocate for.

Outline why early childhood educators need to advocate for children and their rights and provide an example of something they might advocate for.

Assessment Task Cover Sheet Assessment Task 2

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name: Date of submission: Cluster: Working in Early Childhood

Units: CHCECE055 Meet legal and ethical obligations in children's education and care

CHCECE056 Work effectively in childrens education and care

No. of pages in submission: Assessor to complete

Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N

Assessment Task 2: Ethical and Legal Obligations STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

Date: _______________

Assessment Task 2: Ethical and Legal Obligations

Task summary19060 You are required to answer questions about each of the three case studies. These case studies provide opportunity for you to demonstrate your knowledge of ethical and legal obligations when working effectively in childrens education and care.

Resources and equipment required10 Access to a computer, internet and software for research purposes.

Early Childhood Australia (ECA) Code of Ethics.

United Nations Convention on the Rights of the Child.

National Quality Framework for Early childhood education and Care.

Education and Care Services National Regulations.

National Quality Standard.

The relevant approved national learning framework

Where and when this task will be completed10 You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable)

You will be advised of the due date for this task

What happens if you get something wrong10 If your assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your assessor will give you a due date by which this must be provided.

Submission requirements19060 Your answers to all questions

Task instructions10 Read each case study below. You must answer all questions correctly to be marked as Satisfactory for this task.

Case Study 1: A Child at Risk

Robbie is a 3-year-old boy in the Bur Oak Room at Little.ly Early Learning Centre. You have been one of Robbies educators for the past two weeks. You and your colleagues have been concerned about Robbie since you first met him. Some of your reasons for concern include his often dirty and unwashed appearance. He is always hungry upon arrival at the centre. He is always the first child dropped off and the last child to be picked up, and he is very thin and weary-looking. His mother always appears dishevelled in the mornings and seems anxious, and her hands shake uncontrollably.

You are already concerned about Robbie. Today you are extremely worried as the parent of another child has just informed you that they witnessed Robbies mum drinking from a hipflask in her car just moments before she left the car park after dropping Robbie at the centre.

Question 1.1

Which two areas of the National Quality Standards (NQS) can you utilise to guide your response and actions about your concerns for Robbies welfare?

Question 1.2

Which two articles(s) of the United Convention on the Rights of the Child can you use to guide your response and actions about your concerns for Robbies welfare?

Question 1.3

What are your legal responsibilities to respond to the current situation and your concerns for Robbies welfare?

Question 1.4

Explain the ethical dilemma this situation poses and what you must do to respond appropriately.

Question 1.5

Explain what the mothers rights and responsibilities are in this situation.

Case Study 2: A Familys Right to Privacy

Harley is a six-month-old baby who attends Little.ly. His mother, Lindsey, usually picks him up at the end of each day. Occasionally, Harleys father, Jason, picks him up.

Harleys mum has a high-pressure job which frequently requires interstate travel. Last week she had to work interstate, so Jason dropped Harley off and picked him up each day. On several of these occasions, Jason was in the company of another woman. They often entered the room holding hands when picking Harley up from the care service.

This afternoon, you noticed that some of the other educators had heard about the other woman and were gossiping, saying very unkind things about Harleys mother Lindsey and her consistently leaving her husband alone in preference of her career and interstate travels.

This morning, Lindsey was back from her interstate travels and picked up Harley from the service. As she was ushering Harley out of the door, she quickly confided in you that she was worried that her husband, Jason, was having an affair with another woman and she asked if you knew anything of the situation.

Question 2.1

In relation to the above situation, state your legal responsibilities and explain how you can remain ethical in your communications with Lindsay.

Question 2.2

In relation to the above situation. Is it appropriate for educators to gossip about the family members of children in their care? Explain with why or why not.

Question 2.3

Malicious and untrue comments about a family and its member's breach which Quality Area of the National Quality Standards (NQS)?

Case Study 3: A Question of Ethics

Brendon works as an educator at Little.ly. Lilly, his next-door neighbour, is trying to get her daughter, Rosie, into the centre. However, there is a shortage of places. Over a drink at the local pub, Brendon agrees to put his neighbours daughter on the top of the waiting list as she offered him $100 cash to get Rosie a place.

Brendon also guarantees to make certain that Lillys child is placed in his room so he can give her special time and attention.

Brendon keeps very quiet about his friendship with Lilly when his centre director tells him about the up-and-coming vacancies and to contact parents on the waiting list.

Question 3.1

Name the ethical issue presented in this case study.

Question 3.2

How should Brendon have acted when approached for this special favour and offered cash money from his neighbour Lilly?

Question 3.3

Stacy, one of Brendons centre colleagues, has just seen Brendon place young Rosie his neighbour Lillys daughter at the top of the waiting list.

What must Stacy do?

Question 3.4

In relation to a conflict of interest, explain, using your own words, the difference between an actual conflict of interest and a perceived conflict of interest.

Assessment Task Cover Sheet Assessment Task 3

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name: Date of observation/ submission: Cluster: Working in Early Childhood

Units: CHCECE055 Meet legal and ethical obligations in children's education and care

CHCECE056 Work effectively in childrens education and care

No. of pages in submission: Assessor to complete

Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N

Assessment Task 3: Work According to Legal and Ethical Obligations STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.

Student Signature: _______________________________________________Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________

Assessor Name: ________________________________________________________________________

Date: _______________

Assessment Task 3: Work According to Legal and Ethical Obligations

Task summary19060 The following project will demonstrate your understanding of legal and ethical obligations as an educator and improve your practice in early childhood education and care.

This task consists of two parts:

Part A: Legal and Ethical Obligations Relating to Contemporary Educators

Research legal and ethical obligations link to the National Quality Framework (NQF) and Duty of Care using the provided template.

Part B: Role Play: Complete Work Activities as per Legal and Ethical Obligations

Undertake work activities as per legal and ethical obligations, provide evidence/ documents of completion and respond to a series of verbal questions.

What happens if you get something wrong10 If this task is marked as Not Satisfactory (N/S), your assessor will provide you with feedback about which parts of the task were deemed unsatisfactory or insufficient. You may need to submit/engage in the whole task again or only the parts of the task that were deemed unsatisfactory your assessor will advise you. Your assessor will provide you with a due date by which you must resubmit or re-do the role plays. You have up to three attempts to achieve a Satisfactory outcome.

Part A: Legal and Ethical Obligations Relating to Contemporary Educators

Task instructions: Part A 10 You must identify, access and interpret at least three different sources of information about the legal and ethical obligations that apply to the following areas of early childhood education and care:

Health, safety and wellbeing

Incidents, injury, trauma and illness

Response to medical conditions

Emergency response

Security

You are to provide a written explanation as to how the National Quality Framework (NQF) and its key components link to each of the above areas. You must also outline your role as an educator about duty of care.

Step 1: Research, Access and Interpret

Identify, access and interpret at least three different sources of information about the legal and ethical obligations that apply to the following areas of early childhood education and care.

Health, safety and wellbeing

Incidents, injury, trauma and illness

Response to medical conditions

Emergency response

Security.

You must access the policies and procedures from the Little.ly Early Learning Centre.

Step 2: National Quality Framework (NQF)

Review the National Quality Framework (NQF) and its components, including the Regulations and National Law. Then, provide a written explanation as to how the National Quality Framework (NQF) and its key components link to each of the above areas.

Step 3: Duty of care

Research Duty of Care in relation to legislation and ethics. Then, outline your role as an educator in relation to a duty of care.

Use the Research Legal and Ethical Obligations Template to present the above findings to your assessor.

Resources and equipment required10 Information technology for sourcing information

Early Childhood Australia (ECA) Code of Ethics

United Nations Convention on the Rights of the Child

National Quality Framework for Early childhood education and Care:

Education and Care Services National Regulations

National Quality Standard

The relevant approved national learning framework.

Little.ly standards, policies and procedures for:

Health, safety and wellbeing

Incidents, injury, trauma and illness

Response to medical condition

Emergency response

Security

Educational program and practice

Physical environment

Relationships with children

Collaboration with families and community

Access to Little.ly Early Learning Centre simulated online environment

Research Legal and Ethical Obligations Template

Where and when this task will be completed10 You will need to complete this task in your own time

You will be advised of the due date for this task

Submission requirements: Part A19060 Completed Research Legal and Ethical Obligations Template

Research Legal and Ethical Obligations Template

Areas of Early Childhood Education and Care Sources of information about legal and ethical obligations

Write down at least three different sources of information for each area that you accessed and interpreted about legal and ethical obligations.

Health, safety and wellbeing Incidents, injury, trauma and illness Response to medical conditions Emergency response Security National Quality Framework

Review the National Quality Framework (NQF) and its components. Then, provide a written explanation, using the space below, as to how the National Quality Framework (NQF) and its key components link to each of the areas as listed below.

Health, safety and wellbeing Incidents, injury, trauma and illness Response to medical conditions Emergency response Security Duty of Care

Research Duty of Care in relation to legislation and ethics. Then, outline your role as an educator in relation to the duty of care using the space provided.

Part B: Complete Work Activities as per Legal and Ethical Obligations

Task instructions: Part B 10 For this role play you will play the role of Sian Johnson (Assistant Educator in the Toddler room) to demonstrate your ability to perform work activities in line with Little.ly and sector legal and ethical requirements. You must complete each of the following work activities in the following areas of practice during a role play:

Health, safety and wellbeing Hazard Identification

Incidents, injury, trauma and illness Managing an incident where a child is bitten by another child

Response to a medical condition- Responding to a child having an allergic reaction (administer medication)

Emergency response Responding to a child becoming unresponsive (due to Anaphylactic reaction)

Following the role play you will be required to answer verbal questions to demonstrate your knowledge and problem-solving. The questions will relate to:

Planning and organisation of the work activity

Prioritising work activities

Working in collaboration with colleagues

Confidentiality

Communication and reporting

Conflict resolution

Throughout the role play, your assessor will be looking to see that you demonstrate the following:

Locate and read information such as policy and procedures about how to carry out the work activities.

Verbally ask for help from supervisors and/or experienced educators as needed.

Follow verbal and written communication procedures, as stated in the policy and/or procedures in relation to the specific work activities as needed.

Role model correct workplace standards for presentation as per workplace policy.

Execute the work activities as per steps outlined in relevant procedures and utilising required resources.

Act promptly on any instructions from supervisors and/or experienced educators in relation to the work activities.

Follow written procedures related to the work activities when executing these activities.

Communicate the need for any additional support to supervisors as required including information to complete documentation.

Prioritise any competing tasks in an efficient manner to manage the workload.

Work with colleagues in a collaborative manner.

Use verbal and non-verbal communication that shows respect for all.

Actively listen to others such as supervisors, colleagues, parents and children.

Note: This assessment is supplemented by Assessment Task 6: Supervisor Report.

Resources and equipment required10 Access to a simulated education and care service Little.ly

Information technology for sourcing information

Access to the Little.ly website

Early Childhood Australia (ECA) Code of Ethics

United Nations Convention on the Rights of the Child

National Quality Framework for Early childhood education and Care

Education and Care Services National Regulations

National Quality Standard

The relevant approved national learning framework

Little.ly standards, policies and procedures for:

Administration of medication policy

Asthma and Anaphylaxis Management Policy

Accident, Illness and injury policy

Hazard management Policy

Educational program and practice

Health and safety

Physical environment

Relationships with children

Collaboration with families and community

Access to Action Plan Anaphylaxis Dean Baron Example (from the Little.ly Website)

Access to the assessor to play the role of the Director Hayley Schramm

Access to a student to play the role of the colleague in the room (Declan Callaghan Team leader Diploma qualified)

Access to a student to play the role of the colleague in the room (Margaret Walsh Assistant Educator Cert III qualified)

Access to a doll (to play the role of the child)

Access to a student to play the role of the colleague in the room (Yindi Harris Assistant Educator Cert III qualified)

Access to one student to play the role of the parents in the role plays:

Step 2: Tillys mother, Gemma HodgkinsStep 3: Deans father, Trent Baron

Step 4: Deans father, Trent Baron

Access to the following templates:

Little.ly Incident, Injury, Illness and Accident Record

Little.ly Outdoor Safety Checklist

Little.ly Medication Form.

Where and when this task will be completed10 You will complete this task with your assessor at a time advised by them

You will be advised of the due date for this task.

Submission requirements: Part B19060 Outdoor safety checklist completed for the hazard identification process

Incident, Injury, Illness and Accident Record completed for bite incident

Medication Record form completed for Zyrtec

Incident, Injury, Illness and Accident Record completed for anaphylaxis response

Medication Record form for anaphylaxis response

Detailed Task Instructions Part B

Step 1: Health, Safety and Wellbeing Role Play Hazard Identification

Its first thing in the morning on Tuesday 3rd August 2022. Your Lead Educator Declan has asked you to complete the outdoor checklist.

As you complete the checklist, you identify a large wasp nest that is located in the childrens play space and is accessible to the children. The wasps are actively flying around the nest.

You also notice that there has been equipment piled up behind the fence, which leads to the evacuation point.

The sandpit was uncovered, and the cover was lying next to the sandpit. There are animal droppings in the sandpit.

There is a tool bench that children play with pushed up against the fence, which could be a climbing risk.

You mark off the checklist on Tuesday and notice that Monday was not completed.

Complete the form as per the above information. Ensure you clearly identify the follow up actions to be taken or actions you took whilst completing the checklist.

The role play begins once you have completed the form and return to the room where you find your team and the Director.

Step 2: Incidents, Injury, Trauma and Illness Role Play Managing an Incident

It is 11:00 a.m., and the Toddlers are playing outside. You hear two children in conflict in the sandpit, and you see Tyler Hope pulling on a shove. He then leans across and bites Tilly Smith on the left forearm.

Tilly begins to cry and is grabbing her arm. She is (2 years and 1 month old). You notice teeth indentations in her arm with a small scrape and blood that has been drawn.

Declan is also in the yard at the time and comes over to support the situation.

The role play begins now.

Step 3: Response to a Medical Condition Role Play Responding to a Child Having an Allergic Reaction (Administer Medication)

Just after the children have lunch (12:00 p.m.) Dean Baron approaches you and tells you he has a sore tummy. You notice some mild swelling of his lips and blotches on his chest.

Your team leader Declan is on his break and has left the service until 1:00 p.m.

The other two colleagues from the toddler room are in the room with you.

The role play starts now.

Step 4: Emergency Response Responding to a Child Becoming Unresponsive (due to Anaphylactic Reaction)

After you administer the medication required for Dean, you continue to monitor him closely and then notice he develops a wheeze and is demonstrating difficulty breathing. He collapses and then turns pale and floppy. You identify he is having an anaphylactic reaction to something he ate at lunch and the Zyrtec is not working.

The role play starts now.

Step 5: Execute Work Activities and Provide Documentation

During the role plays, you will need to complete the following documentation to demonstrate your ability to execute work activities effectively in line with policies and procedures of Little.ly. During each role play you will need to ensure the correct people complete the correct sections of the documents.

You will submit the forms as evidence of your ability to complete the work tasks effectively.

Outdoor safety checklist completed for the hazard identification process

Incident, Injury, Illness and Accident Record completed for bite incident

Medication Record form completed for Zyrtec

Incident, Injury, Illness and Accident Record completed for anaphylaxis response

Medication Record form for anaphylaxis response

You will need to ensure the documents are completed and the completion is appropriately prioritised to ensure the childs health and safety are maintained.

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