CHCECE043NURTURECREATIVITYINCHILDREN

CHCECE047ANALYSEINFORMATIONTOINFORMCHILDRENSLEARNING

CHCECE048PLANANDIMPLEMENTCHILDRENSEDUCATIONANDCARECURRICULUM

StudentName

DateCommenced:

TableofContents
AssessmentOverview		5
AssessmentTaskSummary		5
AssessmentDocuments		7
RequiredAdditionalDocuments		7
AssessmentTaskCoverSheet		7
TheAssessmentProcessandYourRights		7
SubmittingyourAssessmentTasks		7
AssessmentAttemptsandResubmissions		8
AssessmentOutcomes		8
Plagiarism,CheatingandCollusion		8
AssessmentAppeals		9
ReasonableAdjustment		9
InformationaboutAssessment		9
DimensionsofCompetency		9
PrinciplesofAssessmentandRulesofEvidence		9
PrinciplesofAssessment		10
RulesofEvidence		10
GlossaryofInstructionalTaskWords		10
AssessmentPlan		12
AssessmentTaskCoverSheetAssessmentTask1		13
AssessmentTask1:WrittenQuestions		15
AssessmentTaskCoverSheetAssessmentTask2		29
AssessmentTask2:DevelopaFocusChildrenFolder		31
PartA:GatheringInformationAboutFocusChildren	31
PartB:Questioning/AnalysingInformation	37
PartC:PlanningforChildrensLearning	42
PartD:ImplementingChildrensLearningPlans	45
PartE:ReviewandReflectionofChildrensLearning	47
AssessmentTaskCoverSheetAssessmentTask3		49
AssessmentTask3:PlanandImplementCurriculumtoNurtureCreativityinChildren		51
PartA:GatheringInformationtoInformCurriculumDecisions	52
PartB:Questioning/AnalysingInformationforGroupCurriculum	56
PartC:PlanningforChildrensLearning	58
PartD:ImplementingEducationandCareCurriculum	62
PartE:ReviewandReflectiononCurriculum	64

PartF:WorkplaceObservation	66
AssessmentTaskCoverSheetAssessmentTask4		69
AssessmentTask4:ReflectiveJournal		71
AssessmentTaskCoverSheetAssessmentTask5		83
AssessmentTask5:SupervisorReport		85

This Student Assessment Booklet includes all of your assessment tasks for the Planning and curriculum, which consistsofthefollowingunits:

• CHCECE043Nurturecreativityinchildren

• CHCECE047Analyseinformationtoinformchildrenslearning

• CHCECE048Planandimplementchildrenseducationandcare

AssessmentTaskSummary

Thisclusterrequiresyoutocompletefiveassessmenttasks.Youmustsatisfactorilycompletealltaskstoachieve competencyfortheunitsinthiscluster.

AssessmentTask	AssessmentMethod	TaskSummary
AssessmentTask1: WrittenQuestions	Writtenquestions	Youmustcorrectlyanswerallquestionsinthistaskto show that they understand the knowledge required of thiscluster.
AssessmentTask2: Develop a Focus ChildrenFolder	Workplaceproject	Forthisassessmenttask,youwillberequiredtodevelop aFocusChildrenFolderwithafullcycleofplanning completedforthreefocuschildren.Thepurposeofthe folder is to provide you with opportunity to undertake planningforchildrenthroughthewholecycleof planning.Childrensinitialsshouldbeusedinall documentation.Thistaskisdividedintofiveparts: PartA:Thispartoftheassessmenttaskisfocusedon gathering Information which is the first stage of the cycleofplanning.Youwillchoosethreefocus childrenandcreateaFocusChildrenFolder. PartB:Thispartoftheassessmenttaskisfocusedon questioning/analysinginformationwhichisthe secondstageofthecycleofplanning.Youwillbe requiredtoanalysetheinformationgatheredusing the Learning Framework outcomes, principles and practicestoguideyouranalysis. PartC:Thispartoftheassessmentrequiresthe student to plan to support each childs learning and development based on their summative assessment objective. PartD:Duringthispartoftheassessmentyoumust plantosupporteachchildslearningand development based on their summative assessment objective. You will plan at least one experience for eachchild. Part E: For this section of the assessment task you willcompletethecycleofplanningbyreflectingon eachoftheplannedexperiencesandlearning

		objectivesimplemented.
AssessmentTask3: PlanandImplement Curriculumto NurtureCreativityin Children	Workplaceproject	Forthisassessmenttask,youwillberequiredtoplan and implement a curriculum to nurture creativity in children. The purpose of the folder is to provide you with opportunitytoundertakeplanningforagroupof childrenthroughthewholecycleofplanning.Alsoto implementexperiences,resourcesandpracticeswhich enhancechildrenscreativityacrossarangeoflearning areas.
		Thistaskisdividedintosixparts:
		PartA:Thispartoftheassessmenttaskisfocusedon gathering Information which is the first stage of the cycleofplanning.
		PartB:Thispartoftheassessmenttaskisfocusedon questioning/analysinginformationwhichisthe secondstageofthecycleofplanning.Youwillbe requiredtoanalysetheinformationgatheredusing the Learning Framework outcomes, principles and practicestoguideyouranalysis.
		Part C: This part of the assessment requires you to plangroupobjectives,experiencesand environmentstosupportchildrenslearningby developingacurriculumwhichwillbeimplemented overatwo-weekperiod.
		PartD:Duringthispartoftheassessmentyouwill implement the curriculum and maintain a journal (AssessmentTask4).Youwilldocumentatleastone experiencetosharewithfamilies.
		Part E: For this section of the assessment task you willcompletethecycleofplanningbyreflectingon the curriculum including planned and spontaneous experiencesandreflectontheteachingandthe learning.
		PartF:Forthissectionoftheassessmenttaskyou arerequiredtoimplementatleastoneexperience onyourcurriculumwithyourAssessorobserving yourpracticeandseekfeedbackforreflection.
AssessmentTask4: ReflectonPlanning andAbilitytoNurture Creativity	ReflectiveJournal	YouarerequiredtocompletetheReflectiveJournal providedbelowtodemonstrateyourabilitytoreflecton your ability to nurture creativity in children, plan for children using a cycle of planning and develop a curriculum.Thisreflectivejournalmustconsider:
		1.curriculumdesign
		2.criticalreflection
		3.nurturecreativity.

AssessmentTask5: SeekFeedbackfrom yourWorkplace Supervisoronthe SupervisorReport	Supervisorsreport	Yourworkplacesupervisoristocompleteareportthat confirmsyourabilitytodemonstratespecificskillsand knowledgerequiredofthistopic.
Studenthoursof work	Workplaceexperience	280hoursofworkloggedinyourHoursLog

RequiredAdditionalDocuments

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 cluster.

• FocusChildPermissionForm

• CollaborationTemplate

• AnalysisofChildrensLearning

• SummativeAssessment

• PlanningforChildrensLearning

• ReflectionofLearning

• CollaborationtoInformCurriculum

• ObservationTemplate

• AnalysisofGroupLearning

• PlanningforGroupLearning

• ReflectionofCurriculum

• ReflectiveJournal

• SupervisorReport

AssessmentTaskCoverSheet

Atthebeginningofeachtaskinthisbooklet,youwillfindanAssessmentTaskCoverSheet.Pleasefillitinfor each task where you need to submit items for assessment, making sure you sign the student declaration.

Yourassessorwillgiveyoufeedbackabouthowwellyouwentineachtaskandwillwritethisonthebackofthe TaskCoverSheet.

TheAssessmentProcessandYourRights

SubmittingyourAssessmentTasks

When you have completed your assessment tasks, you will need to submit them, according to the instructions providedtoyoubyyourassessororRTO.

If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may berequiredtoapplyforanextensionifyourequireextratime,accordingtoyourRTOspoliciesandprocedures.

Instructionsaboutsubmissioncanbefoundatthebeginningofeachassessmenttask.

Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence andmaynotbeabletoreturnthemtoyou.

AssessmentAttemptsandResubmissions

Youhaveuptothreeattemptstocompleteeachassessmenttaskssatisfactorily.Ifafterthethirdattempt,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 toresubmit,youmayberequiredto:

• Resubmitincorrectanswerstoquestions(suchaswrittentasksandcasestudies)

• Resubmitpartorallofaproject,dependingonhowtheerrorimpactsonthetotaloutcomeofthetask

• Redoaroleplayafterbeingprovidedwithappropriatefeedbackaboutyouroriginalperformance

• Beingobservedasecond(orthirdtime)undertakinganytasks/activitiesthatwerenotsatisfactorily completed the first time, after being provided with appropriate feedback

Whenyouarerequiredtoresubmit,youllbegivenaduedateforyourresubmission.Forexample,youmay:

• Begiven30daysinwhichtoresubmitincorrectresponsestowrittentasks,projectsandsoon

• Beprovidedwithfeedbackaboutyourperformanceinaroleplayandthenbeingrequiredtocompletethe roleplayagainatafuturemeetingwithyourassessor

• Needtocompleteworkplace-basedtasksagainduringthesameworkplacevisitoradditionalworkplace observationsmayneedtobescheduled(asapplicable)

Allre-submissionswillbeconductedinaccordancewiththeRTOspoliciesandprocedures.

AssessmentOutcomes

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must completealltaskssatisfactorilytoachieveanoveralloutcomeofCompetent(C)foraunit.Ifoneormoreof

tasksareassessedasNotSatisfactory,youwillbegivenanoutcomefortheunitofNotYetCompetent(NYC).

YouwillbegivenatotalofthreeattemptstocompleteeachtaskandachieveaSatisfactoryoutcome.Inthecase ofresubmission,youwillbegivenadatebywhichyouwillneedtoresubmit,andyoullbegivenfeedbackabout whatneedstobeaddressedinyourresubmission.

Plagiarism,CheatingandCollusion

Plagiarism,cheatingandcollusiononassessmentsisnotacceptable.Anyincidenceofthisisconsidered academic misconduct. The definitions of each of these are below.

• Cheatingseekingtoobtainanunfairadvantageintheassessmentofanypieceof

• 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

• Collusionunauthorisedcollaborationbetween

Whereyourassessorbelievestherehasbeenanincidentofacademicmisconductinvolvingplagiarism,cheating, and/orcollusion,thiswillbeaddressedinlinewiththeRTOspoliciesandprocedureswhichmayultimatelylead toyourwithdrawaloryouneedingtocompletethewholeunitagain.

AssessmentAppeals

Ifyoudontagreewithanassessmentdecisionmade,youhavetherighttoappealit.Youmayneedtolodge

yourrequestforanappealwithinacertainamountoftimefromtheoriginaldecisionbeingmade.Youwillneed to make your appeal in writing and follow your RTOs process for appeals. Refer to your Student Handbook for moreinformationaboutourappealsprocess.

ReasonableAdjustment

A legislative and regulatory framework underpins and supports the delivery of vocational education and training acrossAustralia.Underthisframework,providersofvocationaleducationandtrainingmusttakestepstoensure 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

madetothelearningenvironment,trainingdelivery,learningresourcesand/orassessmenttasksto

accommodatetheparticularneedsofastudentwithadisability.Anadjustmentisreasonableifitcan accommodate the students particular needs while also taking into account factors such as:

• Theviewsofthestudent

• Thepotentialeffectoftheadjustmentonthestudentandothers

• Thecostsandbenefitsofmakingtheadjustment

RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of studentswithadisability.

MakingreasonableadjustmentsrequirestheRTOtobalancetheneedforchangewiththeexpenseoreffort

involvedinmakingthischange.Ifanadjustmentrequiresadisproportionatelyhighexpenditureordisruptionit isnotlikelytobereasonable.1[1]

Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or processneedstobemadeonthebasisofdisability.

[1]Source:Innovation&BusinessSkillsAustralia.(2015).BSBbusinessservicestrainingpackage:implementationguide.Retrievedfromhttps://vetnet.gov.au/Public Documents/BSBv1.2 Business Services Implementation Guide.pdf.

DimensionsofCompetency

To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competencyensurethepersonbeingassessedhastheskillstoperformcompetentlyinavarietyofdifferent circumstances. To be competent, you must demonstrate the following:

• TaskSkills:TheskillsneededtoperformataskatanacceptableTheyincludeknowledgeandpractical skills, and these are usually described in the performance criteria.

• TaskManagementSkills: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.

• ContingencySkills: The skills needed to respond and react appropriately to unexpected problems, changes in routineandbreakdownswhilealsoperforming

• JobRole/EnvironmentSkills: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

PrinciplesofAssessmentandRulesofEvidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment (definitionsfromtheUsersGuide:StandardsforRegisteredTrainingOrganisations(RTOs)2015).

ThefollowingarethedefinitionsofthePrinciplesofAssessmentandRulesofEvidence.

PrinciplesofAssessment

• Validity:

AnassessmentdecisionoftheRTOisjustified,basedontheevidenceofperformanceoftheindividuallearner.

Validityrequires:

• Assessmentagainsttheunit/sofcompetencyandtheassociatedassessmentrequirementscoversthebroad range of skills and knowledge that are essential to competent performance

• Assessment of knowledge and skills is integrated with their practicalapplication

• Assessmenttobebasedonevidencethatdemonstratesthatalearnercoulddemonstratetheseskillsandknowledge in other similar situations; and

• Judgementofcompetenceisbasedonevidenceoflearnerperformancethatisalignedtotheunit/sofcompetency and associated assessment requirements.

Reliability:

Evidencepresentedforassessmentisconsistentlyinterpretedandassessmentresultsarecomparable irrespective of the assessor conducting the assessment.

Flexibility:

Assessment is flexible to the individual learnerby:

• Reflecting the learnersneeds

• Assessing competencies held by the learner no matter how or where they have beenacquired

• Drawingfromarangeofassessmentmethodsandusingthosethatareappropriatetothecontext,theunit of competency and associated assessment requirements, and the individual.

Fairness:

The individual learners needs are considered in the assessmentprocess.

Whereappropriate,reasonableadjustmentsareappliedbytheRTOtotakeintoaccounttheindividual learners needs.

TheRTOinformsthelearnerabouttheassessmentprocessandprovidesthelearnerwiththeopportunityto challenge the result of the assessment and be reassessed if necessary.

RulesofEvidence

• Validity:

Theassessorisassuredthatthelearnerhastheskills,knowledgeandattributesasdescribedinthemodule or unit of competency and associated assessment requirements.

Sufficiency:

Theassessorisassuredthatthequality,quantityandrelevanceoftheassessmentevidenceenablesa judgement to be made of a learners competency.

Currency:

Theassessorisassuredthattheassessmentevidencedemonstratescurrentcompetency.Thisrequiresthe 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 ownwork.

GlossaryofInstructionalTaskWords

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, Describethreestrategies. Use the below glossary to guide youoninterpretingthewordsinthetasks.

• Describe This means you should outline the most noticeable qualities or features of an idea, topic or the focusofthe

• 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. Youmustprovideanin-depthanswerwithasmuchdetailas

• Examine This means you must look at, or consider, the item or subject carefully and in detail to discover somethingaboutYouwillneedtoprovideadetailedresponsewithkeypointsandfeatures.Youshould provide a response with as much detail as possible, but a minimum of one or two paragraphs in length.

Examineissimilartoanalyse.

• ExplainThismeansyouneedtomakesomethingclearorshowyourunderstandingbydescribingitor providinginformationaboutYouwillneedtomakeclearhoworwhysomethinghappenedoristhewayit is.

• Identify You must recognise something and indicate who or what the required information is. The length oftheanswershouldbeguidedbywhatyouarebeingaskedto

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

• 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 mainfactsorpoints,thenthats

• Summarise You must express the most important facts or points about something in short and concise

Thefollowingoutlinestheassessmentrequirementsforthiscluster.Youarerequiredtocompleteallassessment requirements outlined below to achieve competency for this all units in this cluster.

Yourassessorwillprovideyouwiththeduedatesforeachassessmenttask.Writetheminthetablebelow.

AssessmentTasks	DueDate
1.AssessmentTask1WrittenQuestions
4.AssessmentTask2DevelopaFocusChildrenFolder
5.AssessmentTask3PlanandImplementCurriculumtoNurtureCreativityin Children
6.AssessmentTask4ReflectiveJournal
7.AssessmentTask5SupervisorReport
8.280hoursofworkloggedinyourHoursLog

AGREEMENTBYTHESTUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you signthisbeforeyoustartanyofyourassessments.

Haveyoureadandunderstoodwhatisrequiredofyouintermsofassessment? Yes No

HaveyoureadandunderstoodtheRTOspoliciesandproceduresrelatedto reassessment?

Yes No

Doyouunderstandtherequirementsofthisassessment? Yes No

Doyouagreetothewayinwhichyouarebeingassessed? Yes No

Do you have any special needs or considerations that must be made in preparation for thisassessment?Ifyes,whatarethey?

Yes No

Doyouunderstandyourrightstoappealthedecisionsregardingassessment? Yes No

Student Signature: Date:

AssessorName:

AssessorSignature: Date:

Students:Pleasefilloutthiscoversheetclearlyandaccurately.Makesureyouhavekeptacopyofyourwork.

Name:
Dateof submission:
Cluster:	PlanningandCurriculum
Unit/s:	CHCECE043Nurturecreativityinchildren CHCECE047Analyseinformationtoinformchildrenslearning CHCECE048Planandimplementchildrenseducationandcarecurriculum
No.ofpagesinsubmission:
		Assessortocomplete
AssessmentTaskNumberandTitle		Satisfactory/ Notsatisfactory	Date	Isthisa reassessment?Y/N
AssessmentTask1:WrittenQuestions

STUDENTDECLARATION

I declarethatthesetasksaremyownwork.

Noneofthisworkhasbeencompletedbyanyotherperson.

Ihavenotcheatedorplagiarisedtheworkorcolludedwithanyotherstudent/sinthecompletionofthis work.

Ihavecorrectlyreferencedallresourcesandreferencetextsthroughouttheseassessmenttasks.

IunderstandthatifIamfoundtobeinbreachoftheRTOspolicies,disciplinaryactionmaybetakenagainst me.

Student Signature: Date:

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

AssessorSignature:

AssessorName:

Date:

TASKSUMMARY

Youmustanswerallquestionsandtheirpartscorrectlytoachieveasatisfactory outcomeforthistask.

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

• Accesstoyourlearningmaterials

• Accesstoacomputer,printerandinternet Access to Microsoft Word (or a similar program)

• Youwillcompletethistaskinyourowntime,oryoumaybeprovidedwithtimein classtocompleteit(whereapplicable) Youwillbeadvisedoftheduedateforthistask

WHAT HAPPENS IF YOUGETSOMETHINGWRONG

SUBMISSIONREQUIREMENTS

Ifyourassessormarksanyofyouranswersasincorrectorinsufficient,theywillmake arrangements with you for resubmission. Your assessor may ask you some questions verballytocheckyourunderstanding,oryoumayneedtoprovidenewwritten

responses to the questions that were answered incorrectly. Your assessor will give you aduedatebywhichthismustbeprovided.

Youranswersforeachquestion

• This is an open book written assessment you can use your learning materials as reference

TASKINSTRUCTIONS

• Youmustanswerallquestionsandtheirpartscorrectlytoachieveasatisfactory outcomeforthistask

• RefertotheGlossaryofInstructionalTaskWordsfordescriptionsofinstructional wordstoguideyouinthelevelofresponserequiredineachquestion

QUESTION 1

You have recently begun working at an education and care setting called Little.ly Early LearningCentre.

Youarerequiredtodotheplanningandcurriculumintheroomyouareworkingin.Thephilosophyofthe service reflects Little.ly and so do the policies.

1. Explainhowtheservicephilosophyinfluencestheservicecurriculumdesignandhowtheservicehas adaptedtheframeworktosupporttheirphilosophyand

The service philosophy statement represents the vision and attitude of those connect to the service. It supports all educators and staffs how to approach to education and well-being.

Together with approved framework for learning, the service philosophy influences curriculum byproviding guidelines for curriculum development and selection of content, instructional methods, materials, teaching-learning activities, and evaluation processes which aiming to help children approach education and well-being that illustrate in the service philosophy

1. Identifyatleasttwootherexamplesofcurrenttrendingphilosophiesorapproacheswhichmightinfluencea services

Our service sees each child as an individual with unique abilities and interests. In our work, we provide inclusive settings that recognize children's varied abilities, interests, needs, and learning styles through which we seek to contribute to each child realizing their promise and potential, both now and in the future

If the service philosophy states each child as an individual with unique abilities and interests, the curriculum will create which aim to focus on giving children a chance to develop, to feel special with their own talents

Our service believes all children should be treated equally and each childs social and cultural background valued and respected. Positive outcomes for children can best be achieved in environments and communities that are free from discrimination. This philosophy will influence to develop the curriculum that helps children with all ethnic backgrounds having the equal opportunities to develop themselves and they feel they are in the safe learning environment.

1. Explainwhyaservicemighthaveordevelopaspecificphilosophyandhowthismightinfluencetheir

A service might have or develop a specific philosophy to guide its operations, decision-making processes, and overall approach to service delivery. This philosophy often serves as the foundation for the service's values, principles, and goals. It helps to shape the service's identity and distinguish it from other similar services. And the service philosophy could influence their curriculum by:

• Provide a framework together with approved learning framework supports education to create a curriculum that define the services identity and learning culture.

• The philosophy can determine the content of the curriculum. For example, a service with a philosophy centered on holistic development might include elements of physical, emotional, and social development in its curriculum.

• The philosophy can influence the learning environment. For example, a service with a philosophy that values inclusivity might strive to create a diverse and inclusive learning environment

QUESTION 2

IdentifytherequirementsoftheNationalQualityFramework,includingtheStandard,Regulationsand

associatedLawinrelationtothefollowinganddescribeinyourownwordshowtheyrelatetoplanningand curriculum: (Include at least 1 Standard/Law or Regulation).

1. a)Educationalprogramandpractice

• NQS1: Educational program and practice

• Standard: 1.1: Program: The educational program enhances each childs learning and development.

This standard emphasizes that educators must deliver a program that is based on an approved learning framework, such as the Early Years Learning Framework (EYLF) or the National Quality Standard itself. The framework guides educators in planning and implementing educational programs that are developmentally appropriate and cater to the individual needs of children. Base on the learning framework and and NQS, educators can be more structure for creating an effective educational program that is responsive, individualized, and reflective of the children's needs and interests.

1. Healthandsafety

Under the NQS, Quality Area 2 - Children's Health and Safety, there are two standards:

1. Standard 2.1: Each child's health is promoted.

2. Standard 2.2: Healthy lifestyle is promoted and each child is protected.

These standards relate to planning and curriculum in the following ways:

• Standard 2.1requires that the curriculum must be designed and implemented in ways that supports the principles of health promotion. This includes incorporating activities that promote good hygiene, nutrition, and physical activity.

• Standard 2.2requires that the curriculum must include strategies to educate children about safety, including personal safety and use of equipment and materials. It also requires that the service environment is safe, clean, and well maintained.

1. Physicalenvironment

NQS 3: Physical environment

Standard: 3.1: design _ The design of the facilities is appropriate for the operation of a service.

The learning environment is considered in design curriculum because it plays a crucial role in effective learning and student development. The physical characteristics of the classroom, such as furniture arrangement and displays, impact the learning experience.

• The intellectual environment, including standards, objectives, and learning strategies, directly influences the curriculum implementation

• Well-designed indoor and outdoor physical environments can capitalize on children's amazing sense of curiosity, awe and determination whileengaging with people and their surroundings promotechildren's potential learning in built and natural environments.

  
  
  

1. Relationshipswithchildren

NQS: 5: Relationship with children

• Standard 5.1: Positive Relationships with Children

  
  

  This standard emphasizes the importance of educators building and maintaining respectful, trusting relationships with children. It focuses on understanding each childs individual needs and interests to foster a sense of belonging.Educators create a routine that children are comfortable with

Relation to planning and curriculum, educators need to build positive relationships with children, plan and implement the curriculum, ensuring it is responsive, inclusive, and supportive of childrens emotional and social development.

1. Collaborativepartnershipswithfamiliesandcommunities

NQS6: Collaborative partnerships with families and communities

Standard 6.1: Supportive Relationships with Families

This standard emphasizes the importance of establishing respectful and supportive relationships with families. It recognizes that families are the primary influence in childrens lives and that collaboration enhances children's learning and well-being.

• Relation to planning and curriculum,

- Educators need to collaborate partnership with families. Educators can plan excursions, school events, or community projects that enrich the curriculum and strengthen ties with local resources and services. This broadens childrens learning experiences and fosters a sense of belonging.

- Tailored learning experiences by collaborating with families, educators gain insights into childrens interests, strengths, and home environments. This information informs curriculum planning, allowing for tailored learning experiences that reflect each childs background and enhance their engagement.

QUESTION 3

Outcome4oftheEarlyYearsLearningFrameworksaysthatchildrenareconfidentandinvolvedlearners. Furthermore, it states that children develop dispositions for learning such as curiosity, cooperation,

confidence, creativity, commitment, enthusiasm, persistence, imagination andreflexivity.

It is important to understand learning dispositions as an educator when planning for childrens learning. Dispositionscanbeusefultosupporttheanalysisoflearningandsupporteducatorstoplanforchildrenslearning.

This cluster focuses on nurturing the disposition of creativity inchildren.

Planning for and teaching creative experiences and arts support learning anddevelopment.

1. a)Explaininyourownwordswhatalearningdisposition

Learning dispositions, or habits of learning, arethe different characteristics with which children approach the learning process. More specifically, some have referred to dispositions as enduring habits of mind and action, and the tendency to respond to situations in characteristic ways.

1. Explain how you would model positive learning dispositions when engaging with and educating children and whythisis

Learning disposition is important because it plays a critical role in a childs overall ability to learn and progress. Dispositions develop alongside and in conjunction with childrens acquisition of knowledge, skills, attitudes and understanding.

Eg: a group of children constructing with wooden blocks are developing the physical skills of grasping, placing and stacking as well as learning foundational numeracy about shape and size. However, these children are also developing a positive disposition of creativity, imagination, cooperation and enthusiasm as they plan, discuss and solve problems during their block play.

The other major significance of learning dispositions is that they help children learn to deal with failure. As the blocks come tumbling down or as another child runs by and collapses their tower, children will come face to face with the fact that despite best intentions, things might not always go as planned. By developing the dispositions of commitment, persistence and resilience, they will learn that people dont always succeed the first time and that they may have to try again and again to achieve their objectives.

1. Outlinehowthedispositionofcreativityrelatestoeachofthelearningdispositionsidentifiedinthe

In childcare we are prescribed nine dispositions in the Early Years Learning Framework:

• Curiosity:

• Enthusiasm

• Persistence

• Commitment

• Reflexivity

• Cooperation

• Creativity

• Imagination

• Confidence

1. Describewhatteachingtechniqueorstrategiesyouwouldusetosupportchildrenscreativitybyexploring the arts. Explain how you would ensure children are exposed to a range of art forms and artists?

• We can introduce children to a variety of excellent examples of creative expression in art, architecture, inventions, music and dance. Use a range of books, stories and other media that lead to loving beautiful, powerful text. Allow big blocks of time and encourage efforts that extend over days or weeks.

• Ensure children are familiar and have confidence with art materials and methods. Show children how to hold tools and manipulate materials to support their fine motor skill development. Being present and developing shared attention withchildren during art experiences is very motivating for children

  
  
  

1. Discusstheroleofartsinearlychildhooddevelopmentand

When children explore to different types of art, children can develop a better understanding of the world around them. Arts and crafts can also help children develop important motor skills and improve their coordination. In addition, arts and crafts can be a great way for children to bond with other kids and adults. Arts also helps children develop their decision making skill, problem solving skill and build up their imagination.

1. Explainwhatskillsandtechniquesinthecreativeareasyouneedtohavetoassistchildrentoimplement their

Some skills and techniques in the creative areas that the educators need to have:

Skills:

- Active Listening: This skill involves giving full attention to what the child is saying, understanding the message, and providing thoughtful input. It helps the child feel valued and encourages them to express their creative ideas.

-Encouragement and Praise: Recognizing a child's effort and praising their work can boost their confidence and motivate them to pursue their creative ideas. It's important to focus on the process and effort, not just the end result.

Techniques

-Brainstorming Sessions: This technique involves encouraging children to come up with as many ideas as possible, without judgment or

-Role modelling: Educators can demonstrate how to implement creative ideas by showing their own creative process. This could involve sharing their thoughts, making mistakes, and trying different solutions.

1. It can be done individually or in groups. Brainstormingcan stimulate creative thinking and help children develop their ideas.

Example:

Educator: "Let's think of all the different things we could do with this cardboard box."

2. Role Modeling: Educators can demonstrate how to implement creative ideas by showing their own creative process. This could involve sharing their thoughts, making mistakes, and trying different solutions.

Example:

1. Summarisecurrentresearchaboutwhycreativityisimportantinsocietyandthevalueofprocessaswellas product. Explain in your own words what is the difference between process and product and why it is

importanttohaveevaluationmethodsforjudgingboththeprocessandtheproduct.

• Creativityallows us to view and solve problems more openly, flexibly and with innovation as well as open people mind.

• Product-focused art centers around skill development, it can often lead to pressure and comparison, stifling creativity and self-expression. Process artencourages children to enjoy the way of creating and to feel proud of their efforts, no matter what the final result looks like

• A process is a series of steps designed to lead to a particular outcome or goal. It is exploration, a journey, dynamic. A product is the outcome or goal of a process.

• the difference between process and product:

Process:

When children engage in process art the aim is that they enjoy the process of making and doing the art its no so much about what the end product turns out to be or if there is even an end product at all.

Product:

This form of art tends to have originated from a preconceived idea from an educator or parent. There are often steps or directions the child needs to follow to make the artwork look the way it is supposed to according to the teacher or parent. Educators or parents often do the more advanced elements for the child to ensure it all ends up looking right and so that a parent will be overjoyed to put it up on their wall or the fridge to display. There is often not much room for individual creativity and self expression.

• Evaluating both the process and product of art is important for several reasons:

• Holistic Understanding: Assessing both aspects provides a full picture of artistic practice. The process reveals the children's intentions, techniques, and growth, while the product shows the final expression of childrens efforts.

• Encouraging Growth: Process evaluations can highlight areas for improvement, allowing children to refine their skills and approaches.

• Skill Development: Process evaluation can help identify specific skills and techniques that need further development, guiding artists in their practice and education.

• Engagement and interaction: Discussing both the process and the product encourages communication among children, educators, families and friends, enriching the art community and fostering collaboration.

1. Outlinewhyitisimportanttoencouragecreativefreedomforchildrenandhowitconnectstodevelopment and

• Encouraging creative freedom in children is crucial for their holistic development.

• Fosters cognitive, emotional, and social skills while promoting physical development and cultural awareness.

• it is the foundation for future learning and adaptability, preparing children for a diverse and dynamic world.

QUESTION 4

Observing childrens learning is an important aspect of teaching and planning forchildren.

There are many different styles of observation for educators to use to document childrenslearning.

ImagineyouhavebeenappointedasthenewEducationalLeaderoftheserviceandyouhavebeenaskedto train a new educator about observations.

Theservicecurrentlyusesanonlineplatformforsharingphotosanddocumentationwiththeclassgroupand individually. The service uses this platform to gather information about children and to collaborate with families. They also use annual surveys and incidental conversations with families to learn more about thechildren.

Confidentialityisextremelyimportanttotheserviceinparticularrelatedtochildrensdocumentationsharing. The service has a policy which states the following:

• Permissionmustbegainedinwritingfromparentspriortotheirdocumentationofphotographsbeingshared

• Permissionmustbegainedinwritingfromparentspriortouploadinginformationorobservationstotheonline platform

• Childrens photos and names must not be shared outside of theservice

• A list of childrens permissions is accessible to all educators in the classrooms on the programming

• All educators must check permissions and update the list each time a new child is enrolled.Theymainlyusealearningstoryformatforobservationoranecdotalobservationsandjottings

1. a)Explaininyourownwordstotheneweducatorwhatmakesameaningfulobservation

Meaningful observationsshow deeply understanding a child's interests, strengths, and areas for growth. They should be relevant to both the child's immediate learning and their long-term development, and be capable of informing targeted, individualized planning. They must include the evident for childs observation such as photos, verbal and non-verbal conversation, documented ideas to prove that the assessment of learning is based on fact, not assumptions.

1. Outlinetotheneweducatoremergentthinkingaboutcontemporarypracticeintheuseofobservations. Sharewiththeeducatorwhatmethodsofobservationtheserviceuses.

• Theservicecurrentlyusesanonlineplatformforsharingphotosanddocumentationwiththeclass group and individually

1. Describewaystheservicecollectsinformationaboutchildrenincluding,differenttoolsforobservingand collaborative approaches for sourcing multiple perspectives including children, educators and families.

• The service uses this platform to gather information about children and to collaborate with families.

• They also use annual surveys and incidental conversations with families to learn more about the

1. Explaintotheneweducatorwhyitisimportanttogatherinformationaboutchildrenwithmultiple perspectives and how the educator can support collaborative critical reflection in the service.

Gathering information about children from multiple perspectives is crucial in early childhood education because it provides a holistic understanding of each child's unique needs, strengths, and challenges. Children come from diverse backgrounds and experiences, and each perspectivecan lean on different aspects of their development, learning styles, and emotional well-being. This approach supports a more inclusive and effective learning environment where childrens individual needs are recognized and met.

1. Explainconfidentialitytotheneweducatorandhowtoensuretheyfollowconfidentialityrequirements

whensharingdocumentationaboutchildrenslearningwiththeirfamiliesandwiththelearningcommunity.

• Permissionmustbegainedinwritingfromparentspriortotheirdocumentationofphotographsbeing shared

• Permissionmustbegainedinwritingfromparentspriortouploadinginformationorobservationstothe online platform

• Childrens photos and names must not be shared outside of the service

• A list of childrens permissions is accessible to all educators in the classrooms on the programming

• All educators must check permissions and update the list each time a new child is enrolled.

1. Filloutthebelowtabletoexplaintotheneweducatorthedifferentwaystogatherinformationandinwhat contextthesemightbe

Observational tool	Descriptionofthetool/methodof gatheringinformationaboutchildrens learninganddevelopment	Explanationaboutthecontextthistoolor methodmightbeapplied?
Anecdotal record	-written in past tense and capture the most meaningful moments of a childs day or period/moment of time -write short and detail of the childs actions, behavior,	to document specific incidents or observations that reflect a childs learning, development, behavior, and interactions.
Asking questionsof children	-open questions -interactive questions to encourage children engage in the conversation -guiding questions to help children clarify what they would like to do -reflecting questions -multiple choices questions to help children participate in groups communication	It is an interactive tool used by educators to gather information about children's learning and development. This method focuses on engaging children in dialogue to understand their thinking, problem-solving skills, emotional responses, language development, and social interactions.

Childrecords	-observation -anecdotal record -assessment	Childs Record is a method of gathering information about a childs learning and development that involves documenting detailed, individualized records of a childs progress. Childs record can include observations, anecdotes, artifacts, and assessments that provide a comprehensive picture of a childs cognitive, social-emotional, physical, and language development.
Discussion withfamilies	-respectful communication -discuss about childs development with the family -Discuss about the learning program -Collaborate between educator and family for childs learning progress -Involve parents/ family in the learning program	Gathering information about a childs learning and development by engaging with theirfamily members, parents or caregivers to understand the childs interests, behaviors, skills, and development at home for creating aholisticpicture of the childs progress.
Narratives	-Writing detailed, objective, and reflective accounts of specific events, actions, or interactions that reveal the childs skills, behaviors, thoughts, and learning processes in real-life situations -Written in past tense -Focus on the process of learning more than the result	Gather information about childrens learning and development throughdescriptive storytellingornarrative observations. Get deeper understanding of how children engage with their environment, peers, and tasks over time.
Learning stories	-Writing detailed, objective, and reflective accounts of specific events, actions, or interactions that reveal the childs skills, behaviors, thoughts, and learning processes in real-life situations -Written in past tense -Focus on the process of learning more than the result	Gather information about childrens learning and development throughdescriptive storytellingornarrative observations. Get deeper understanding of how children engage with their environment, peers, and tasks over time.
Sociograms	-Visual chart -Mind map	It displays the interpersonal relationships a child has, which is a great way to understand the childs immediate and larger communities, supports and connections. Sociograms have been used for many years in health and family service organisations to better understand the social world of children (sociocultural, family and ecological systems) and will often inform on the types of relationships they have.

Running records	-Written in present tense -Times detail with clear action or behavior of the child	Running records require a set dedicated period of time for the observer to document the childs actions. They can help to distinguish any concerns that may not be picked up through other observations and are often used when an observer is looking for particular development, interests, behaviour or transitions. They can help make visible to the educator a more detailed picture of a child in a short period of time.
Jottings	-Short notes -Pinpointed information -Written in past tense as record after the event -Quick note on stick notes, clipboards	Gathering information about childrens learning and development
Timeorevent samples	-Taken short notes but purposefully with whom or what the child engaged -Jottings -Include a period of time (morning, in 20 minutes)	Time samples and event samples are usually used to find out where certain behaviors or challenges may arise. They may be used to see where a child spends their time, how long they spend there and times of challenge or engagement for the child (or group of children).
Digitalimages	-Photos require a written caption to express any information that cannot be seen within the image -Meaningful photos -The photos must respect privacy and right of the children and family -Not taking inappropriate photos of children in toilet or dressing -Clear photos	-to document a child's activities, interactions, creations, or key milestones -provide a visual record that can capture moments in the child's learning process, allowing educators to reflect on, analyze, and share children's progress over time

QUESTION 5

TheNationalQualityFramework(includingtheStandard,RegulationsandassociatedLaw)andLearning Framework guide educators to plan for childrens learning and development

Asaneducatorinaservice,itisimportantthatyouunderstandtheseframeworkstoensureyoumeetthe requirements with regard to planning and curriculum.

1. a)Listthestagesofthecurriculumplanning

• Observation

• Assess

• Planning

• Implement

• Evaluate

1. Explaininyourownwordswhatmeaningfulcriticalreflectionisandhoweducatorsusecritical

The meaningful critical reflection involves observing, analyzing, and evaluating the childs behavior, development, interactions, and experiences within the setting in a thoughtful and intentional way. This type of reflection helps educators understand the childs individual needs, progress, and challenges, and use that insight to guide their practices and support the childs growth.

Some aspects should include in the critical reflection such as:

• Observation and documentation

• Analyzing development and behavior

• Understanding the child needs

• Reflection on the learning environment and experiences

• Family engagement

1. ReadabouttheEarlyChildhoodPedagogyoftheLearningFrameworkonPage12oftheEYLFandexamine theelementsofbeinganeducatorinthe

Educators professional judgements are central to their active role in facilitating childrens learning. In making professional judgements, they weave together their:

- professional knowledge and skills

- knowledge of children, families and communities

- awareness of how their beliefs and values impact on childrens learning

- personal styles and past experiences.

They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to childrens learning and development. Early childhood educators draw upon a range of perspectives in their work which may include:

- developmental theories that focus on describing and understanding the processes of change in childrens learning and development over time

- socio-cultural theories that emphasize the central role that families and cultural groups play in childrens learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development

- socio-behaviorist theories that focus on the role of experiences in shaping childrens behavior

- critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how their decisions may affect children differently

- post-structuralist theories that offer insights into issues of power, equity and social justice in early childhood settings.

QUESTION 6

Choosetwodifferentculturesandcompletethetablebelowwithyourunderstanding.

Describehowcreativityandartare representedinthisculture?

Explaintheimportanceofartandcreativity inthisculture.

Culture1: Aboriginal	-Music, dance and performance: Aboriginal dance often tells stories or reflects connection to the land, animals, and ancestors. In Aboriginal culture, music, dance, and performance are key forms of cultural expression. Dance and song often accompany art in ceremonies and are used to tell stories or convey messages -Traditional Aboriginal Art Forms Dot painting: a technique where the artist uses dots of paint to create images and patterns. This can be an engaging activity for young children, who can explore creating their own dot patterns using colorful paints, markers, or even by sand Face painting: Aboriginal people traditionally use body art in ceremonies and rituals. Weaving: Weaving is Aboriginal art form, often used to create practical items such as baskets, mats, and fishing nets. -The art to show connection to nature and land: Aboriginal artists often use their surroundingsplants, animals, the sky, and the landas inspiration for their artwork. Or making some artwork from the nature resources such as leaves, trees, clay, stone, grass	Indigenous art and creativity is centered on story telling.It is used as a chronical to convey knowledge of the land, events and beliefs of the Aboriginal people. The use of symbols is an alternate way to writing down stories of cultural significance, teaching survival and use of the land.
Culture2 Vietnamese	-Vietnamese art and creativity traditions are deeply influenced by the countrys history, nature, and strong cultural ties to family and community. - story telling through art: Folk Tales and Legends: Vietnamese culture is rich in oral traditions, especially folk tales and myths that have been passed down for generations. These stories often feature animals, spirits, heroes, and ancestors, and serve as both entertainment and moral lessons. -Symbolize in art: using red and yellow colors to symbolize for luck, good fortune, often used in decorations for important celebrations such as T?t, weddings, and birthdays. The lotus flower symbolizes purity and enlightenment, the phoenix represents peace and beauty, and the dragon is a symbol of strength and good fortune. - Celebration of traditional festivals such as Lunar New Year, Mid Autumn festival: -New Year: this is one of the most important time for whole family reunion, as well as the time of beautiful decoration where art and creativity deeply show like house decorating, painting new colors, cutting art decorating papers with red, yellow colors, planting flowers -Mid Autumn Festival: making mooncake, making lanterns with different shapes and parade on the road.	Art and creativity in Vietnamese culture play a crucial role in Vietnamese culture and tradition. Art and creativity in Vietnamese culture are not just for decoration or entertainmentthey are fundamental aspects of cultural identity, spiritual practice, and historical continuity. Through art, Vietnamese people maintain their connection to the past, celebrate their rich traditions, and communicate their values, stories, and aspirations. Art is a form of social cohesion, a spiritual practice, a tool for education, and an expression of individual and collective identity.

Students:Pleasefilloutthiscoversheetclearlyandaccurately.Makesureyouhavekeptacopyofyourwork.

Name:
Date ofobservation/submission :
Cluster:	PlanningandCurriculum
Unit/s:	CHCECE043Nurturecreativityinchildren CHCECE047Analyseinformationtoinformchildrenslearning CHCECE048Planandimplementchildrenseducationandcarecurriculum
No.ofpagesinsubmission:
		Assessortocomplete
AssessmentTaskNumberandTitle		Satisfactory/ Notsatisfactory	Date	Isthisareassessment?Y/N
AssessmentTask2:DevelopaFocusChildrenFolder

STUDENTDECLARATION

I declarethatthesetasksaremyownwork.

Noneofthisworkhasbeencompletedbyanyotherperson.

Ihavenotcheatedorplagiarisedtheworkorcolludedwithanyotherstudent/sinthecompletionofthis work.

Ihavecorrectlyreferencedallresourcesandreferencetextsthroughouttheseassessmenttasks.

IunderstandthatifIamfoundtobeinbreachoftheRTOspolicies,disciplinaryactionmaybetakenagainst me.

Student Signature: Date:

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

AssessorSignature:

AssessorName:

Date:

TASKSUMMARY

Forthisassessmenttask,youwillberequiredtodevelopaFocusChildrenFolderwith a full cycle of planning completed for three focus children.

Thepurposeofthefolderistoprovideyouwithopportunitytoundertakeplanningfor children through the whole cycle of planning. Childrens initials should be used in all documentation.Thistaskhasfiveparts:

• PartA:ThispartoftheassessmenttaskisfocusedongatheringInformationwhich is the first stage of the cycle of planning. You will choose 3 focus children and

createaFocusChildrenFolder.

• PartB:Thispartoftheassessmenttaskisfocusedonquestioning/analysing information which is the second stage of the cycle of planning. You will be

required to analyse the information gathered using the Learning Framework outcomes,principlesandpracticestoguideyouranalysis.

• Part C: This part of the assessment requires the student to plan to support each childslearninganddevelopmentbasedontheirsummativeassessment You will plan at least one experience for each child.

• PartD:Duringthispartoftheassessmentyouwillimplementtheplanned experienceswiththe

• Part E: For this section of the assessment task you will complete the cycle of planningbyreflectingoneachoftheplannedexperiencesandlearningobjectives

Theinstructionsforeachpartareprovidedbelow.

WHAT HAPPENS IF YOUGETSOMETHINGWRONG

Ifyougetsomethingwrong,youwillneedtoresubmitthatpartofthetaskorthe related document that has not been completed correctly or fully.

Your assessor will provide you with guidance as to what needs to be resubmitted and how.

RESOURCESANDEQUIPMENTREQUIRED

• Yourworkplacesupervisortosupportyoutochoosethreefocuschildren

• Threefocuschildren

• Parentsofthethreefocuschildrentosignpermissionformsandengagein collaboration for the parent collaboration form

• Accesstoyourlearningmaterials

• AccesstoMicrosoftWord(orasimilarprogram)

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired)

• Accesstoaworkplace

• Atleastthreedifferentobservationtools,includingtheobservationtoolthe workplaceuses

• Parentpermissionform(providedasMicrosoftWorddocument)

WHERE AND WHEN THISTASK WILL BECOMPLETED

You will need to do this task in your workplace. Youwillbeadvisedoftheduedateforthistask.

SUBMISSIONREQUIREMENTS

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask3andAssessmentTask4.

• CompletedPermissiondocumentforeachofthethreefocuschildren

• CompletedCollaborationdocumentforeachofthethreefocuschildren

TASKINSTRUCTIONS:PARTA

You will need to do this task in your workplace. Youwillbeadvisedoftheduedateforthistask.

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask3andAssessmentTask4.

• CompletedPermissiondocumentforeachofthethreefocuschildren

• CompletedCollaborationdocumentforeachofthethreefocuschildren

This part of the assessment task is focused on Gathering Information which is the first stageofthecycleofplanning.Youwillchoosethreefocuschildrenandbegingathering information about them with a range of observational tools and methods, focused on

learning,developmentandinterests.

• Step 1: Decide upon focus children and gain permission and information from their families

• Step2:Gatherinformationaboutchildren

STEP1:DECIDEUPONFOCUSCHILDRENANDGAINPERMISSIONANDINFORMATIONFROMTHEIRFAMILIES

• Work with your workplace supervisor to choose three children to be your focus children. These children should attend all days that you attend the service, so you are able to observe them overtime.

• Once you have appointed the focus children, seek permission from their families on the permission form foreachchild(alsoprovidedasaWorddocumenttobecompletedelectronicallyifpreferred).Theseforms must be kept in your Focus Children Folder, where you will keep all information about each child for assessment. Divide the folder to create a section (portfolio) for each child.

• Whileengagingwitheachfamily,iftheyprovidepermission,collaboratewiththembyengagingin

conversationaboutthechildandbuildingrapport.UsetheCollaborationtemplate(alsoprovidedasa Word document to be completed electronically if preferred) to support your discussion. Record your

conversationsonthetemplateforeachchildandkeepthemintheirsectionofyourFocusChildrenFolder. Youshouldalsouseopen-endedquestioningtosupportadeeperunderstandingofthechild.

STEP2:GATHERINFORMATIONABOUTCHILDREN

• Foreachofthethreefocuschildren,collectandcollateatleastsixobservationsperchildoverfourweekson sixdifferent

• You must use at least three different tools or methods (as discussed in Assessment Task 1: Question 4g) to collectinformationaboutyourfocusForallotherobservations,youshouldusethecurrentformat theworkplaceusesinlinewiththeirprocedures.

• Atleastoneobservationperchildmustberecordedusingdigital

• Ensure you demonstrate respect for children through inclusive information gathering practices and are developedinwaysthatsupportsharingwith

• Asyouobservethethreefocuschildren,ensureyoulookatarangeofexperiencesandareasoflearning suchas:

  
  
  

• Playexperiences

• Routinesandtransitions

• Indoorandoutdoorexperiences

• Dramaticandimaginativeplay

• Musicandmovement

• Visualarts

  • Asyouobservethethreefocuschildren,ensureyoucapturethefollowingpointswhichwillalsoformpartof AssessmentTask2,PartB:

• Knowledge

• Strengths

• Interests

• Socialinteractions

• Reactionstoplayenvironment

• Aspectsofchilddevelopment

  • CaptureintheCollaborationtemplate,perspectivesfromothereducatorsandthechildyouare

• Spendtimebuildingrelationshipswiththechildrenanddevelopingarapportwith

• Youwillneedtoensureyourespondindividuallytochildrentoensureyoumeettheirindividual

• Useintentionalteachingsuchasopen-endedquestioningtosupportyourunderstandingofthe

• Togathertheeducatorperspectives,youmightaskthemaboutthechildslearningdispositions,their developmentortheir

• Togatherandprioritisethechildsperspective,youmightliketoaskthemaboutwhotheyliketoplay

with,whattheirfavouritethingstodooriftheyhaveanyquestionsorideastheywanttoshare.Youcan capturechildrensvoicesthroughplayobservationsordiscussions.

FOCUSCHILDPERMISSIONFORM

agreeformychildtoparticipateinthisobservationtaskwith

IunderstandthatIcanwithdrawmyinvolvementinthistaskatanytime.

Iunderstandthatthestudentsassessorwillbepresentwhilethetaskisbeingcompleted. I understand that the student is required to do the following during the task:

• Observemychildusingdifferent

• Seekfeedbackfromfamilyand

• Analysedevelopment,interestsand

• Planformychildandsetupexperiences

• Implementexperienceswithmy

Irequestthatastaffmemberorfamilymemberispresentwhilethestudentcompletesthistask.

Idonotrequireastaffmemberorfamilymembertobepresentwhilethestudentcompletesthistask.

COLLABORATIONTEMPLATE (Use this template three times for three differentchildren)
Studentname		Assessmenttask
FocusChildsInitials		Datecompleted
Cycleofplanningstage
Workplace
FAMILY Collaborationnotesfrom discussionwithfamilyabout childslearningand development. (Discusswiththeparentsof thechildaboutsomeofthe following and seek their feedback about theirchild: Childsinterests Childsstrengths Learningdispositionsorstyles Currentobjectivestheparents have Theirfriendships Anything outside thecentrethatcouldsupport planning for their child Documentyournotesbesidein the box)
EDUCATORS Collaborationnotesfrom discussionwitheducator/s about childs learning and development. (Discusswiththeeducator/sof the child about some of the following and seek their feedback about thechild: Childsinterests Childsstrengths Learningdispositionsorstyles Documentyournotesbesidein the box)

CHILD Collaborationnotesfrom discussion or engagement withchild. (Spendtimeseekingthechilds voiceabouttheirlearning.Ask them or observe them about the following: Childsinterests Theirfriends Questionsorideastoshare Documentyournotesbesidein the box)

CRITICALREFLECTION Critically reflect on this methodofgathering informationandhowvaluable youfoundit.Reflectonhow yourpracticefacilitatedthe gatheringofthisinformation. (Reflect on thefollowing: Thevalueofthisinformation The value of themethod bywhichyougatheredtheinformation Howwellyouengagedinthese discussions and if you feel you asked the right questions togain insightaboutthechilds learning anddevelopment. How you believe thisinformationwillinform your planning for thischild. Documentyournotesbesidein the box)

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

SUBMISSIONREQUIREMENTS

• Accesstoyourlearningmaterials

• AccesstoMicrosoftWord(orasimilarprogram)

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired)

• Accesstoaworkplace

• CopyoftheApprovedLearningFramework

• Analysisofchildrenslearning(providedasMicrosoftWorddocument)

• Summativeassessment(providedasMicrosoftWorddocument)

You will need to do this task on your own time. Youwillbeadvisedoftheduedateforthistask.

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask3andAssessmentTask4.

• Fourobservationsperchild:atotalof12observationsandsixofthesemustbe differenttools

• CompletedAnalysisofChildrensLearningdocumentforeachofthethreefocus children:

AnalysisofLearningforChild1Observation1 AnalysisofLearningforChild1Observation2 AnalysisofLearningforChild1Observation3 AnalysisofLearningforChild1Observation4 AnalysisofLearningforChild2Observation1 AnalysisofLearningforChild2Observation2 AnalysisofLearningforChild2Observation3 AnalysisofLearningforChild2Observation4 AnalysisofLearningforChild3Observation1 AnalysisofLearningforChild3Observation2 AnalysisofLearningforChild3Observation3 AnalysisofLearningforChild3Observation4

• Completed Summative Assessment document for each of the three focus children: SummativeAssessmentChild1

SummativeAssessmentChild2

SummativeAssessmentChild3

TASKINSTRUCTIONS:PARTB

This part of the assessment task is focused on Questioning/analysing information gathered about the focus of children, which is the second stage of the cycle of

planning.YouwillberequiredtoanalysetheinformationgatheredusingtheLearning Framework outcomes, principles and practices to guide your analysis. You will be

requiredtocompletetheAnalysisofchildrenslearningtemplate.

• Step1:Analysisofchildrenslearning

• Step2:SummativeAssessment

STEP 1: ANALYSIS OF CHILDRENS LEARNING

ForthispartoftheassessmenttaskyoumustcompletetheAnalysisofChildrensLearningtemplate(also

providedasaWorddocumenttobecompletedelectronicallyifpreferred)foratleastfourobservationsbythree focus children, a total of 12 observations and place them in the Focus Children Folder with the observation they relateto.

STEP2:SUMMATIVEASSESSMENT

• Forthispartoftheassessmenttaskyoumustquestionandanalyseeachfocuschildslearninginasummary of all the information gathered (including the information from families, children and educators).

• CompletetheSummativeAssessmenttemplate(alsoprovidedasaWorddocumenttobecompleted

electronicallyifpreferred)forallthreefocuschildrenandkeepitintheirfolderfollowingtheanalysisof childrenslearningtemplate.

• Setalearningobjective/goalforeachchildwhichwillsupportyourplanningprocessinthenextstageofthe assessmentUsegoalsettingsetupstatementssuchastoenhance,tofurtherdevelop,toengage.

ANALYSISOFCHILDRENSLEARNING
Studentname		Assessmenttask
FocusChildsInitials		Datecompleted
Cycleofplanningstage
Linktoobservation (dateortitleofobservation this analysis is referringto).
Analysisoflearning Dispositions observed during observation. (Identify and explain which learning dispositions were observedandquestionwhat this means for the childslearning).

Reflectionoflearning. (Reflect on and analyse the learning observed in this observationincludingthings such as: Childsinterests Childsstrengths Socialinteractions Playstyles Documentyournotesbesidein the box)
ChildDevelopmentand Theorylinks (Identify and explainhow developmentandtheorylink to this observation. For example, what theories or developmentalmilestonesare evident in this observation? Documentyournotesbesidein the box)
Learninginthecontextofthe LearningFramework. (Refer to theLearning Framework to analyse and questionthelearningforthis observation. Consider elements of the frameworkincluding: Belonging,BeingandBecoming SpecificPrinciples SpecificPractices SpecificLearningOutcomes Referenceatleasttwoofthe above.Documentyournotes beside in the box)

SUMMATIVEASSESSMENT
Studentname		Assessmenttask
FocusChildsInitials		Datecompleted
Cycleofplanningstage
SummativeAssessmentof learninganddevelopment. (For yoursummative assessment, reflect on all observations and on each analysis of learning. This recordofthechildslearning should show the progress of their learning over time and provide insight into their opportunities for learning. Record your responses (in sentenceformat)toeachof below items as well as any other valuable information you gathered. Childdevelopment Childinterests Childstrengths Childideas Socialinteractions Reactionstotheplayenvironment).
Opportunitiesandpossibilities forlearning.Considerand documentthefollowing: Current and futureopportunitiesforlearning and development. Recommendations(wherenecessary) for any additional support or growth opportunities for the child based on the summative assessment. (Consider if anyadditional support might be required for this child. Document yourideas for additional support andlearningopportunitiesand a reason for this recommendation).

Learningobjectives/goalsin the context of the Learning Framework. (Refer to theLearning Frameworktoanalyseand question the learning. Reference one overarching objective/goal for the child based on the summative assessment.Thisobjectivewill support your planning in the next part of thisassessment).

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS:PARTC

• Accesstoyourlearningmaterials

• AccesstoMicrosoftWord(orasimilarprogram)

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired)

• Accesstoaworkplace

• AccesstotheApprovedLearningFramework

• AccesstotheNationalQualityFramework

• PlanningforChildrensLearning(providedasaMicrosoftWorddocument)

Youwillneedtodothistaskinyourowntime. Youwillbeadvisedoftheduedateforthistask.

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask3andAssessmentTask4.

CompletedPlanningforChildrensLearningdocumentforeachofthethreefocus children

Duringthispartoftheassessment,youmustdecideuponaplantosupporteach childslearninganddevelopmentbasedonyousummativeassessmentobjective/goal.

• Step1:Planonelearningexperience/opportunityforeachfocuschild

• Step2:CompletethePlanningforChildrensLearningtemplate

STEP1:PLANONELEARNINGEXPERIENCE/OPPORTUNITYFOREACHFOCUSCHILD

• Use the objective you set in your summative assessment to determine an experience or learning opportunity which you will implement to support the child to achieve the objective.

• Thethreeexperiencesplanned(1foreachchild)mustindividuallyorcollectivelyincludeallofthefollowing:

• Construction

• Digitaltechnologies

• Dramaticplay

• Imaginativeplay

• Movement

• Music

• Visualarts(providingopportunityforchildrentobeexposedtoarangeofartformsandartists).

• Foreachofthethreeexperiences,youmustcompleteaPlanningforChildrensLearningtemplate(also provided as a Word document to be completed electronically if preferred).

• FilethePlanningforChildrensLearningdocumentineachfocuschildssectionoftheFocusChildren For each childs individual plan, you will be required to document their experience on the group curriculum in

AssessmentTask3.

PLANNINGFORCHILDRENSLEARNING
Studentname		Assessmenttask
FocusChildsInitials		Datecompleted
Cycleofplanningstage	PLANNING
Specificlearningobjective (Document the specific learningobjectiveyouplanned at the end of your SummativeAssessment).
Planned experience and opportunityforlearning. (Describe the planned experienceandlearning opportunity you will provide for this child to supportthem toachievethespecificlearningobjective. Link the plan to their current interestsandexplainhowitislinked. Remembertheexperiencesfor all three children must individually or collectively includeallofthefollowing: Construction Digitaltechnologies Dramaticplay Imaginativeplay Movement

Music Visualarts Language andstorytelling STEM(science, technology,engineering and maths) One experience mustnurture creativity).
Learningenvironments. (Explainwhatenvironmental considerations you need to make including, changes to the environment, environmental set ups and resources. Consider using repurposed,naturalandfound materials when planning your experiences.Makealistofthe resources you will need).
Educatorrolewithinthe contextoftheLearning Framework. (Explainwhatyourroleiswith the experience. For example, what will you be doing to supportthechildtoachieve the learning objective? ReferencetheLearningFramework).
Groupingasanintentional teachingstrategy. (Explain who might beincludedinthisexperience.For example, is this a small group experience, an individual experience or a particular numberofchildrenwhowould support the achievement of the objective. Are there particular children who you would like to invite to join the experience and why?).
Planningformonitoringand assessmentoflearning. (Document your plan to monitorandassessthechilds learning against theobjective

during this experience. For example, will youdocument their voice or will you ensure you are present at alltimes?)

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS:PARTD

• Workplacesupervisortoobserveimplementationofplanned

• Focuschildrentoimplementexperience

• Accesstoaworkplace

• Learningresourcesrequiredforeachlearningplantobe

You will need to do this task in your workplace. Youwillbeadvisedoftheduedateforthistask.

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask3andAssessmentTask4.

• GroupCurriculumwithindividualchildplandocumented

• Supervisorconfirmation

Duringthispartoftheassessmentyouwillimplementtheexperiencesyouhave planned. You will support each childs learning and development based on their

summative assessment objective. You will ensure the experiences are documented on the Group Curriculum in Assessment Task 3. When implementing the experiences, you willaskyourworkplacesupervisortoobserveyou.

• Step1:Documenttheobjectiveandlearningexperienceforeachchildonthe curriculum

• Step2:Implementtheplannedexperiences

STEP1:DOCUMENTTHEOBJECTIVEANDLEARNINGEXPERIENCEFOREACHCHILDONTHECURRICULUM

• You should now begin planning your curriculum in Assessment Task 3 as it works with the individual focus children Assessment Task 2. The learning objective and planned experience must be documented on the curriculumyoudevelopforAssessmentTask

• Ensureeachofyourthreefocuschildrenareevidentonthecurriculumusingtheirinitialsnexttothe experienceand

• Takeacopyofthecurriculumwhereeachchildsplannedexperienceisdocumentedandplacewiththeir documentationintheFocusChildren

STEP2:IMPLEMENTTHEPLANNEDEXPERIENCES

• Yourworkplacesupervisorshouldobserveallofthethreeexperiencesimplementedforyourfocus

• EnsureyouhaveexplainedtothemwhatyourplanisandshareyourPlanningforChildrensLearning documentand

• Giveconsiderationtosetupoflearning

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS:PARTE

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired).

• AccesstoMicrosoftWordorasimilar

• AccesstotheNationalQualityFramework

• AccesstotheLearningFramework

• ReflectionofLearning(providedasaMicrosoftWorddocument)

Youwillneedtodothistaskinyourowntime. Youwillbeadvisedoftheduedateforthistask.

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask3andAssessmentTask4.

• CompletedReflectionofLearningdocumentfocuschild1

• CompletedReflectionofLearningdocumentfocuschild2

• CompletedReflectionofLearningdocumentfocuschild3

ForthispartoftheassessmenttaskyoumustcompletetheReflectionofLearning(also provided as a Word document to be completed electronically if preferred) template

foreachofyour3focuschildrenandplacethecompletedreflectionintheirsectionof theFocusChildrenFolder.

Tocompletethereflection,youwillberequiredtoengagewithfamiliesand/or educators to discuss the learning that you facilitated and observed. Seek their feedbackanddocument.

REFLECTIONOFLEARNING
Studentname		Assessmenttask
FocusChildsInitials		Datecompleted
Cycleofplanningstage
Critical reflection of Specific learningobjective. (Document your critical reflection of the specific learningobjectiveyouplanned for the experience. Ensure you refer to the Frameworkwhere

required.Considerifyoufeel the objective was met and how,whatyouobservedwhich supported your reflection).
Plannedexperiencereflection. (Document what happened during the learning experience. What teaching andlearningoccurredandthis links to the Framework. Explain what you observed and if any spontaneous learning occurred, if you scaffoldedthelearningand what the result was of theexperience).
Sharedreflectionwith educators,familyand/or children. (Discusstheexperiencewith educators,thechildsfamily and/or the child. Seek feedbackaboutthelearning objective and reflect with themonwheretheythinkthe learning could go next).
Recommendationforfuture planningbasedonreflection. (Document at least one learning objective and one experience based on their interests and information gatheredtosupportthechilds learning through futureplanning).

Students:Pleasefilloutthiscoversheetclearlyandaccurately.Makesureyouhavekeptacopyofyourwork.

Name:
Date ofobservation/ submission:
Cluster:	PlanningandCurriculum
Unit/s:	CHCECE043Nurturecreativityinchildren CHCECE047Analyseinformationtoinformchildrenslearning CHCECE048Planandimplementchildrenseducationandcarecurriculum
No.ofpagesinsubmission:
		Assessortocomplete
AssessmentTaskNumberandTitle		Satisfactory/ Notsatisfactory	Date	Isthisa reassessment?Y/N
Assessment Task 3: Plan and Implement Curriculum toNurtureCreativityinChildren

STUDENTDECLARATION

I declarethatthesetasksaremyownwork.

Noneofthisworkhasbeencompletedbyanyotherperson.

Ihavenotcheatedorplagiarisedtheworkorcolludedwithanyotherstudent/sinthecompletionofthis work.

Ihavecorrectlyreferencedallresourcesandreferencetextsthroughouttheseassessmenttasks.

IunderstandthatifIamfoundtobeinbreachoftheRTOspolicies,disciplinaryactionmaybetakenagainst me.

Student Signature: Date:

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

AssessorSignature:

AssessorName:

Date:

WHAT HAPPENS IF YOUGETSOMETHINGWRONG

Forthisassessmenttask,youwillberequiredtoplanandimplementacurriculumto nurturecreativityinchildren.

Thepurposeofthefolderistoprovideyouwiththeopportunitytoundertakeplanning for a group of children through the whole cycle of planning. Also, to implement

experiences,resources,andpracticeswhichenhancechildrenscreativityacrossa rangeoflearningareas.

Thistaskhassixparts:

• PartA:ThispartoftheassessmenttaskisfocusedongatheringInformationabout focus children, which is the first stage of the cycle of planning.

• PartB:Thispartoftheassessmenttaskisfocusedonquestioning/analysing information,whichisthesecondstageofthecycleofYouwillbe

required to analyse the information gathered using the Learning Framework outcomes,principlesandpracticestoguideyouranalysis.

• Part C: This part of the assessment requires you to plan group objectives, experiences and environments to support childrens learning by developing a curriculum that will be implemented over a two-week period.

• Part D: During this part of the assessment you will implement the curriculum and maintainajournal(AssessmentTask4).Youwilldocumentatleastoneexperience tosharewith

• PartE:Forthissectionoftheassessmenttask,youwillcompletethecycleof planningbyreflectingonthecurriculum,includingplannedandspontaneous experiences and reflect on the teaching and the learning.

• PartF:Forthissectionoftheassessmenttask,youarerequiredtoimplementat leastoneexperienceonyourcurriculumwithyourAssessorobservingyour

practiceandseekfeedbackforreflection.

Theinstructionsforeachpartareprovidedbelow.

Ifyougetsomethingwrongyouwillneedtoresubmitthatpartofthetaskorthe related document that has not been completed correctly or fully.

Your assessor will provide you with guidance as to what needs to be resubmitted and how.

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS:PARTA

• Yourworkplacesupervisor

• Parents and educators to engage in discussions about the current curriculum for thecollaborationform

• Children

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired).

• AccesstoMicrosoftWordorasimilar

• Accesstoaworkplace

• Theworkplaceobservation

• Currentandpast

• Recentgroupobservations/grouplearning

• Collaborationtoinformcurriculum(providedasMicrosoftWorddocument)

You will need to do this task in your workplace Youwillbeadvisedoftheduedateforthistask

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask4.

• FiveobservationsontheObservationTemplateforgroupsofchildren

• Collaborationtoinformcurriculumtemplate

This part of the assessment task is focused on Gathering Information, which is the first stageofthecycleofplanning.Youwilldocumentatleastfiveobservationsofgroupsof children engaged in the current curriculum with a focus on learning, development and interests. Create a section in your Focus Children Folder for your Group Curriculum.

The five observations dont need to be the same children; they can be any children within the learning space. You might capture a range of experiences with your observationsincludingdifferentareasofthecurriculumincludingroutinetimesand indoor and outdoor.

• Step1:Seekinformationtoinformcurriculumdesign

• Step2:Gatherinformationtoinformcurriculum

STEP1:SEEKINFORMATIONTOINFORMCURRICULUMDESIGN

• ReadthecurrentcurriculumandspendtimeobservingthisinAskquestionsofyourworkplace supervisortounderstandhowtheirplanningworks.

• ReadpreviousgroupobservationsthatinformedthecurrentTakenoteofareasofthe curriculum and observations where childrens creativity is being nurtured.

• Engage with at least one parent, child and educators to seek feedback from them about the current curriculumandlearningYoumightaskquestionssuchaswhatdoyoufeelisastrengthof the current curriculum or environment? or What ideas do you have for the curriculum to enhance childrens creativity?. You might ask the children, What is your favourite space to play in and why?

• DocumentyournotesfromthediscussionsintheCollaborationtoinformcurriculumtemplate(also provided as a Word document to be completed electronically if preferred).

STEP2:GATHERINFORMATIONTOINFORMCURRICULUM

• Documentatleast5observationsofthegroupofchildrenengagedintheircurrentThe observationsmustincludethefollowing:

• Playexperiences

• Routines

• Transitions

• Indooractivities

• Outdooractivities

  • Document the observations on the observation template (also provided as a Word document to be completed electronically if preferred) or on your workplace template.

  • KeepalldocumentsintheFocusChildrenFolderunderGroupCurriculum

  • Asyouobservethechildren,ensureyoucapturethefollowingpoints:

• Interestsforexample,whattheyaregravitatingtowards,whataretheyplayingwith?Forexample, sensory

• Socialinteractionsforexample,whoaretheyplayingwithandhowaretheyplayingwiththem?Are they mostly in solitary play or are they entering into play with confidence?

• Reactionstoplayenvironmentforexample,aretheyconfidenttoexploretheenvironmentandarethey resourceful,gatheringdifferentthingstodo?

COLLABORATIONTOINFORMCURRICULUM
Studentname		Assessmenttask
Cycleofplanningstage		Datecompleted
Workplace
CURRENTANDPAST CURRICULUM Document your notes from thecurrentandprevious curriculumandgroup documentation to support yourcurriculum. (Make notes to informthe curriculumyouareplanning for nurturing creativity in

children,basedoncurrentand previous curriculum. You might also document discussionwithworkplacesupervisor).
FAMILY Collaborationnotesfrom discussionwithfamilyabout currentcurriculumand learningenvironments. (Seekfeedbackaboutthe current curriculum and learningenvironmentsfromat least one parent tounderstand opportunities for improvementorideasfor extension of currentcurriculum).
EDUCATORS Collaboration notes from discussionwitheducators aboutcurrentcurriculumand learningenvironments. (Seekfeedbackaboutthe current curriculum and learningenvironmentsfromat least one educator to determine opportunities for improvement or ideas for extension of current curriculum.Theymightshare current goals or ideas they have to enhance the curriculum. Encourage the discussion about nurturing creativity inchildren).
CHILD Collaborationnotesfrom discussionwithchildabout currentcurriculumand learningenvironments. (Seek feedback from children/childaboutthe current curriculum. Youmay askthemabouttheirfavourite spaces and spaces where they would like to try something new.Askthemfortheirideas).

OBSERVATIONTEMPLATE
Studentname		Assessmenttask
Cycleofplanningstage		Datecompleted
OBSERVATION Document your observation of childreninthecurriculum. (You can use any type of observation, e.g.learning story,anecdotalorrunningrecord).
ANALYSIS OF LEARNING/ INTERPRETATION Document what you see here related to learning, interests anddevelopment. (Whatistheobservation telling you?)

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS:PARTB

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired).

• AccesstoMicrosoftWordorasimilar

• Accesstoaworkplace

• CopyoftheApprovedLearningFramework

• Analysisofgrouplearning(providedasaMicrosoftWorddocument)

Youwillneedtodothistaskinyourowntime Youwillbeadvisedoftheduedateforthistask

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask4.

FivecompletedAnalysisofGroupLearningDocuments

ForthispartoftheassessmenttaskyoumustcompletetheAnalysisofGroupLearning template (also provided as a Word document to be completed electronically if

preferred)forallfivegroupobservations.Thiswillsupportyoutolinklearningtothe overallcurriculumobjectiveofNurturecreativityinchildren.Thisissteptwointhe planningcycle.

ANALYSISOFGROUPLEARNING
Studentname		Assessmenttask
Cycleofplanningstage		Datecompleted
Linktoobservation (dateortitleofobservation this analysis is referringto).
Reflectionoflearning. (Reflect on and analyse the learning observed in this observationincludingthings such as: Learningdispositions Childrensinterests Childrensstrengths Socialinteractions Playstyles Childdevelopment Childrensideas Reactionstoplayenvironment Documentyournotesbesidein the box)
Learninginthecontextofthe LearningFramework. (Refer to theLearning Framework to analyse and questionthelearningforthis observation. Consider elements of the frameworkincluding: Belonging,BeingandBecoming SpecificPrinciples SpecificPractices SpecificLearningOutcomes Referenceatleasttwoofthe above.Documentyournotes beside in the box)

RESOURCESANDEQUIPMENTREQUIRED

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired).

• AccesstoMicrosoftWordorasimilar

• Accesstoaworkplace

• AccesstotheApprovedLearningFramework

• AccesstotheNationalQualityFramework

• Accesstotheworkplacecurriculumtemplate

• Accesstoworkplacestandards/policies/proceduresfor:

• educationalprogramandpractice

• relationshipswithchildren

• collaborativepartnershipswithfamiliesandcommunities

• PlanningforGroupLearning(providedasaMicrosoftWorddocument)

WHERE AND WHEN THISTASK WILL BECOMPLETED

Youwillneedtodothistaskinyourowntime Youwillbeadvisedoftheduedateforthistask

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS:PARTC

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask4.

• PlanningforGroupLearningTemplatecompletedfor5experiences

• Workplacecurriculumcompletedwith5experiencesandindividualfocuschildren experiencesandnurturingcreativityobjective

Duringthispartoftheassessmentyouwillplanforlearningforthegroupofchildren based on the information collected in Part A and Part B, to create your curriculum.

Yourcurriculumwillhaveanoverarchinglearningobjectivetonurturecreativityin childrenandyourplanningshouldalignwiththisobjective.

Yourcurriculumshouldallowforflexibilityandencouragechildrentopursuetheirown ideas.

Thepurposeofthistaskisforyoutobeabletointentionallyplanforlearning experiencesandbepreparedforteaching.

• Step1:Planexperiencesforgrouplearningtoinformyourcurriculum

• Step2:CompletethePlanningforGroupLearningtemplate

  
  

STEP1:PLANEXPERIENCESFORGROUPLEARNINGTOINFORMYOURCURRICULUM

• Use the objective to nurture creativity in children as well as the information collected about the group and their interests to design experiences or learning opportunities which you will implement to support the

outcomeoftheobjective.

• Planatleastfivelearningexperiencesinyour

• The experiences must cover a range of learning spaces/curriculum areas including:

• Play experiences for example: small world characters and environment set

• Routines and transitions for example: music time, transitioning from one space to the

• Indoor experience for example: art and

• Outdoor experience for example: collecting leaves for a

• Visual arts, for example: string painting or real life

• Aborigina land/or Torres Strait Islander Peoples culture and/or

  • Ensure you structure experience in order to support:

• Active learning

• Aestheticvalues

• Choice

• Curiosity

• Literacy

• Safety

  • Out of five planned experiences at least one experience must be for a group of five or more

  • At least one experience must be an opportunity where children are exposed to a range of art

  • You should structure intentional teaching strategies to assist children to explore the

  • You would promote the use of natural and found materials and make opportunities for children to make sustainable

  • Ensure you design curriculum and environments that foster holistic learning and provide continuity of learningand

  • Provide opportunity for scaffolding learning and

  • Creating opportunities and environments that support play and

  • Encourage spontaneous

  • Ensure your curriculum has a balance between child led and teacher-supported

STEP2:COMPLETETHEPLANNINGFORGROUPLEARNINGTEMPLATE

• Keep the documents in the Group Curriculum section of your Focus Children

STEP3:USETHEWORKPLACECURRICULUMTEMPLATETODOCUMENTYOURCURRICULUM

• Ensure all five experiences planned, including the learning objective for the group are entered onto the curriculum

• Ensure the objective of nurture creativity in children is documented on the

• Ensure all three focus children experiences are documented on the curriculum

• Ensure the curriculum template is dated for a two-week

• Display your curriculum next to the current curriculum in the

PLANNINGFORGROUPLEARNING
Studentname		Assessmenttask
Cycleofplanningstage		Datecompleted
Specificlearningobjective (Document the specific learning objective for this experience.Forexampleto support children to or to further develop childrens interestsinThelearningcan belinkedtoanOutcomefrom the Framework).
Planned experience and opportunityforlearning. (Describe the planned experienceandlearning opportunityyouwillprovideto support this objective and the overarching group curriculum objective of nurturecreativity. Link the plan to their current interestsandexplainhowitislinked.
Learning environments and resources. (Explainwhatenvironmental considerations you need to make including, changes to the environment, environmental set ups andresources. Research and organise resourcesrequiredforthe experience to enhance childrens creativity. Consider using repurposed, natural and found materials when planning your experiences.Makealistofthe resources you will need).
Educatorrolewithinthe contextoftheLearning Framework.

(Explainwhatyourroleiswith the experience. For example, what will you be doing to support the children to achievethelearningobjective and the Creativity objective? Reference the Learning Framework. Remember that notallexperienceswillrequire you to actively be involved at all times, you might be observing some experiences, or monitoring learning from alongside the experience and then scaffolding learning where required).
Groupingasanintentional teachingstrategy. (Explain who might beincludedinthisexperience.For example, is this a small group experience, an individual experience or a particular numberofchildrenwhowould support the achievement of the objective. Are there particular children who you would like to invite to join the experience and why? Your focus children might also be included here).
Planningformonitoringand assessmentoflearning. (Document your plan to monitor and assess the childs learningagainsttheobjectives during this experience. For example, will you document their voice or will you ensure you are present at alltimes?)

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS:PARTD

• Workplacesupervisortoobserveimplementationofplanned

• Focuschildrentoimplementexperience

• Assessortoobserveatleastoneexperienceandyourcurriculuminplaceinthe workplace

• Accesstoaworkplace

• Learningresourcesrequiredforeachlearningplantobeimplemented

You will need to do this task in your workplace Youwillbeadvisedoftheduedateforthistask

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask4.

Groupcurriculumonworkplacetemplate

Forthispartoftheassessmenttaskyouwillbeimplementingthecurriculumyouhave planned which includes experiences for your focus children. You will implement the curriculumoveraperiodoftwo-weeks.

Your workplace supervisor must observe you implementing the three experiences for thefocuschildren.

Your assessor must observe at least one experience and observe your curriculum in placeintheworkplaceenvironment.

STEP1:IMPLEMENTTHEPLANNEDEXPERIENCES

• Display your planned curriculum on noticeboard or on wall of your focus childrens group room prior to implementation

• Ensureyouhavesourcedallrequired

• Prepare the learning space in the environments and implement any changes to the environment prior to beginningyourcurriculum

• Ensurechildrensagency,choiceandaccessissupportedwiththedesignofthelearning

• Ensurechildrenhavetheopportunitytolearntogetherandwork

• Yourworkplacesupervisorshouldobserveallofthefiveexperiencesimplementedforyourfocus

One must represent Aboriginal and/or Torres Strait Islander Peoples culture and/orlanguages.

• Ensureyouareflexiblewithyourteachingpracticesandallowforchildrensinterestsandemergingideasto be

• Providetimeforchildrentobecreativeandencourageeffortstoextendoverdaysor

• Teachchildrenhowtouseandcareformaterialsandequipmentaccordingtothenatureofthe

• Planandcreateopportunitiesforchildrentocollaboratecreativelywitheach

• Encouragechildrentousecreativitytoovercome

• Useflexibilitytorespondtochildrensinterestsand

• Support children to feel a sense of ownership and responsibility for equipment and materials through encouragementandrole-modelling.

• Usestrategiesthatmodelcreativitybyimprovisingwithequipmentand

• Encouragechildrentopursuetheirownoriginalideas,interpretationsand

• Invitechildrentoaskquestionsandassistthemtofindtheirown

• Engagechildrenintalkingabouttheircreationsandaskthemopen-ended

• Modelandshareenthusiasmforcreativeworkwith

• Showrespectandseekpermissionfromchildrenregardingtheir

• Encouragechildrentorespectandappreciatethecreativeeffortoftheir

• Useandexpandonchildrensideasinrelationto

• Usingdailyinteractionstopromoteplayandlearning

You will need to be able to demonstrate your knowledge about how to structure experiences that encourage andsupport:

• Activelearning

• Aestheticvalues

• Choice

• Curiosity

• Literacy

• Safety

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS:PARTE

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired).

• AccesstoMicrosoftWordorasimilar

• AccesstotheNationalQualityFramework

• AccesstotheLearningFramework

• ReflectionofCurriculum(providedasaMicrosoftWorddocument)

Youwillneedtodothistaskinyourowntime Youwillbeadvisedoftheduedateforthistask

Make copies of each document you submit to your assessor, as you will need to refer tothemwhenyoucompleteAssessmentTask4.

ReflectionofCurriculumcompletedtemplate

ForthispartoftheassessmenttaskyoumustcompletetheReflectionofCurriculum template (also provided as a Word document to be completed electronically if

preferred) for your implemented curriculum following the two-week implementation stage.

Tocompletethereflection,youwillberequiredtoengagewithfamilies,childrenand educators to discuss the learning that you facilitated and observed

REFLECTIONOFCURRICULUM
Studentname		Assessmenttask
Cycleofplanningstage		Datecompleted
Criticalreflectionoflearning objective to nurture creativity inchildren. (Document your critical reflection of the objective to nurturecreativityinchildren. Consider if you feel the objective was met and how, what you observed which supported your reflection. Provide examples of whyyou

feelthiswasmet/notmetand howitwassupportedthrough this curriculum. Ensure you refertotheFrameworkwhererequired).
Curriculumreflection. (Document a broad review of the implemented curriculum. More detail will be shared in Assessment Task 4. What teaching and learning occurred and this links to the Framework.Explainwhatyou observed and if any spontaneous learning occurred,ifyouscaffoldedthe learning and what the result was of the experience).
Sharedreflectionwith educators,familiesand/or children. (Discuss the experience with educators, families and/or children.Seekfeedbackabout the learning objective and reflect with them onwhere theythinkthelearningcould go next).
Recommendationforfuture planningbasedonreflection. (Document at least one learningobjectiveandone futurelearningexperience basedontheimplementedcurriculum).

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

• Your Assessor to observe your practice and record using the Assessment Record Toolandprovidefeedbackforreflection.

• Youwillneedtodothistaskinyourworkplaceduringthetwo-weekcurriculum

• Youwillneedtonegotiatewithyourassessortoarrangethe Youwillbeadvisedoftheduedateforthistask

SUBMISSION

REQUIREMENTSYouarenotrequiredtosubmitanythingforthispart.

TASKINSTRUCTIONS:PARTF

Forthisassessmenttaskyoumustorganisetoimplementatleastoneofthe experiencesrelatedtonurturingchildrenscreativity,plannedonyourcurriculumat

thetimeofyourassessorsworkplacevisit.Theassessorwillobserveyourpracticeand providefeedbacktoyouregardingyourexperience.

• Priortotheexperienceimplementation,youmustprovideyourassessorwitha copyofthe

• ProvidethemwiththePlanningforGroupLearningdocumentrelatedtothe experienceyouwill

• Ensure they have time to read through your curriculum and planning prior to implementingthe

• Ensureyouhaveallresourcespreparedandthattheexperiencecanbe implemented at the time (i.e. be mindful of routine times).

Duringtheimplementationoftheexperienceandforthecourseoftheobservation,yourassessorwillbelooking toseethatyoucan:

• Nurturechildrenscreativityandmodel

• Teachchildrenhowtouseandcareformaterialsandequipmentaccordingtothenatureofthe

• Planandcreateopportunitiesforchildrentocollaboratecreativelywitheach

• Useflexibilitytorespondtochildrensinterestsand

• Support children to feel a sense of ownership and responsibility for equipment and materials through encouragementandrole-modelling.

• Encouragechildrentoexpresstheir

• Modelandshareenthusiasmforcreativeworkwith

• Showrespectandseekpermissionfromchildrenregardingtheir

• Encouragechildrentorespectandappreciatethecreativeeffortoftheir

• Useandexpandonchildrensideasinrelationto

Students:Pleasefilloutthiscoversheetclearlyandaccurately.Makesureyouhavekeptacopyofyourwork.

Name:
Date ofobservation/ submission:
Cluster:	PlanningandCurriculum
Unit/s:	CHCECE043Nurturecreativityinchildren CHCECE047Analyseinformationtoinformchildrenslearning CHCECE048Planandimplementchildrenseducationandcarecurriculum
No.ofpagesinsubmission:
		Assessortocomplete
AssessmentTaskNumberandTitle		Satisfactory/ Notsatisfactory	Date	Isthisa reassessment?Y/N
AssessmentTask4:ReflectiveJournal

STUDENTDECLARATION

I declarethatthesetasksaremyownwork.

Noneofthisworkhasbeencompletedbyanyotherperson.

Ihavenotcheatedorplagiarisedtheworkorcolludedwithanyotherstudent/sinthecompletionofthis work.

Ihavecorrectlyreferencedallresourcesandreferencetextsthroughouttheseassessmenttasks.

IunderstandthatifIamfoundtobeinbreachoftheRTOspolicies,disciplinaryactionmaybetakenagainst me.

Student Signature: Date:

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

AssessorSignature:

AssessorName:

Date:

TASKSUMMARY

RESOURCESANDEQUIPMENTREQUIRED

WHERE AND WHEN THISTASK WILL BECOMPLETED

You are required to complete the Reflective Journal provided below to demonstrate yourabilitytoreflectonyourabilitytonurturecreativityinchildren,planforchildren usingacycleofplanninganddevelopacurriculum.

• Accesstoequipment,materials,documentationrequiredinthe

• Accesstoacomputer,printer,Internetandemailsoftware(ifrequired).

• AccesstoMicrosoftWordorasimilar

• AccesstotheNationalQualityFramework

• AccesstotheLearningFramework

• ReflectiveJournaltemplate(alsoprovidedasaWorddocumentifyouwould prefertotypeyourresponses

• Youcancompletethistaskinyourowntimeorcompletepartsofitinyour workplace(wheretimeallows).

YourassessorwillgiveyouaduedateforsubmissionofyourReflectiveJournal.

WHAT HAPPENS IF YOUGETSOMETHINGWRONG

SUBMISSIONREQUIREMENTS

TASKINSTRUCTIONS

If your assessor sees that you have not completed your journal entries in sufficient detail or your supervisor has not signed your journal, they will talk to you about resubmission.Youwillonlyhavetoredotheentriesinyourjournalthatareidentified ashavingissuesorobtainsign-offfromyoursupervisor;however,youwillneedto

resubmityourentirejournal.Yourassessorwilldiscussanappropriatetimeframefor resubmissionwithyouwhenyouareprovidedwiththeoutcomeforthistask.

ThecompletedReflectiveJournal.

Thereflectivejournalrequiresyoutoreflectonyourplanningforindividualfocus

childrenandthegroupcurriculum(AT2andAT3)withafocusonhowyounurtured

creativityinchildren.Youwillreflectonyourteachingpracticesandanswerquestions. It must consider:

1. curriculumdesign

2. criticalreflection

3. nurture

Youwillalsoreflectonthecurrentcurriculumoftheserviceandassessthisapproach.

Thisassessmenttasktiesitalltogetherandprovidesyouwithspaceforyoutoreflect onyourimplementationofthecycleofplanningandpracticestonurturecreativity.It alsoprovidesyouwithanopportunitytoexplorewhatelementsofdocumenting childrenslearningthatyouwilluseinthefuture.

Bycompletingthisjournalasyouimplementyourcurriculum,youwilldemonstrate your ability to use critical reflection as a tool to improve your practice.

Forsomeofthequestions,youwillberequiredtosubmitphotosofyourlearning environmentsandexperiences.

A template has been provided for you to fill out, which includes questions and/or prompts to guide you in the responsesthatarerequired(alsoprovidedasaWorddocumenttobecompletedelectronicallyifpreferred).The template has been broken into sections based on the topics to be covered. You can write on the hard copy

template provided or you can type out your responses if you feel you may not have enough space or want to writemore.Thereisnowordlimitforeachentryjustensurethatyouprovideasmuchdetailaspossibleso that your assessor is able to determine that you have met the requirements of the task.

Remembertorespecttheconfidentialityofthoseyoureferto(donotprovidenamesorotherpersonally identifiable information of people discussed in your Reflective Journal).

Yoursupervisormustsignallpartsofyourreflectivejournalasaconfirmationthatyouhavemetthe requirementsofthistask.

YouarealsorequiredtosubmititemsofevidencetosupportthestatementsinyourReflectiveJournal.These itemsinclude:

• Photographicevidenceof:

• Howyoudevelopedacurriculumandenvironmentsthatsupportedholistic

• Howyouimprovisedwithequipmentandmaterialstoinvitechildrenandmadeitaestheticallypleasing?

• Yourcollectionofmaterialsandhowtheywereeffectivetosupport

• Anopportunityofferedtochildrentomakesustainable

WEEK1:REFLECTIVEJOURNAL

Notetostudents: Thisunitrequiresyoutoshowevidenceofyourabilitytocompletethetasksoutlinedinthisjournalwhilstplanningandimplementingyourcurriculum. Base on your journal on your whole curriculum and the group of children as well as the focus children you have chosen for Assessment Task 2. Children,familiesandeducatorsandotherstaffmustalwaysbede-identified.Youshouldallocateauniqueidentifiertoeachclientforthepurposesofthisjournal where necessary (for example, Focus Child 1, Focus Child 2 or Focus Child A, Focus Child B).

PartACurriculumDesign

Readandreflectonthecurrentcurriculumattheworkplace.

Withthecurrentcurriculum,analysehowtheservicesupportsallaspectsofchildrenslearningandprovideanyideasyouhaveforimprovement.Consider: Environmentalsetup Template Teaching Learning Routines

Whatdoyouthinkthecurrentstrengthsareofthecurriculumapproachanddocumentationattheworkplace?

Whatopportunitiesdoyouseetoimprovethedesignofthecurriculumandapproachtoplanning?

Reflectonhowstagesofchilddevelopmentareconsideredineachphaseofthecurriculum.

Reflectonthetoolsandstrategiesformonitoringandassessinglearning.Whatwouldyouchange?

PartBCriticalreflectionoftheimplementationofthecurriculum,includingfocuschildren.

Reflectontheimplementationofthecurriculumoverthetwo-weekperiod,includingthefocusonthechildrensexperiences.

Provide photographic evidence and discuss how you developed a curriculum and environments that supported holistic learning and provided opportunities for scaffolding.

Describehowyouplannedandimplementedexperiencesthatencouragedandsupportedallofthebelow:

Activelearning Aestheticvalues Choice Curiosity Literacy Safety

Reflectonatimewhenyouwereabletobeflexiblewiththecurriculumandsupportchildrentofeelasenseofownershipwithregardtotheirenvironmentand learning.Whathappened?Howdidyousupportthechildrensexplorationoftheirownideas?

Reflect on a time where you were able to use daily interactions to promote play and learning and how you managed to balance educator and teacher-supported experiences with child-led learning.

Reflectonyourintentionalteachingpracticesthroughouttheimplementationofthecurriculum.Whattechniquedidyouusetoco-constructlearningwithchildrenand scaffold their learning over the two-weeks? Reflect on any changes you observed with the childrens capabilities and how your pedagogical practices influenced their learningoutcomes.

Reflectonatimewhenyouidentifiedaspontaneousteachablemoment.Howdidyousupportthechild/rentoexploretheirideasandskillsandwhatchangesdidyou maketothecurriculumtosupportthis?

Howeffectivedoyoufeelitwastohaveyourfocuschildrenonthecurriculum?

PartCNurturingcreativityinchildren

Reflectontheimplementationofyournurturechildrenscreativecurriculumacrossthetwo-weekperiod.

Howdidyoumodelenthusiasmforcreativityandimprovisewithequipmentandmaterialstoinvitechildrentothespacetolearn?Howdidyoumakeitaesthetically pleasing? Provide photographic evidence

Reflectonwhatyoubelievechildrensroleincreativityis.Whatdidyoulearnaboutchildrenscreativitythroughobservation?

Reflectonyourresearchandcollectionofmaterials.Didyoufeelthematerialsyoursourcedwereeffectiveinsupportingcreativity?Providephotographicevidence.

Reflectonatimewhenyousupportedchildrentoovercomechallengeswithcreativity.Whathappened?

Reflectonatimewhenyousupportedchildrentoworktogetheroncreativeexperiencesandencouragedthemtosharetheircreationsandappreciateeachothers work?

Reflectonhowyouprovidedadequatetimeforchildrentobecreativeandextendontheseoverthedaysandweeks?Whatdidyounoticeabouttheirlearning?

Whatopportunitydidyouoffertochildrentomakesustainableresources?Providephotographicevidence.

Reflectonhowyourengagementswithchildrenabouttheirworkshowedrespectandsoughtpermissiontoshare?Whydoyouthinkthisisimportant?

Reflect on what you noticed about the difference between process and product when children are engaging in creative experiences? Why do you think this is important tovaluetheprocessaswellastheproduct?

Reflect on how creativity was nurtured throughout your curriculum. What did you notice about the link between different learning areas and creativity and different dispositions and the disposition of creativity?