center34417000
center34417000
center8091805CHCECE045
Foster Positive and Respectful
Interactions and Behaviour in Children
00CHCECE045
Foster Positive and Respectful
Interactions and Behaviour in Children
center238950500center5069840UNIT ASSESSMENT
00UNIT ASSESSMENT
24104608703310CHCECE045
Foster positive and respectful interactions and behaviour in children
00CHCECE045
Foster positive and respectful interactions and behaviour in children
24168107664450Unit Assessment Pack (TAP)
0Unit Assessment Pack (TAP)
Table of Contents
TOC o "1-3" h z u Assessment Pack (UAP) Cover Sheet PAGEREF _Toc127179072 h 3Student and Trainer/Assessor Details PAGEREF _Toc127179073 h 3Course and Unit Details PAGEREF _Toc127179074 h 3Assessment Submission Method PAGEREF _Toc127179075 h 3Student Declaration PAGEREF _Toc127179076 h 3Assessment Plan PAGEREF _Toc127179077 h 4Course information pack PAGEREF _Toc127179078 h 4UAT 1 Unit Knowledge Test (UKT) PAGEREF _Toc127179079 h 5Pre-assessment checklist PAGEREF _Toc127179080 h 5Purpose PAGEREF _Toc127179081 h 5Information for students PAGEREF _Toc127179082 h 5Reasonable adjustments PAGEREF _Toc127179083 h 5Assessment task instructions PAGEREF _Toc127179084 h 6Additional resources PAGEREF _Toc127179085 h 8UAT 2 Workplace Tasks PAGEREF _Toc127179086 h 25CHCECE045 Foster positive and respectful interactions and behaviour in children PAGEREF _Toc127179087 h 25Portfolio PAGEREF _Toc127179088 h 25THIRD PARTY WORKPLACE REPORT PAGEREF _Toc127179089 h 44Unit Assessment Result Sheet (UARS) PAGEREF _Toc127179090 h 45UAT 3 Work Placement Observation Booklet PAGEREF _Toc127179091 h 47
Purpose of unit Assessment Pack
This document is for the student and provides all the assessment tasks which need to be completed to be deemed competent in this unit. The document also provides instructions and information to assist the student to complete each assessment task. Students must respond to all questions and submit the assessment to their Assessor.
Copyright
This document was developed by VET Resources 2021.
No part of this resources may be reproduced in any form or by any means, electronic or mechanical including photocopying or recording or by any information retrieval system without written permission from VET Resources. Legal action may be taken against any person who infringes their copyright through unauthorised copying.
Assessment Pack (UAP) Cover Sheet
Student and Trainer/Assessor DetailsStudent name Trainer/Assessor name Course and Unit Details
Course code CHC50121
Course name Diploma of Early Childhood Education and Care
Unit code CHCECE045
Unit name Foster positive and respectful interactions and behaviour in children
Assessment Submission Method
By hand to trainer/assessor
By email to trainer/assessor
Online submission via Learning Management System (LMS)
By Australia Post to RTO Any other method _________________________________________________
(Please mention here)
Student Declaration
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice.
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
I confirm that Trainer/Assessor has provided all the information related to the assessment tasks as included in the information for student section and I am ready for the assessment.
Student signature Date
Assessment Plan
To demonstrate competence in this unit, the studentmust be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Work Placement Task Booklet S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Work Placement Observation Booklet S / NS (First Attempt)
S / NS (Second Attempt)
Final result C NYC Date assessed Trainer/Assessor Signature Course information pack
The student and Trainer/Assessor must read and understand all the information in the course information pack before completing the unit assessment pack.
UAT 1 Unit Knowledge Test (UKT)Pre-assessment checklistPurpose
The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Information for students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the complaints and appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the KDI training notes.
190579375 Assessment task instructions
Assessment type:
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of fifteen (15) written questions.
Student must respond to all the questions and submit them to the Trainer/Assessor.
Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.
Applicable conditions:
This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).
Student must read and respond to all questions.
Student may handwrite/use computers to answer the questions.
Student must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
Trainer /Assessor must assess students written skills and knowledge as he/she completes this assessment task.
The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
For more information, please refer to the RTO Student Handbook.
Location:
This assessment task may be completed in (tick the relevant box):
Learning Management System Classroom
Simulated learning environment Workplace
Other: ____________________________________
Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of the assessment is to check knowledge relevant to the unit.
Instructions for answering written questions:
Students must complete a written assessment consisting of a series of questions.
It is expected from students to correctly answer all the questions.
Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.
Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.
Assessors must not accept responses/answers that have been copied directly from other sources materials.
Resources required to complete the assessment task:
Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system
Additional resourcesBelow are some useful links to documents mentioned in Unit Knowledge Test:
Document QR Code Link
19812041021000
ECA-COE-Brochure-2016.pdf (earlychildhoodaustralia.org.au)5099057366000
48133013779500 Education and Care Services National Regulations (2011 SI 653) - NSW Legislation Guide-to-the-NQF-220511-compressed.pdf (acecqa.gov.au)
unicef-simplified-convention-child-rights.pdf (kc-usercontent.com)
Question 1:
Access National Quality Standard | ACECQA , in your own words explain the requirements of two following standards: (50-100words)
A) Collaborative partnerships with families and communities
B) Relationships with children Satisfactory response
A) Yes B) Yes No
No
Question 2A - D:
Describe the main focus of each of the following documents:
A) The Early Childhood Australia Code of Ethics (50 -100 words)
Satisfactory response
A) Yes No
B) United Nations Convention on the Rights of the Child. List the 4 core principles within your response. (150-200 words)
Satisfactory response
Yes No C) Service philosophy (60-100 words).
Satisfactory response
Yes No D) Policies and procedures relating to health and safety, and the physical environment of the Service (150-200 words) Satisfactory response
Yes No Question 3:
Read through the case study and answer the questions that follow:
Case Study:
Three-year-old Suni has recently arrived in Australia from Cambodia with his family and only knows a few words in English such as yes, no, food and wee wee. You have observed that Suni is having some difficulties settling into your service. Suni has attended the service for a fortnight and has been observed by staff pushing other children and grabbing their toys.
You observe Suni pushing into a group of children and grabbing a guitar that another child was playing with. Suni begins to strum the guitar, smiling. The other child is upset and Suni appears not to notice.
There is one staff member at your service who speaks Cambodian, and they have been helpful with some basic translation during Suni and his familys orientation process; however, the educator has also been vocal in explaining how childrens behaviour is dealt with in Cambodia and firmly expresses that the child or his parents will not understand the strategies the service will use in developing Sunis cooperative behaviour.
She informs you that after consultation with the parents, they have said in Cambodia children are punished and put in a corner when their behaviour is not acceptable. They are in agreement of using these strategies as they have seen improvement in the past.
A) Explain how the National Quality Framework supports plans for developing cooperative behaviour (50-100 words)
Satisfactory response
Yes No B) Explain how you would approach the situation in regard to families differing beliefs and support them to understand the research and theories the service uses to guide their childs behaviour. (100-150 words)
Satisfactory response
Yes No C) Describe three types strategies that you could use in this situation that would support Suni. (100-150 words)
Satisfactory response
Yes No D) What are the current and emerging theories and research on fostering a childs cooperative behaviour? (100-150 words) Satisfactory response
Yes No Question 4:
a) As an educator how can you reflect on your own values to differentiate between appropriate and inappropriate behaviour?
b) How would you use critical reflection to recognise and respond to this? (100-150 words) Satisfactory response
Yes No Yes No Question 5:
In the table below explain:
A) the five (5) different domains of self-regulation
B) give five (5) examples of the main stressors and
C) two (2) examples of strategies an educator might be used to assist children who are deregulating in specific areas. Satisfactory response
A) Yes B) Yes
C) Yes No
No
No
Domains of Self-Regulation Stressors: Strategies to assist children to regulate
Question 6:
Complete the below table for children from different age groups and stages of development. Give one age-appropriate expectations of childrens behaviour in each age group and one strategy to support their behaviour. Satisfactory response
Yes No
Age Group Expectations of Behaviour Strategies to Support Behaviour
Infants
(0-12months) Babies
(12-24months) Toddlers
(2-3years) Pre-schoolers
(4-5years) Question 7: Explain how different cultures and social groupings may have distinct ideas regarding behaviour. (100-150words) Satisfactory response
Yes No
Question 8:
Give an example of how an educator could implement a strategy to support a child/ren aged 4-5 years to manage their behaviour and develop their pro-social skills.
Satisfactory response
Yes No Learning to interact positively with adults
Developing skills to resolve conflict
Learning to share toys and other equipment
Building childrens resilience
Learning about limits and guidelines
Learning to respect the rights of others
Question 9:
(A) List three (3) relationship -based guidance strategies and explain how each one can be implemented.
(B) Using the Guide to the National Quality Framework, element 5.1.1, list three things an assessor would want to observe to evidence positive educator to child interactions. Satisfactory response
A) Yes B) Yes No
No
(A)
1.
2.
3.
(B)
Question 10: There are two parts to this question
A) Describe the characteristics of the physical and social environment that an educator needs to consider when developing a curriculum for children. (40-80 words)
B) What aspects of the social environment foster positive connections and a sense of belonging in children? (80-100 words) Satisfactory response
A) Yes B) Yes No
No
A)
B)
Question 11:
A) Describe two methods of observations used by educators in your service.
B) How does the Early Years Learning Framework support the use of observations when gathering information about children? Satisfactory response
A) Yes B) Yes No
No
A)
B)
Question 12:
There are three (3) parts to this question.
A) Describe the procedures for identifying and recording challenging behaviours. (100-150) Satisfactory response
Yes No B) Briefly explain the key elements that should be included in the behavioural management plan. (200-250) Satisfactory response
Yes No C) Give two (2) examples in which challenging behaviours require mandatory reporting. Satisfactory response
Yes No Question 13:
In the table below you are required to give an example of what an educator may take into consideration when dealing with factors that may influence behaviour. (20-40 words each) Satisfactory response
Yes No
Area of consideration: Potential contributing factors to behaviour
Actions of others Childs needs for agency Childs history Lack of consistency Culture Curriculum, practices or environments of the service Group dynamics Illness Needs not being met No sense of belonging
Partnerships with families Personality
Recent and current events Sensory input- body and environment Size of group Stage of development Temperament of attachment Question 14:
Describe how plans are developed to support positive interactions and behaviour at both the group and individual levels, and who should be involved in the process? (200-250 words) Satisfactory response
Yes No
Question 15:
You are required to read through the case study and complete the blank parts of the behavioural management plan.
Case Study:
Alex is 4 years old. He has been at the centre for a few months, and has been spoken to a number of times about his behaviour towards other children. Mary, the lead educator, has been advised that another incident took place in the morning where Alex hurt another child because they wanted to play with him. Mary has been in contact with Alexs mother in the past regarding other incidents and has scheduled another appointment for later this afternoon. Together with the other educators who were in the room at the time of the incident, Mary has begun to fill in the behaviour management plan to discuss and collaborate with Alexs mother when she comes in later that afternoon.
Part of the plan has already been completed; you are only required to complete the blank spaces. Satisfactory response
A) Yes No
Behaviour plan
Child: Alex
Age: 4 years
Plan No: 1
Date: 27/02/2022
Those involved in developing the plan Mary, educators in room, mother
Name and contact details of relevant specialists, referral bodies and authorities Noahs Ark Geelong Early Childhood Intervention Services (ECIS) (03) 5229 5327
Behaviour Aggressiveness towards others; inability to enter play spaces adequately; hurting other children; yelling and refusing to listen to requests or adhere to redirection strategies
Who was involved Educators and other children in the room
Variables that may impact on behaviour Temperament Aggressive towards others, uses anger and physical force to gain attention
Temperament shapes reactions and responses, and can influence communication and behaviour
Lifestyle stressors Father has left the family home; mother is the sole parent with three older boys
Developmental challenges Ability to share, take turns or wait when using the curriculum and working environment
Emotional/social development Difficulty joining groups and negotiating play
Behaviour disorder Oppositional deficit disorder
Trauma Father walking out of family home five months ago, has not seen him since
Environment and curriculum influences Too many large group play spaces, not enough 23 children play opportunities available
Others not wanting to play with him
Continuous redirection of his behaviours from all educators
Cultural implications Family dynamics, changed family roles from two parents living in the home to one
Trigger Attempting to enter play spaces and wanting resources others are using
Being redirected after failing to obtain object from others
Function/Consequences
analysis Others not wanting to play with him, aggressive attitude towards everyone resulting in only speaking to others when he is yelling or becoming agitated
Constant redirection from educators
What are the relationship needs
Acceptable alternative behaviour How to develop self-regulation, positive self-concept, and self esteem
Methods for re-framing children's behaviour Practices to support building resilience How will this be monitored and evaluated?
How will collaboration with families take place?
UAT 2 Workplace Tasks
CHCECE045 Foster positive and respectful interactions and behaviour in children
PortfolioYou are required to complete tasks 1 to 2. You will need to gather evidence for this task while you are at work placement.
Make sure you check the portfolio requirements carefully so that you can gather all the information that you need.
You have been asked to provide some documents as evidence throughout the portfolio if there is any reason you cannot provide this evidence, for example due to service confidentiality, make a note of this in your portfolio.
In some cases, you are asked to provide photographs, video and/or audio evidence. You must make sure that children are not identifiable in any evidence provided unless written permission has been given by the parents/guardian.
You may also include other forms of evidence in your portfolio if you wish; for example, copies of policies, photos, videos, program plans etc.
Task Instructions:
This is a work-placement task. You are required to complete two (2) work-placement assessment activities.Please refer to the requirements below Activity 1, Activity 2A and Activity 2B for further instructions. There are questions that follow activity 2 that you will be required to answer.
Activity 1 For this task, you must observe children's social interactions on at least three occasions and identify:
Childrens Emerging pro-social skills
Strategies used by educators to support the development of pro-social skills
Occasions may include during indoor or outdoor play: Participating in a routine or during small group experiences
All three (3) occasions must be observed by a workplace supervisor
You will be required to obtain permission from families to observe children prior to observation
Once the task is completed you are required to submit the following:
3x permission forms from families
3x observation templates
Activity 2 There are two parts to this activity read each task prior to commencing the activity
Part A observations of childrens behaviour
You are required to consult the workplace supervisor and identified two children whose behaviour can be observed and documented.
Selected children must exhibit varied behaviours including those who require systems with self-regulation and pro social skills.
Students must conduct two separate observations of each child, under the supervision of a workplace supervisor, in early childhood and education setting
Document your findings on the behaviour observation checklist template provided.
You will need to complete separate behavioural observation checklist for each child
Part B Develop a support Plan
Using information gained from the two behavioural observation you must develop a Support Plan for each child using the template supplied
You are required to do this in collaboration with your workplace supervisor
The support plan must be implemented over a period of time
Following implementation, each support plan must be evaluated and findings documented on the template supplied
Once you have completed Activity 2 answer the questions that follow
Using the following National Framework and the educators guides for:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia
My Time, Our Place: Framework for School Age Care in Australia
National Law
National Regulations
National Quality Standard
Educators for collaboration
Children in a regulated education and Care Service in Australia
Families and carer(s) of the above children
Activity 1
For this task, you must observe children's social interactions on at least three (3) occasions and identify:
Childrens Emerging pro-social skills
Strategies used by educators to support the development of pro-social skills
Occasions may include during indoor or outdoor play: Participating in a routine or during small group experiences
All three (3) occasions must be observed by a workplace supervisor
You will be required to obtain permission from families to observe children prior to observation
Once the task is completed you are required to submit the following:
3x permission forms from families
3x observation templates
Once you have completed Activity 1 answer the questions that follow
While there is no word count requirement for this activity, it is expected that you provide sufficient detail to answer each section. Please consider industry requirements for a lead educator level of documentation.
Child Observation #1 (please note: prior to commencing this observation you must obtain a permission/consent form from your service and gain consent from families to observe their child. Appendix A permission form)
Describe where the childs social interaction occurred How many children participated in the social interaction?
What ages were the children participating in the social interaction? Outline what the children were doing during the social interaction Identify prosocial behaviours that are age appropriate that you have observed during the interaction Outline strategies used by the educator/s to support the development of prosocial skills Describe aspects of the environment that may have influenced the childrens behaviour during the interaction Critical Reflection
Describe any commons themes or patterns of behaviour observed What would you recommend to further develop prosocial skills of the children you observed? Child Observation #2 ( please note: prior to commencing this observation you must obtain a permission/consent form from your service and gain consent from families to observe their child)
Describe where the childs social interaction occurred How many children participated in the social interaction? What ages were the children participating in the social interaction? Outline what the children were doing during the social interaction Identify prosocial behaviours that are age appropriate that you have observed during the interaction Outline strategies used by the educator/s to support the development of prosocial skills Describe aspects of the environment that may have influenced the childrens behaviour during the interaction Critical Reflection
Describe any commons themes or patterns of behaviour observed What would you recommend to further develop prosocial skills of the children you observed? Child Observation #3 ( please note: prior to commencing this observation you must obtain a permission/consent form from your service and gain consent from families to observe their child)
Describe where the childs social interaction occurred How many children participated in the social interaction? What ages were the children participating in the social interaction? Outline what the children were doing during the social interaction Identify prosocial behaviours that are age appropriate that you have observed during the interaction Outline strategies used by the educator/s to support the development of prosocial skills Describe aspects of the environment that may have influenced the childrens behaviour during the interaction Critical Reflection
Describe any commons themes or patterns of behaviour observed What would you recommend to further develop prosocial skills of the children you observed? Activity 2
There are two parts to this activity read each task prior to commencing the activity
While there is no word count requirement for this activity, it is expected that you provide sufficient detail to answer each section. Please consider industry requirements for a lead educator level of documentation.
Part A observations of childrens behaviour
You are required to consult the workplace supervisor and identify two children whose behaviour can be observed and documented.
Selected children must exhibit varied behaviours including those who require support with self-regulation and pro social skills.
Student must conduct two separate observations of each child, under the supervision of a workplace supervisor, in early childhood and education setting
Document your findings on the behaviour observation checklist template provided.
You will need to complete a separate behavioural observation checklist for each child
Part B Develop a Support Plan
Using information gained from the two behavioural observation you must develop a Support Plan for each child using the template supplied
You are required to do this in collaboration with your workplace supervisor
You will be required to participate in two (2) collaborative discussions about the childs interactions and behaviour with colleagues and document discussion points
The support plan must be implemented over a period of time
Following implementation, each Support Plan must be evaluated and findings documented on the template supplied
Once you have completed the observations and Support Plan you will be required to document your own reflection on the information you gathered.
Child #1 Observation 1 Observation 2
Where did the observation occur? Date What did you observe
Interpretation: What have you learnt about the childs social skills from the observation? Based on the observation identify prosocial behaviours Based on the observation identify challenging behaviours Participate in two (2) collaborative discussions with colleagues and then report on the discussion ensuring you include the points listed below
Pre-existing information regarding the childs interactions in behaviour
Environmental factors that may be impacting the childs behaviour Strategies currently in place to support the childs interaction and behaviour Educator expectations for positive and respectful behaviour Decision on support plan implementation How families are consulted
Reflection
What have you learned from the information gathered about the child Short term goals based on reflection Set long term goals based on reflection Child #2 Observation 1 Observation 2
Where did the observation occur? Date What did you observe Interpretation: What have you learnt about the childs social skills from the observation? Based on the observation identify prosocial behaviours Based on the observation identify challenging behaviours Participate in two (2) collaborative discussions with colleagues and then report on our discussion ensuring you include the points listed below
Pre-existing information regarding the childs interactions in behaviour
Environmental factors that may be impacting the childs behaviour Strategies currently in place to support the childs interaction and behaviour Educator expectations for positive and respectful behaviour Decision on support plan implementation How families are consulted
Reflection
What have you learned from the information gathered about the child Short term goals based on reflection Set long term goals based on reflection Activity 2 Part B
Support Plan Child 1
Child 1:
Childs age :Date of Support Plan:
Identified behaviour/s of concern:
Strategies to support childs pro social behaviours over a period of time
Identify a minimum of three suggested strategies consider aspects such as self-regulation, positive self-concept and self-esteem, building resilience, and collaborating with children in a respectful way
Who is involved in creating this support plan and what is their role?
Relevant work place policy
Relevant NQS element and EYLF outcome
Implementation of the plan
describe how it is to be implemented and monitored over a period of time
describe how you will communicate the plan to others
Evaluation of the support plan
After the support plan has been implemented over a period of time, write an evaluation.
include the following information in the evaluation
what happens during the implementation of the support plan?
how did the child respond?
what modifications were needed?
were the goals achieved?
Identify two suggestions for future planning/modifications
Personal reflection
reflect on your own role in implementing the support plan.
after implementing your plan discussed supervisor what you think you did well
what might you do differently in the future?
Activity 2 Part B
Support Plan Child 2
Child 2:
Childs age :Date of Support Plan:
Identified behaviour/s of concern:
Strategies to support childs pro social behaviours over a period of time
Identify a minimum of three suggested strategies consider aspects such as self-regulation, positive self-concept and self-esteem, building resilience, and collaborating with children in a respectful way
Who is involved in creating this support plan and what is their role?
Relevant work place policy
Relevant NQS element and EYLF outcome
Implementation of the plan
describe how it is to be implemented and monitored over a period of time
describe how you will communicate the plan to others
Evaluation of the support plan
After the support plan has been implemented over a period of time, write an evaluation.
include the following information in the evaluation
what happens during the implementation of the support plan?
how did the child respond?
what modifications were needed?
were the goals achieved?
Identify two suggestions for future planning/modifications
Personal reflection
reflect on your own role in implementing the support plan.
after implementing your plan discussed supervisor what you think you did well
what might you do differently in the future?
Questions
Questions Answers
a) How would you respond to children that may be affected by the behaviour? How would you ensure that regular progress is reviewed? Explain how you used critical reflection on your own pedagogy to inform practice. What measures would you take to model consistent approaches and provide support to colleagues? Supervisor Name:
FEEDBACK SECTION
How well do you think Student performed?
Signature: Date:
THIRD PARTY WORKPLACE REPORTStudent Name:
Unit: CHCECE045 Foster Positive and Respectful Interactions and Behaviour in Children
Registered Training Organisation: Kath Dickson Institute
Workplace Supervisor
PLEASE NOTE: The Workplace Supervisor must supervise the students interactions with children.
By ticking yes below you are confirming that you have observed the student perform each of the tasks with children between the ages of birth and 6 years. Observations meet industry standards.
Dot points in italics are examples of possible practices you may observe.
Yes No
Observing social interactions of children on at least 2 occasions and identifying:
Emerging pro-social skills
Using strategies to support the development of pro-social skills such as;
Providing a warm and supportive environment
Positive behaviour guidance
Consistency
Modelling and reinforcing social skills
Assisting children with self-regulation and pro-social skills:
Reviewing any pre-existing information regarding a childs interactions and behaviour
Reviewing physical and social environment within and outside the service and identify impacts on childs behaviour
Observe and monitor the interactions and responses of the child to identify challenging behaviour
Assisting a child with self-regulation and pro-social skills:
Participating in collaborative discussions about childs interactions and behaviours with colleagues
Documenting own reflections on gathered information
Developing, implementing and evaluating a support plan for the child in collaboration with colleagues
Additional comments:
Student signature: Date:
Supervisor name:
Supervisor signature: Date:
Unit Assessment Result Sheet (UARS)Outcome of Unit Assessment Task (UAT1)
Unit knowledge test First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Outcome of Unit Assessment Task (UAT2)
Workplace tasks First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Feedback to Student First attempt:
Second attempt:
Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
I declare that I have completed the observable tasks in relation to this unit and recorded the results in the Work placement observation booklet.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
UAT 3 Work Placement Observation Booklet Task
Work placement observation will be conducted during the work placement.
Your Trainer and Assessor will directly observe you during your work placement.
Appendix A
CHCECE045 Foster positive and respectful interactions and behaviour in children
PERMISSION TO OBSERVE
Dear Parent/ Guardian,
I am currently undertaking study in the above unit. As part of my assessment requirements I must observe a child over a period of a time using different observation methods.
I would like to observe your child ____________________________for this assessment.
Please be assured that the information I gather shall only be used for the purposes of this assessment. Your childs name and centre will not be disclosed in any way, and their privacy will be maintained at all times.
Do you also give permission for photographs to be taken of your child as an observation method? These photographs of your child will remain in his observation folder and will not be downloaded onto the internet.
This assessment also requires that I use the observations taken to make suggestions for future learning experiences for your child. This will be done in collaboration with other staff members. Once again, these contributions are only made for the purpose of assessment to further my skills and knowledge in fostering positive and respectful interactions and behaviour in children.
Thank you for your consideration of this matter,
Yours sincerely,
I, ________________________________________ give permission for
__________________________________________ to observe and/or photograph my child for assessment purposes.
Signed:_____________________ Date:____________________
-18097519875500
173355028702000
UNIT ASSESSMENT
-130810731520CHCECE044
Facilitate compliance in a childrens education and care service
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Facilitate compliance in a childrens education and care service
24104608703310CHCECE044
Facilitate Compliance in a Childrens Education and Care Service
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Facilitate Compliance in a Childrens Education and Care Service
24168107664450Unit Assessment Pack (TAP)
0Unit Assessment Pack (TAP)
Table of Contents
TOC o "1-3" h z u Assessment Pack (UAP) Cover Sheet PAGEREF _Toc119322385 h 3Student and Trainer/Assessor Details PAGEREF _Toc119322386 h 3Course and Unit Details PAGEREF _Toc119322387 h 3Assessment Submission Method PAGEREF _Toc119322388 h 3Student Declaration PAGEREF _Toc119322389 h 3Assessment Plan PAGEREF _Toc119322390 h 4Course information pack PAGEREF _Toc119322391 h 4UAT 1 Unit Knowledge Test (UKT) PAGEREF _Toc119322392 h 5Pre-assessment checklist PAGEREF _Toc119322393 h 5Purpose PAGEREF _Toc119322394 h 5Information for students PAGEREF _Toc119322395 h 5Reasonable adjustments PAGEREF _Toc119322396 h 5Assessment task instructions PAGEREF _Toc119322397 h 6Additional resources PAGEREF _Toc119322398 h 8UAT 2 Workplace Task PAGEREF _Toc119322399 h 19CHCECE044 - Facilitate compliance in a children's education and care service PAGEREF _Toc119322400 h 19Portfolio PAGEREF _Toc119322401 h 19THIRD PARTY WORKPLACE REPORT PAGEREF _Toc119322402 h 37Unit Assessment Result Sheet (UARS) PAGEREF _Toc119322403 h 38UAT 3 Work Placement Observation Booklet PAGEREF _Toc119322404 h 40
Purpose of unit Assessment Pack
This document is for the student and provides all the assessment tasks which need to be completed to be deemed competent in this unit. The document also provides instructions and information to assist the student to complete each assessment task. Students must respond to all questions and submit the assessment to their Assessor.
Copyright
This document was developed by VET Resources 2021.
No part of this resources may be reproduced in any form or by any means, electronic or mechanical including photocopying or recording or by any information retrieval system without written permission from VET Resources. Legal action may be taken against any person who infringes their copyright through unauthorised copying.
Assessment Pack (UAP) Cover Sheet
Student and Trainer/Assessor DetailsStudent name Trainer/Assessor name Course and Unit Details
Course code CHC50121
Course name Diploma of Early Childhood Education and Care
Unit code CHCECE044
Unit name Facilitate Compliance in a Childrens Education and Care Service
Assessment Submission Method
By hand to trainer/assessor
By email to trainer/assessor
Online submission via Learning Management System (LMS)
By Australia Post to RTO Any other method _________________________________________________
(Please mention here)
Student Declaration
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice.
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
I confirm that Trainer/Assessor has provided all the information related to the assessment tasks as included in the information for student section and I am ready for the assessment.
Student signature Date
Assessment Plan
To demonstrate competence in this unit, the studentmust be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Work Placement Task Booklet S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Work Placement Observation Booklet S / NS (First Attempt)
S / NS (Second Attempt)
Final result C NYC Date assessed Trainer/Assessor Signature Course information pack
The student and Trainer/Assessor must read and understand all the information in the course information pack before completing the unit assessment pack.
UAT 1 Unit Knowledge Test (UKT)Pre-assessment checklistPurpose
The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Information for students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the complaints and appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the KDI training notes.
190579375 Assessment task instructions
Assessment type:
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of ten (10) written questions.
Student must respond to all the questions and submit them to the Trainer/Assessor.
Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.
Applicable conditions:
This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).
Student must read and respond to all questions.
Student may handwrite/use computers to answer the questions.
Student must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
Trainer /Assessor must assess students written skills and knowledge as he/she completes this assessment task.
The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
For more information, please refer to the RTO Student Handbook.
Location:
This assessment task may be completed in (tick the relevant box):
Learning Management System Classroom
Simulated learning environment Workplace
Other: ____________________________________
Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of the assessment is to check knowledge relevant to the unit.
Instructions for answering written questions:
Students must complete a written assessment consisting of a series of questions.
It is expected from students to correctly answer all the questions.
Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.
Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.
Assessors must not accept responses/answers that have been copied directly from other sources materials.
Resources required to complete the assessment task:
Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system
Additional resourcesBelow are some useful links to documents mentioned in Unit Knowledge Test:
Document QR Code Link
4836226289300
26200712517800 RevisedNQSHandoutA4.pdf (acecqa.gov.au)5099057366000
48133013779500 Education and Care Services National Regulations (2011 SI 653) - NSW Legislation
Guide-to-the-NQF-220511-compressed.pdf (acecqa.gov.au)
Question 1
Access the Australian Childrens Education and Care Quality Authority (ACECQA) website.
What are the four components of the National Quality Framework? Give a brief explanation of what each component covers (100-150 words). Satisfactory response
Yes No Question 2
List the seven (7) Areas of the National Quality Standards Satisfactory response
Yes No Question 3: In the below tables, briefly explain the requirements of each of the seven (7) National Quality Standards. Give two (2) examples of how this can be demonstrated in an early childhood service.
Satisfactory response
Yes No Quality Area 1 - Summary/requirement -
Example 1
Example 2
Quality Area 2 - Summary/requirement -
Example 1
Example 2
Quality Area 3 - Summary/requirement -
Example 1
Example 2
Quality Area 4 - Summary/requirement -
Example 1
Example 2
Quality Area 5 - Summary/requirement -
Example 1
Example 2
Quality Area 6 - Summary/requirement -
Example 1
Example 2
Quality Area 7 - Summary/requirement -
Example 1
Example 2
Question 4 What is the main goal of the Education and Care National Law and the National Regulations. List the section of the National law that covers the requirements early childhood Education and Care services must abide by in regards to the rating of the service (100-150 words). Satisfactory response
Yes No Question 5
Answer the following questions
a) List the outcomes (quality ratings) of the NQS assessment and quality rating process each Early childhood education and care regulated service can achieve after being assessed by their state and territory regulatory authority.
b) List and explain the steps in the Assessment and quality rating process. (150-200 words).
c) What is the main focus of the National law and associated regulations in relation to the quality rating process? (50-100 words) Satisfactory response
a) Yes b) Yes c) Yes No No No Question 6: Give a brief overview of the two (2) national learning frameworks, which describe methods that support and encourage children's learning. (100-150 words for each) Satisfactory response
Yes No Question 7: Using the table below:
a) Use the ACECQA link provided and list the Regulating bodies responsible for assessing and rating against the National Quality Framework within early childhood services in each state and Territory in Australia. https://www.acecqa.gov.au/help/contact-your-regulatory-authorityb) Summarise what other key roles each regulating body has. Satisfactory response
a) Yes b) Yes No No State/ Territory Responsible regulating body Summary of each regulating bodies key role (25-50words)
ACT NSW NT QLD SA TAS VIC WA Question 8. Fill in the table below providing two (2) examples of how stakeholders can be engaged in the quality improvement process at varying stages of the process. Satisfactory response
Yes No Key Stakeholder Self-assessment stage Development of QIP (Quality Improvement Plan) Assessment and Rating
Educators Children Families Local Community Question 9. Identify and explain two (2) resources that support compliance within early childhood and care services. Include both:
a) government
b) non-government
(25 50 words) Satisfactory response
Yes No Question 10. List four current concepts, as well as upcoming trends and research in the field of service delivery. In your own words give a brief description of each concept. (25-50 words) Satisfactory response
Yes No
UAT 2 Workplace Task
Task
Refer work placement task booklet to complete this task.
CHCECE044 - Facilitate compliance in a children's education and care service PortfolioYou are required to complete tasks 1. You will need to gather evidence for this task while you are at work placement.
Make sure you check the portfolio requirements carefully so that you can gather all the information that you need.
You have been asked to provide some documents as evidence throughout the portfolio if there is any reason you cannot provide this evidence, for example due to service confidentiality, make a note of this in your portfolio.
In some cases, you are asked to provide photographs, video and/or audio evidence. You must make sure that children are not identifiable in any evidence provided unless written permission has been given by the parents/guardian.
You may also include other forms of evidence in your portfolio if you wish, for example, copies of policies, photos, videos, program plans etc.
Task Instructions:
The below Activity task must be undertaken in an Early Childhood Education and Care Service.
You are required to complete this task based on the performance of required tasks at a nominated time during your work placement.
It is important that students are familiar with the assessment criteria and the expected standards associated with this task prior to be observed
You are required to complete One (1) work-placement assessment activity.Please refer to the requirements below Activity 1 for further instructions.
Activity 1 You are required in consultation with your room leader to implement two quality areas in your workplace and facilitate self-assessment and development of a Quality Improvement Plan (QIP)
There are two parts to this Activity 1:
Part A: Quality Area 5 Relationships with children
Part B: Quality Area 6 Collaborative partnerships with families and communities within your workplace
Using the following National Framework and the educators guides for:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia
My Time, My Place: Framework for School Age Care in Australia
National Law
National Regulations
National Quality Standard
Educators for collaboration
Children in a regulated education and Care Service in Australia
Families and carer(s) of the above children
Student should also have access to the following resources:
Information technology for research and documentation
Existing policies and procedures of a regulated childrens education and care service
Quality improvement plan template
Activity 1: Quality improvement plan
This activity has two parts:
Part A: Quality Area 5 Relationships with children
Part B: Quality Area 6 Collaborative partnerships with families and communities within your workplace
In this activity, you will act as the educator, and you are responsible for the continuous improvement of the service.
You are required to submit evidence of facilitating self-assessment and development of a Quality improvement plan for two Quality areas.
You are required to fill in the Quality Improvement (QIP) template for each of the Quality areas in consultation with your room leader/ supervisor provided below.
The link will provide you further information on the key requirements and guide you on how to prepare the quality improvement plan. Quality Improvement Plan | ACECQAYou are required to access different sources of information and collect information about the National Quality Framework and discuss with the other team members and provide them information and seek clarification where in doubt.
You are required to focus on the following two areas and develop an improvement plan for your service:
Part A: Quality Area 5 Relationships with children
Part B: Quality Area 6 Collaborative partnerships with families and communities within your workplace
You are also required to determine the different methods to consult the family, children, colleagues and the supervisor to inform self- assessment on a regular ongoing basis.
Your room leader/ supervisor will assist you in collection of information from the different stakeholders.
The quality improvement plan must include the following:
An assessment of the programs and practices at the service against the National Quality Standard and National Regulations
Areas for improvement
Statement about the services philosophy.
Once the template is completed, answer all questions that follow Activity 1 and submit it to your trainer/assessor
Quality Improvement Plan (QIP)
Service details
Service name Service approval number
Primary contacts at service
Physical location of service Physical location contact details
Street Telephone Suburb Mobile State/territory Fax Postcode Email Approved Provider Nominated Supervisor
Primary contact Name Telephone Telephone Mobile Mobile Fax Fax Email Email Postal address (if different to physical location of service)
Street State/territory Suburb Postcode Educational leader
Name Telephone Email Operating hoursFor each day of the week this service is open, indicate the times of the day when education and care is provided. For centre-based services, this does not include non-contact hours for staff.
Describe the scheduled opening and closing times using a 24-hour clock (e.g. 07:30 to 18:00) rather than AM and PM.
Round times to the nearest quarter of an hour.
If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.
Family day care services or multi-site services should list the operating hours of the service office.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Opening time Closing time Additional information about your serviceThe following information will assist the regulatory authority to plan the assessment visit.
Provide additional information about your serviceparking, school holiday dates, pupil-free days, etc.
How are the children grouped at your service?
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. Cheryl Smith, Nominated Supervisor)
For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their addresses.
No. of educators: _______________________
Service statement of philosophyPlease insert your services statement of philosophy here.
PART A
Quality Area 5: Relationships with children
This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful, and promoting childrens sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.
Additional information and resources about Quality Area 5 are available in the Guide to the National Quality Framework and on the ACECQA website.
Quality Area 5: Standards and elements
Standard 5.1 Respectful and equitable relationships are maintained with each child.
Positive educator to child interactions Element 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident, and included
Dignity and rights of the child Element 5.1.2 The dignity and the rights of every child are maintained.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships.
Collaborative learning Element 5.2.1 Children are supported to collaborate, learn from, and help each other.
Self-regulation Element 5.2.2 Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others, and communicate effectively to resolve conflicts.
National Law and National Regulations underpinning Quality Area 5
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 5 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards, and elements of the NQS.
National Law and National Regulations Associated element
Section 166 Offence to use inappropriate discipline 5.1.1, 5.1.2, 5.2.2
Regulation 155 Interactions with children 5.1.1, 5.1.2, 5.2.2
Regulation 156 Relationships in groups 5.2.2
Quality Improvement Plan for Quality Area 5
Summary of strengths for Quality Area 5
Strengths
[Summarise strengths identified in the self-assessment process. Delete if not required.]
Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
Additional information about the Exceeding NQS themes is available on ACECQAs Exceeding the NQS webpage.
Standard 5.1 Relationships between educators and children: Respectful and equitable relationships are maintained with each child.
Exceeding themes 1. Practice is embedded in service operations [If you have identified strengths in this area, describe how your practices are embedded in service operations for this Standard]
2. Practice is informed by critical reflection [If you have identified strengths in this area, describe how your services practices in this Standard, have been informed by critical reflection.]
3. Practice is shaped by meaningful engagement with families, and/or community [If you have identified strengths in this area, describe how your services practices in this Standard, have been shaped by meaningful engagement with families, and/or community]
Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
Additional information about the Exceeding NQS themes is available on ACECQAs Exceeding the NQS webpage.
Standard 5.2 Relationships between children: Each child is supported to build and maintain sensitive and responsive relationships.
Exceeding themes 1. Practice is embedded in service operations [If you have identified strengths in this area, describe how your practices are embedded in service operations for this Standard]
2. Practice is informed by critical reflection [If you have identified strengths in this area, describe how your services practices in this Standard, have been informed by critical reflection.]
3. Practice is shaped by meaningful engagement with families, and/or community [If you have identified strengths in this area, describe how your services practices in this Standard, have been shaped by meaningful engagement with families, and/or community]
Key improvements sought for Quality Area 5
Improvement Plan
Standard/element Issue identified during self-assessment What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes
PART B
Quality Area 6: Collaborative partnerships with families and communities
This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are based on active communication, consultation, and collaboration.
Additional information and resources about Quality Area 6 are available in the Guide to the National Quality Framework and on the ACECQA website.
Quality Area 6: Standards and elements
Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role.
Engagement with the service Element 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions.
Parent views are respected Element 6.1.2 The expertise, culture, values, beliefs of families are respected, and families share in decision-making about their childs learning and wellbeing.
Families are supported Element 6.1.3 Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.
Standard 6.2 Collaborative partnerships enhance childrens inclusion, learning and wellbeing.
Transitions Element 6.2.1 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.
Access and participation Element 6.2.2 Effective partnerships support childrens access, inclusion, and participation in the program.
Community engagement Element 6.2.3 The service builds relationships and engages with its community.
National Law and National Regulations underpinning Quality Area 6
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 6 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards, and elements of the NQS.
National Law and National Regulations Associated element
Section 175 Offence relating to requirement to keep enrolment and other documents 6.1.3, 6.2.1
Regulation 157 Access for parents 6.1.1
Quality Improvement Plan for Quality Area 6
Summary of strengths for Quality Area 6
Strengths [Summarise strengths identified in the self-assessment process. Delete if not required.]
Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
Additional information about the Exceeding NQS themes is available on ACECQAs Exceeding the NQS webpage.
Standard 6.1 Supportive relationships with families: Respectful relationships with families are developed and maintained and families are supported in their parenting role.
Exceeding themes 1. Practice is embedded in service operations [If you have identified strengths in this area, describe how your practices are embedded in service operations for this Standard]
2. Practice is informed by critical reflection [If you have identified strengths in this area, describe how your services practices in this Standard, have been informed by critical reflection.]
3. Practice is shaped by meaningful engagement with families, and/or community [If you have identified strengths in this area, describe how your services practices in this Standard, have been shaped by meaningful engagement with families, and/or community]
Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
Additional information about the Exceeding NQS themes is available on ACECQAs Exceeding the NQS webpage.
Standard 6.2 Collaborative partnerships: Collaborative partnerships enhance childrens inclusion, learning and wellbeing.
Exceeding themes 1. Practice is embedded in service operations [If you have identified strengths in this area, describe how your practices are embedded in service operations for this Standard]
2. Practice is informed by critical reflection [If you have identified strengths in this area, describe how your services practices in this Standard, have been informed by critical reflection.]
3. Practice is shaped by meaningful engagement with families, and/or community [If you have identified strengths in this area, describe how your services practices in this Standard, have been shaped by meaningful engagement with families, and/or community]
Key improvements sought for Quality Area 6
Improvement Plan
Standard/element Issue identified during self-assessment What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes
Questions Answers
How would you locate and access sources of knowledge regarding the NQF, as well as seek support if clarification on any aspect of the framework is required? What are some ways you could help staff understand the NQF and other applicable rules and regulations by providing clear and consistent information? How would you analyse the NQS and determine the components' relevant to the service? How will you interpret the facts and requirements of the assessment and rating procedure and convey this knowledge with the entire service staff? How would you go about gathering information from staff, children, families, and the community on a regular basis to inform self-assessment? How would you share ideas with colleagues and involve them in data collection to inform self-assessment? In what ways could you document information gathered throughout the self-assessment process against NQS criteria and elements, and make self-assessment data available at the service to help with discussions about the assessment and rating process? List two (2) ways you could regularly collaborate with all stakeholders to recognise the strengths and any improvements required within the service.
Who would you seek advice from about the assessment process? How does the service ensure accuracy and completion of all documentation for the assessment rating process and relay clear instructions for all staff regarding each individuals requirements during the visit?
Supervisor Name:
FEEDBACK SECTION
How well do you think Student performed?
Signature: Date:
THIRD PARTY WORKPLACE REPORTStudent Name:
Unit: CHCECE044 Facilitate Compliance in a Childrens Education and Care Service
Registered Training Organisation: Kath Dickson Institute
Workplace Supervisor
PLEASE NOTE: The Workplace Supervisor must supervise the students interactions with children.
By ticking yes below you are confirming that you have observed the student perform each of the tasks with children between the ages of birth and 6 years. Observations meet industry standards.
Dot points in italics are examples of possible practices you may observe.
Yes No
Facilitate self-assessment and development of a Quality Improvement Plan for two quality areas in an education and care service
Accessing and using the Guide to the NQF
Use of self-assessment tools
Documenting and actively contributing to the self-assessment
Identifying current practice quality and suggesting improvements
Encouraging contribution and viewpoints from members of your service community, including children.
Participating in team meetings and critical reflection
Identifying service strengths
Contributing to the quality improvement plan
Additional comments:
Student signature: Date:
Supervisor signature: Date:
Unit Assessment Result Sheet (UARS)Outcome of Unit Assessment Task (UAT1)
Unit Knowledge Test First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Outcome of Unit Assessment Task (UAT2)
Workplace task First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Feedback to Student First attempt:
Second attempt:
Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
I declare that I have completed the observable tasks in relation to this unit and recorded the results in the Work placement observation booklet.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
UAT 3 Work Placement Observation Booklet Task
Work placement observation will be conducted during the work placement.
Your Trainer and Assessor will directly observe you during your work placement.
