CHC50113 Diploma in Early Childhood Education & Care
2124075000
CHC50113 Diploma in Early Childhood Education & Care
-9144002466975
Subject 8 Leadership and Service Management
Assessment Workbook
V4.2 Produced DATE @ "d MMMM yyyy" DATE @ "d MMMM yyyy" 13 October 2020
Copyright 2014 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning Resources
Version control & document history
Date Summary of modifications made Version
DATE @ "d MMMM yyyy" 2 May 2014 Version 1 final produced following assessment validation. 1.0
20 November 2014 Changes made throughout document 2.0
12 January 2015 Version 3.0 produced following second assessment validation 3.0
1 July 2016 Version 4.0 produced following updates to the required units of competency for the course 4.0
14 February 2018 Updated for National Quality Standard changes 4.1
13 October 2020 Updated question 8-c. 4.2
Table of ContentsThis is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.
TOC o "1-2" h z u
Instructions PAGEREF _Toc53476691 h 4What is competency based assessment PAGEREF _Toc53476692 h 4The basic principles of assessing nationally recognised training PAGEREF _Toc53476693 h 5The Principles of Assessment PAGEREF _Toc53476694 h 5The Dimensions of Competency PAGEREF _Toc53476695 h 6Reasonable Adjustment PAGEREF _Toc53476696 h 7Cheating and Plagiarism PAGEREF _Toc53476697 h 8What is Cheating? PAGEREF _Toc53476698 h 8What is Plagiarism? PAGEREF _Toc53476699 h 8How do I avoid Plagiarism or Cheating? PAGEREF _Toc53476700 h 8The unit of competency PAGEREF _Toc53476701 h 9CHCECE019 Facilitate compliance in an education and care service PAGEREF _Toc53476702 h 9CHCECE025 Embed sustainable practices in service operations PAGEREF _Toc53476703 h 11CHCMGT003 Lead the work team PAGEREF _Toc53476704 h 13Context for assessment PAGEREF _Toc53476705 h 15Assessment Methods PAGEREF _Toc53476706 h 15Resources required for assessment PAGEREF _Toc53476707 h 15Presentation PAGEREF _Toc53476708 h 16Things to Consider: PAGEREF _Toc53476709 h 16If submitting your assessments please ensure that PAGEREF _Toc53476710 h 16Answering the Questions: PAGEREF _Toc53476711 h 16Assessment Workbook Coversheet PAGEREF _Toc53476712 h 17Knowledge Assessment PAGEREF _Toc53476713 h 18Case Studies PAGEREF _Toc53476714 h 29Workbook Checklist PAGEREF _Toc53476715 h 44Feedback PAGEREF _Toc53476716 h 45
InstructionsSome questions cover underpinning knowledge of workplace effectiveness content and concepts. These questions are all in a short answer format. The longer questions requiring the application of concepts are covered in the other assessments. You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team.
What is competency based assessmentThe features of a competency based assessment system are:
It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
Assessment should mirror the environment the learner will encounter in the workplace.
Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
In competency assessment a learner receives one of only two outcomes competent or not yet competent.
The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The basic principles of assessing nationally recognised training
Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The Principles of AssessmentAssessment must be valid
Assessment must include the full range of skills and knowledge needed to demonstrate competency.
Assessment must include the combination of knowledge and skills with their practical application.
Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
Assessment must be reliable
Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
Assessors must be trained in national competency standards for assessors to ensure reliability.
Assessment must be flexible
Assessment, where possible, must cover both the on and off-the-job components of training within a course.
Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
Assessment must be fair and equitable
Assessment must be equitable to all groups of learners.
Assessment procedures and criteria must be made clear to all learners before assessment.
Assessment must be mutually developed and agreed upon between assessor and the assessed.
Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
Valid
Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
Sufficient
This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
Authentic
When evidence is gathered the assessor must be satisfied that evidence is the learners own work.
Current
This relates to the recency of the evidence and whether the evidence relates to current abilities.
The Dimensions of CompetencyThe national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job role and environment skills
Reasonable AdjustmentAdapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
the same learning opportunities as learners without a disability
the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
customising resources and assessment activities within the training package or accredited course
modifying the presentation medium learner support
use of assistive / adaptive technologies
making information accessible both prior to enrolment and during the course
monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
Cheating and PlagiarismWhat is Cheating?Cheating within the context of the study environment, means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
Submitting someone elses work as your own. Whether you have that persons consent or not.
Submitting another authors work as your own, without proper acknowledgement of the author.
To allow someone else to submit your own work as theirs.
To use any part of someone elses work without the proper acknowledgement
There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, please check with your trainer prior to submitting your assessment work.
What is Plagiarism?Plagiarism is a form of cheating and includes presenting another person or organisations ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites and computer programs.
How do I avoid Plagiarism or Cheating?Students are advised to note the following advice to avoid claims of plagiarism or cheating:
Always reference other peoples work. You may quote from someone else's work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.
Always reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.
You must not copy someone else's work and present it as your own.
You must not falsify assessment evidence.
The unit of competencyEach unit of competency can be unbundled to reveal two key assessment components:
the performance criteria
specifying the required level of performance
the evidence guide
Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of:
critical aspects of evidence
the essential skills
the essential knowledge
For the purpose of delivering the Qualification CHC50113 Diploma in Early Childhood Education and Care clustered assessment of units of competency will occur.
When assessing each unit it is important to understand how they are structured in order to meet assessment requirements.
An outline of the units of competency is included below. Please note that some skills that are not able to be observed in the workplace during Vocational Placement will be assessed utilising Case Studies and/or projects.
CHCECE019 Facilitate compliance in an education and care serviceThis unit describes the skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance within an education and care service.
This unit applies to educators working in a range of education and care services.
Elements
Interpret the National Quality Framework
Facilitate an organisation self- assessment
Facilitate the development of a quality improvement plan
Coordinate the service for a site visit
Foundation Skills
The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.
Reading in order to analyse and apply applicable legislative and regulatory requirements, including the National Quality Standards, relevant to the service.
The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:
checked and maintained compliance in an education and care service, including:
interpreting and applying the requirements outlined in the National Quality Framework in at least one education and care service
facilitating a self-assessment process in at least one education and care service
developed at least one quality improvement plan, including:
documenting and checking information for accuracy and completeness
consulting with at least one other educator or service coordinator to review the plan
performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.
These include knowledge of:
how to access:
the National Quality Framework
the National Quality Standards
the relevant approved learning framework
how to interpret the relevance of framework and standards documents in guiding work in this unit of competency
other legislation, standards and regulations relevant to the childrens services industry
processes for engaging stakeholders in the planning and consultation stages of quality assurance
support systems, including government and non-government consultants, resources and personnel
best-practice principles and emerging trends in service delivery area.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
National Quality Framework for Early Childhood Education and Care
the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care
Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
CHCECE025 Embed sustainable practices in service operationsThis unit describes the skills and knowledge required to support children to connect with and contribute to their world and embed sustainable practice into service operations.
This unit applies to work across a range of education and care service services.
Elements
Develop a sustainability management plan
Support children to develop an understanding and respect for the natural environment
Support others in implementing sustainable practice
Embed sustainability into service policies and procedures
Foundation Skills
The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:
supported sustainable practices within at least one education and care service, including:
undertaking an analysis of the environmental sustainability of the workplace
identifying and supporting potential for workplace change to enhance environmental sustainability
supporting children to develop respect for the natural environment
designing, implementing and reviewing a program to enhance environmental sustainability in the child care workplace
using a variety of strategies to involve colleagues, children, families and the broader community in participating in and evaluating a program to enhance environmental sustainability.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:
how to access:
the National Quality Framework
the National Quality Standards
the relevant approved learning framework
how to navigate through framework and standards documents to find areas relevant to this unit of competency
importance of community as a source of knowledge, skills and values, including:
barriers and drivers for behavioural change
strategies to increase childrens experiences and understanding of animals and the natural environment
impact of key global issues, such as climate change, ozone layer effects, greenhouse effect, earth resources and biodiversity
qualitative and quantitative evaluation processes for sustainability program
sustainable practices and sustainable strategies
cleaning and maintenance, and building, equipment and associated resources
organisation standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
National Quality Framework for Early Childhood Education and Care
the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.
Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
CHCMGT003 Lead the work teamThis unit describes the skills and knowledge required to undertake supervisory and coordinating activities in work groups in health and community service organisations.
Workers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.
Elements
Contribute to and promote effective work practices
Develop and implement staffing processes
Maintain professional approach to leading work team
Promote effective workplace relations
Evaluate plans
Review individual performance
Performance Evidence:
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:
developed at least 1 plan for a team or group of individuals, including:
effective procedures to maximise staff work performance
strategies for collaboration and cooperative work practices
strategies for work performance and outcomes
identification of barriers and constraints and development of strategies to address them
facilitated at least 2 group meetings or discussions to:
delegate work team activities
develop and evaluate work goals
identified at least 1 issue causing disruption to work team activities and:
facilitated at least 1 meeting or discussion with those involved
developed and implemented strategies to resolve issue
reviewed the performance of and coached at least 1 individual
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:
organisation mission, philosophy
organisation structure and communication protocols
group facilitation processes, including technique for facilitating group discussions and meetings
leadership styles and their application in supporting the organisations mission, objectives and values
coaching principles and techniques
difference between coaching and mentoring
performance management sources of information on best practice work techniques relevant to the industry sector
rostering and timetabling
sources of conflict and stress and techniques to address and manage them
referral networks
Assessment Conditions
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Context for assessmentTo complete the assessment in this workbook, students need only to have access to their learning materials and the internet. This may be completed wholly at the students home, or chosen place of study.
Assessment MethodsAssessment for this unit will be assessed through completion of Assessment Workbook Eight (8) and the relevant section of Workbook Eleven (11).
Workbook Eight (8) will focus on two assessment methods:
Written Questions based on the required knowledge component as described in the Instructions for Assessment
Case Studies utilising the inspirededucation.net.au Sparkling Stars virtual Education and Care Service and activities set out in this workbook.
Further Assessments:
Workbook Eleven (11) Skills Journal
participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the workplace.
Resources required for assessmentTo complete the assessments in this workbook, the candidates will need access to:
Computer with internet access, MS Word, Adobe Acrobat Reader
Video recording equipment such as:
Camcorder
Camera
Voice recorder
Mobile phone
Volunteer to assist in minor role-play
PresentationThings to Consider:
Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure thatAll assessment tasks within the workbook have been completed
You have proof read your assessment
Answering the Questions:If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.
3460752032000
Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.
Assessment Workbook CoversheetWORKBOOK: WORKBOOK 8
TITLE: Leadership and Service Management
FIRST AND SURNAME:
FORMTEXT Amber MohsinPHONE: FORMTEXT 0405834003
EMAIL: FORMTEXT ambermohsin45@gmail.com
Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.
I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.
I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.
This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.
I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name : FORMTEXT Amber Mohsin Signature: FORMTEXT Amber Date: FORMTEXT 16/09/2022
Knowledge AssessmentAccess National Quality Standards online.
Identify the provision of each element specified
Briefly explain why this element is relevant to your role as an educator
Fill in the table below.
Element Provision
Relevance
1.2.1 FORMTEXT Educators are deliberate, purposeful, and thoughtful in their decisions and actions. FORMTEXT - Engaging with children by listening, showing interest and asking open-ended questions to encourage thinking and conversation
- Using a range of communication strategies that involve explanations, speculation and problem solving
3.2.3 FORMTEXT The service cares for the environment and supports children to become environmentally responsible. FORMTEXT - Children participating in environmentally sustainable practices that support their engagement with and respect for the natural environment, increase their awareness of the impact of human activity
- Developing environmental awareness and programs as a platform for ongoing environmental education
5.1.2 FORMTEXT The dignity and rights of every child are maintained. FORMTEXT - Assisting new children to settle into the program by talking with them or their families about their interests
- Responding openly, positively and respectfully to childrens comments, questions and requests for assistance
- Engaging with children in conversations throughout the day or session, talking about what is happening around them and what they are learning
7.1.2 FORMTEXT Systems are in place to manage risk and enable the effective management and operation of a quality service. FORMTEXT - The facilities for storage of confidential records that are at the service or are immediately accessible by the service
- Program information being shared in a way that respects the rights of children and families to privacy and confidentiality
It is important that you understand all aspects of the NQF, its components and how they apply to the childcare centre.
Who would you speak to within the centre to assist you in interpreting NQF requirements?
FORMTEXT Supervisor/ authorised Officers
List one (1) government consultant/agency that could provide support in understanding the NQF.
FORMTEXT ACECQA
List one (1) non-government consultant/agency that could provide support in understanding the NQF
FORMTEXT OWFC (One World for Children Pty Ltd.)
Provide a brief description of each of the following components of the National Quality Framework and describe the relevance of each in a childcare centre:
The National Legislative Framework
The National Quality Standard
Approved learning frameworks
Description Relevance
The National Legislative Framework FORMTEXT The framework is the national approach to the regulation and quality assessment of child care and early learning services. FORMTEXT
The National Quality Standard (NQS)
FORMTEXT The National Quality Standard (NQS) sets a high national benchmark for early childhood education and care and outside school hours care services in Australia.
The NQS includes 7 quality areas that are important outcomes for children. FORMTEXT
Approved learning frameworks FORMTEXT There are two nationally approved learning frameworks which outline practices that support and promote childrens learning:
- BELONGING, BEING & BECOMING
- My Time, Our Place FORMTEXT replaced existing separate state/territory licensing and quality assurance processes.
A childcare centre must undergo audits by ACECQA to make sure it meets the compliance requirements set out by the National Law, the National Regulations, the National Quality Standard and any other relevant laws.
A Quality Improvement Plan, which involves a self-assessment, is one of the requirements for the auditing process.
Describe two (2) ways to collect information from staff, children, families, and the community that will help a childcare educator conduct a well-informed self-assessment of their centre and its services.
Identify processes for engaging stakeholders in the planning and consultation stages of quality assurance. Fill in the table below.
Collecting information
Staff:
FORMTEXT meetings
FORMTEXT Feedback forms
Children:
FORMTEXT One to one Questioning
FORMTEXT Group time Discussion
Families:
FORMTEXT Parents meeting
FORMTEXT Feedback forms
The community:
FORMTEXT Surveys
FORMTEXT Recording comments and suggestions
Engaging stakeholders
Identify one (1) strategy for each stakeholder for the planning and evaluating phases of quality assurance:
Stakeholder How to engage when planning quality assurance How to engage during evaluation of quality assurance
Staff members at a childcare centre FORMTEXT Shared understanding of Quality
Involvement in Design
clarity of expectations
FORMTEXT evaluating and improving the processes of staff engagement and use of their input
over time.
Children (students at a childcare centre) FORMTEXT Allow children to communicate in different ways
Create learning experiences FORMTEXT Providing the appropriate time, human and financial resources
Families of students at a childcare centre FORMTEXT Subcommittee or advisory group
Volunteers for specific task FORMTEXT ensuring that all voices are heard and that representativeness is ensured, including
through transparency of stakeholder selection and engagement processes
Community where the childcare centre is located FORMTEXT Webinars
Webpages
Surveys FORMTEXT ensuring clarity of expectations, roles and responsibilities for the community
Match the following legislation, regulations, and frameworks to their relevance to the early childhood education sector.
Disability Discrimination Act 1992
Early Childhood Australia Code of Ethics (2006)
Framework for School Age Care
The National Quality Standards
The National Regulations
Write the letter of their corresponding letters on the spaces provided.
FORMTEXT This clearly explains the responsibilities of all parties in relation to one another and to children and families using the childcare service.
FORMTEXT This sets out the process for the rating and assessment of education and care services against the national quality standard, including the rating levels.
FORMTEXT This aims to extend and enrich the wellbeing and development of children 6 to 12 years of age in education and care settings by assisting services to provide children opportunities to engage in leisure and play-based experiences.
FORMTEXT This makes it unlawful to treat staff or students differently because some of their attributes and/or abilities are different from most staff or children.
FORMTEXT This allows each service to adopt approaches that are most appropriate to the children being educated and cared for at that service.
Describe two (2) changes that have occurred in the last five years which alter the way a centre operates.
FORMTEXT
FORMTEXT
When facilitating a meeting or group discussion, it is important to ensure the meeting runs smoothly. Among the choices below, select three (3) techniques that will help a meeting or group discussion run smoothly.
FORMCHECKBOX Do not allow attendees to speak during the meeting.
FORMCHECKBOX Communicate the meetings purpose and desired outcomes to all attendees.
FORMCHECKBOX Keep the purpose of the meeting confidential, except from the top management.
FORMCHECKBOX Designate a meeting leader who understands meeting principles, is familiar with the agenda and is a skilled facilitator.
FORMCHECKBOX Limit number of items to a reasonable amount for the meetings timeframe.
FORMCHECKBOX Discuss as many items as possible in the meeting.
Answer the following questions about coaching.
Briefly explain the difference between coaching and mentoring.
FORMTEXT
Explain how a coach can systematically explain knowledge-based details.
Guidance: Identify and explain the techniques used in explaining knowledge-based details systematically.
FORMTEXT
Identify and briefly explain three (3) coaching principles and techniques.
Principles and techniques
Explanation
FORMTEXT FORMTEXT
FORMTEXT FORMTEXT
FORMTEXT FORMTEXT
You currently handle a class of 10 students all aged 7 years old. They all come to the centre 5 days a week. You wish to give them some simple responsibilities in the classroom. The available responsibilities are as follows:
Calling out names for attendance at the start of class
Lead the action song of the day
Distribute daily activity sheet to classmates
Collect daily activity sheet from classmates
Guidance: Only one (1) student is required per responsibility, but one student may have more than one responsibility per day.
Fill in the table below to create a roster of responsibilities for each student for the month.
Student Assigned Task Day
Allison FORMTEXT FORMTEXT
Bryan FORMTEXT FORMTEXT
Juancho FORMTEXT FORMTEXT
Kevin FORMTEXT FORMTEXT
Michael FORMTEXT FORMTEXT
Michiko FORMTEXT FORMTEXT
Olivia FORMTEXT FORMTEXT
Pilar FORMTEXT FORMTEXT
Tanya FORMTEXT FORMTEXT
Tyler FORMTEXT FORMTEXT
Explain the importance of community as a source of knowledge, skills, and values for the following aspects of sustainable practices in service operations, and give an example for each:
Aspect Importance of Community Example
Barriers and drivers for behavioural change FORMTEXT FORMTEXT
Strategies to increase childrens experiences and understanding of animals and the natural environment FORMTEXT FORMTEXT
Impact of key global issues, such as climate change, ozone layer effects, greenhouse effect, earth resources and biodiversity FORMTEXT FORMTEXT
Qualitative and quantitative evaluation processes for sustainability program FORMTEXT FORMTEXT
Cleaning and maintenance, and building, equipment and associated resources FORMTEXT FORMTEXT
Organisation standards, policies and procedures FORMTEXT FORMTEXT
Case StudiesCase Study One
Susan Pearson is working as a Kindy assistant at Sparkling Stars Childcare Centre. A few months ago, Tina Housden has been assigned as the new group leader in the Kindy room.
Susan found Tina difficult to work with Tina. Tina is often rude and abusive to Susan and expects her to do tasks outside of her responsibilities. Susan is thinking about finding a new job.
As their supervisor, you need to help resolve this conflict, and promote effective workplace relations between Susan and Tina.
Identifying conflict.
Identify the two (2) primary conflict situations in this scenario.
FORMTEXT
FORMTEXT
Describe an appropriate strategy to resolve the conflict and minimise negative effects on the workplace.
FORMTEXT
How does the strategy youve described address the rights and responsibilities of both Susan and Tina?
Guidance: Provide examples of specific rights and responsibilities of each.
Rights and Responsibilities
Tina Right:
FORMTEXT
Responsibility:
FORMTEXT
Susan Right:
FORMTEXT
Responsibility:
FORMTEXT
Role-play conflict resolution.
Record a short video that shows you attempting to resolve the conflict between Susan and Tina, and submit to your assessor. You will demonstrate this by recording a brief mediation meeting between yourself, Susan and Tina. Organisation constraints at Sparkling Stars mean you are required to conduct the mediation and facilitation yourself.
See instructions below.
Instructions:
The video should be no more than three (3) minutes in length.
You may record the video using a camcorder, webcam, or even your mobile phone; however you must ensure that the audio can be clearly heard and understood in order for your assessor to evaluate your performance.
In case recording a video is not possible, an audio recording is also acceptable. A transcript of the recording must also be submitted with the audio recording.
You will act as the supervisor in the recording.
The roles of Tina and Susan may be played by friends or family members for the video. Alternatively, you may use inanimate objects (such as stuffed animals) in place of Tina and Susan, but you must speak to them as if you were conducting a meeting with them in real-life.
You do not need volunteers or props if you decide to record an audio, unless you decide that Tina and Susan have speaking roles.
In your meeting with Tina and Susan, you must:
Come up with a solution to the conflict.
The solution you suggest must be beneficial for both parties and does not favour one over the other.
The solution you propose could prevent future conflicts like this from happening.
Ensure both parties have access to appropriate support and debriefing.
Suggest at least two (2) support groups and/or services in your State/ Territory. (These must be real support groups, people, hotlines, websites, or services.) Include details about these groups or services in your recording, such as their contact numbers, address, or website, etc.
Provide instructions to Tina and Susan on what they can do should they need additional support.
Save the recording in a format that can be opened in most computers, such as .mp3 or .mp4. Use the filename CHC50113 Subject 8 Case Study 1 RP.
Case Study Two
You have been given the role of acting as supervisor whilst the Nominated Supervisor is away on bereavement leave.
You have been monitoring the staff while the children play outside and found that the Kindy assistant has been standing with her back to the children and occasionally leaves the area without informing others, leaving staff ratios too low to meet legislative requirements.
You have spoken to the centre Director regarding this issue, and they would like you to talk to her.
Guidance: Answer the questions below using the Sparkling Stars Grievance Procedures for Staff as a guideline of how to approach this issue.
Sparkling Stars Grievance Procedures for StaffUsername: learner Password: studyhard
Make a short video recording, in which you must provide the Kindy assistant with a verbal warning about her behaviour, and provide some counselling and support to improve performance. Submit to your assessor.
See instructions below.
Instructions:
The video must be no more than three (3) minutes in length.
You may record the video using a camcorder, webcam, or even your mobile phone; however you must ensure that the audio can be clearly heard and understood in order for your assessor to mark.
In case a video recording is not available, an audio recording is also acceptable.
You must include two (2) additional characters in your role play:
The Kindy assistant
The Director
Should you prefer an audio recording, make sure the voices of all characters involved are distinguishable from each other. A transcript of the recording must also be submitted with the audio recording.
Other characters in your video may be played by friends or family members.
Your recording must have a dialogue between you and the Kindy assistant, where both parties speak. The questions you ask must be relevant to her behaviour in the centre, such as:
Is something bothering you?
Why do you leave the area when the children are playing?
The Kindy assistant must have short, simple, and realistic answers for the questions you ask. You must address her responses, as well, modelling active listening and effective communication.
Your warning must be in accordance with Clause 6 of the Sparkling Stars grievance procedure.
You must provide the assistant with support on how she could improve her performance, such as reminding her of the regulations that the centre must follow, suggesting training or mentoring with another more experienced staff member.
You must also refer the Kindy assistant to a professional organisation or a community group to address their needs. (This referral must be in line with the answer the Kindy assistant gives in your conversation with her.)
The professional organisation or community group must be a real one. Include contact details in your recording.
You must set a review period within 1 to 4 weeks of this meeting.
Save the recording in a format that can be opened in most computers, such as .mp3 or .mp4. Use the filename CHC50113 Subject 8 Case Study 2 RP.
Write an outline of this meeting, summarising the issues you have addressed, the advice and support you give, and the expected outcome you wish to see from the Kindy assistant. Save this outline as CHC50113 Subject 8 Case Study 2 Outline.
Unrelated to the performance issues above, the assistant resigns and provides 5 days effective notice. You are aware that she has resigned due to an ongoing illness. One of the staff members in another room has emailed you, enquiring as to the reason for her resignation.
In the space below, compose a reply email that ensures the confidentiality of the Kindy assistant.
Refer to the Sparkling Stars Confidentiality Policy to inform your response.
Sparkling Stars Policies and ProceduresUsername: learner Password: studyhard
Find the Confidentiality Policy
To: kindy_assistant@sparlkingstarschildcare.com
From: supervisor@sparlkingstarschildcare.com
Subject: Re: Resignation
Message: FORMTEXT
Case Study Three
You overhear a number of staff gossiping in the yard about the fact that they always miss out on their programing time and never get to take their 10 minute breaks, which they are entitled to. This is because a small number of educators are continually calling in sick or turning up late to work.
Being groomed for the supervisor role, you have been tasked by your supervisor to contact the Director about this issue.
Compose an email to the Director of the centre, listing ideas from a strategy point of view to overcome the concerns you heard from the other staff members.
Guidance: Your message must include the issues you wish to address and three (3) suggestions to address these issues.
To: the_director@sparlkingstarschildcare.com
From: supervisor@sparlkingstarschildcare.com
Subject: Concerns in the centre
Message: FORMTEXT
After reading your email, the Director decided to hire an additional educational assistant. An advertisement has been sent out.
The centre received a number of submissions. Access the applications submitted and assess them for shortlisting.
Applications submitted to Sparkling StarsUsername: learner Password: studyhard
Select three (3) candidates to proceed to interview. Complete the table below, describing your recommendations for applicants that should be shortlisted.
You will need to access the following additional documents to complete this task:
Sparkling Stars Recruitment Policies and ProceduresFind the Recruiting Policies and Procedures
Sparkling Stars Staff Records and Job DescriptionsUsername: learner Password: studyhard
Guidance: More than three (3) candidates may meet the criteria for the position. Select the three (3) you believe are most suited for the role to proceed to interview.
Applicant Name Necessary Qualifications held? Selection Criteria met? Additional Comments Proceed to final Interview
Adam Holme FORMCHECKBOX FORMCHECKBOX FORMTEXT FORMCHECKBOX
Georgina Cheney FORMCHECKBOX FORMCHECKBOX FORMTEXT FORMCHECKBOX
John Purser FORMCHECKBOX FORMCHECKBOX FORMTEXT FORMCHECKBOX
Lola Pemulwuy FORMCHECKBOX FORMCHECKBOX FORMTEXT FORMCHECKBOX
Phoebe Lynn FORMCHECKBOX FORMCHECKBOX FORMTEXT FORMCHECKBOX
Sara Saville FORMCHECKBOX FORMCHECKBOX FORMTEXT FORMCHECKBOX
Following the final interview, management have decided to hire Georgina. She has been offered the position and will be commencing in two weeks. The Director has asked you to work alongside her and assist with completing the induction process.
Some tasks in the induction process have already been completed. For the rest of the items, describe the strategy you would employ. You may include the resources you need, if any.
Induction Task Strategy
Discussion regarding wages Discussed with Director
Signing of employment contract Contract signed with HR personnel
Tour of the centre Take applicants on tour of the centre during class hours, so the halls and other service facilities are free, and children and staff are in classrooms
Rostering Collate schedules and task roster of other staff members, and assign tasks to Georgina that current staff members cannot complete
Introduce Georgina to all the staff FORMTEXT
Show staff room and lockers FORMTEXT
Show car park Done prior to final interview (included in the tour of the centre)
Introduce to documentation methods FORMTEXT
Introduce to program and framework FORMTEXT
Record a video of yourself simulating the induction process with Georgina, based on the strategies you cited in part 4(a) of this Case Study.
See instructions below.
Instructions:
The video must be no more than three (3) minutes in length.
You may record the video using a camcorder, webcam, or even your mobile phone; however you must ensure that the audio can be clearly heard and understood in order for your assessor to mark.
In case a video recording is not available, an audio recording is also acceptable.
You must include one (1) additional character in your role play:
Georgina
Other characters may be included, but this is optional.
Should you prefer an audio recording, make sure the voices of all characters involved are distinguishable from each other. A transcript of the recording must also be submitted with the audio recording.
Other characters in your video may be represented by dolls or mannequins, if they do not have speaking roles.
Your recording must have an interaction between you and Georgina, and must follow the strategies you cited in part (a) above.
Have Georgina ask typical questions that a new hire might have during an induction, such as How many children are in each class? Answer these questions with realistic and sound answers.
You may use any documentation and centre program in your simulation, as long as these are realistic.
For example: Your documentation method may involve the use of computers and commonly used applications, and your centre program may be the program used by one of the children of your friends.
Save the recording in a format that can be opened in most computers, such as .mp3 or .mp4. Use the filename CHC50113 Subject 8 Case Study 3 Ind.
Create a six (6) month professional development plan that outlines ways in which you can support Georgina and ensure that she is able to effectively transition into her role as an educational assistant. The plan must include a timetable, the tasks to complete, the strategies you wish to employ, and the resources that may be required.
The required tasks in the plan are as follows:
Get to know all of the childrens names
Introduce self (Georgina) to all family members of the children
Have Georgina start contributing to the daily / weekly documentation
Have Georgina contribute to the curriculum and observations
Have Georgina run small group and large group experiences
Your plan must include criteria to measure the successful completion of each task.
Guidance: Come up with measurable criteria to in order to evaluate Georginas performance. An example is provided below.
Save this document as CHC50113-Subject 8-CS3-4b.
Example for Case Study 3 Task 3c:
Professional Development Plan for Georgina
Task Method Benchmark Target date of completion Actual performance outcome Actual date of completion Satisfactory / Unsatisfactory Comments
Get to know all the childrens names Call out names during attendance checking Memorize all the childrens names 22 July 2016
(2 weeks) Meet childrens family members Meet and speak to families when children are being picked up Meet and speak to each family member 22 July 2016
(2 weeks) Contribute to daily documentation Independently fill up necessary forms and file in appropriate document trays All necessary forms are appropriately filed without guidance 15 July 2016
(1 week) Contribute to weekly documentation Independently fill up necessary forms and file in appropriate document trays All necessary forms are appropriately filed without guidance 22 July 2016
(2 weeks) Learn to evaluate curriculum Fill up curriculum evaluation form in accordance to the standards of the centre All evaluations made have observable evidence and is reasonably agreeable 5 August 2016
(4 weeks) Note: The above example is an excerpt of what the professional development plan may look like and contain. You are at liberty to develop your own content and design, for as long as the above-mentioned criteria for this task are met.
In order to properly induct Georgina, it will be helpful to understand Sparkling Stars Organisation Structure, Philosophy and Mission.
Review the Sparkling Stars Organisational Chart located at the bottom of the intranet home page:
Sparkling Stars Childcare CentreUsername: learner Password: studyhard
List the names of the following people:
Georginas room leader
The centres nominated supervisor
The office manager
FORMTEXT
FORMTEXT
FORMTEXT
Review the following document: Sparkling Stars Information for ParentsThe centres philosophy states that a special curriculum model is used. Which model is it?
FORMTEXT
Sparkling Stars Information for Parents also contains the centres mission statement. What is this mission?
FORMTEXT
Given Sparkling Stars mission statement, what kind of leadership style would work for the centre to fulfil this mission? Explain your answer.
FORMTEXT
Refer to Sparkling Stars Grievance Procedures for Staff:
Sparkling Stars Grievance Procedures for StaffUsername: learner Password: studyhard
Answer the following questions:
How many written warnings will a staff member receive after a verbal warning before they are terminated for unacceptable behaviour?
What is the first step or procedure in dealing with staff conflict?
FORMTEXT
FORMTEXT
Workbook ChecklistWhen you have completed this assessing the assessment workbook, review the candidates assessment against the checklist below:
FORMCHECKBOX The candidate has completed all the assessments in the workbook:
FORMCHECKBOX Knowledge Assessment
FORMCHECKBOX Case Studies
FORMCHECKBOX Case Study 1
FORMCHECKBOX Case Study 2
FORMCHECKBOX Case Study 3
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.
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