CHC50113 Diploma of Early Childhood Education and Care

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Assessment 2 - Project

INTEGRATED WORKPLACE ASSESSMENT

CHCECE009 Use an Approved Learning Framework

CHCECE017 Foster the Holistic Development and Wellbeing of the Child in Early Childhood

CHCECE018 Nurture Creativity in Children

CHCECE022 Promote Childrens Agency

CHCECE023 Analyse information to inform learning

CHCECE024 Design and Implement the Curriculum to Foster Childrens Learning and Development

Student Name: Marwa Assoum

Location: First Grammar Merrylands

This document was modified by VET Assist for AOT based on materials from Smallprint, Eduworks and other reference texts.

What to expect

Your assessor will meet with you and explain the various steps in your assessment. During the assessment your assessor will use a specially designed RTO Resource to keep a record of your performance and any advice or feedback you receive.

Briefing session with participant Workplace Assessment Student Resource

Record participant and assessor details Workplace Assessment Assessor Resource

Carry out assessment Workplace Assessment Student and Assessor Resource

Record evidence collected Workplace Assessment Assessor Resource

Record feedback and obtain sign off Workplace Assessment Assessor Resource

Record results Workplace Assessment Assessor Resource

What is your assessor looking for?

Your assessor is looking for evidence that you are competent in all the tasks in this Assessment. To make a judgement of your competence, your assessor may ask you to:

discuss a scenario

carry out a practical demonstration

answer questions

undertake some other form of assessment, such as submit a project, a portfolio of your work or a third-party report on your job performance.

To show that you are competent you must be able to:

perform the task to workplace standards

manage a range of different tasks (multi-tasking)

respond to contingencies or breakdowns

deal with the responsibilities of the workplace, including working with others.

You will need to show you can do this consistently, over time and in relevant workplace situations and environments.

Work Placement

Evidence for assessment should be gathered in the workplace.

AOT is responsible in providing work placement for its students enrolled in this course. AOT has agreements in place to with regulated education and care services.

Students who are required to complete a work placement in child-related work may be required to complete a Working With Children Check. The check is free for students undertaking unpaid work experience.

The work experience plays a vital role in assisting them to understand the knowledge and skills they have gained through training and how they can be applied within the workplace.

Work Experience Placement Information

01 Cover Letter for Employers

02 Insurance Cover

03 Work Placement Confirmation Letter

04 Work placement guidelines

05 Work Placement Supervisor Booklet

06 Work Placement Learning Attendance Logbook

Insurance

Please find the attached, this is to comply with SNR Insurance

21.1 The NVR registered training organisation must hold public liability insurance throughout its registration period.

The insurance under this policy shall only apply whilst an Insured Person is engaged voluntary work or work experience authorised, organised and under control of AOT, including direct travel to and from voluntary work or work experience authorised by AOT.

Third Party Reports

If applicable, Third-party reports will be used to obtain supplementary evidence to show that you are competent in a task. These reports could be obtained from your supervisor or a team member that you have worked with or during your work placement for this course. .

For example, a report may be obtained from your team members to confirm that you can communicate and work with others and that you have done this over a period of time.

If your assessor is going to ask for a third-party report they will need to get your permission before approaching your supervisor or team members. You will always be shown the final report and asked to sign off on it.

Appeals and reassessment

If you disagree with the assessment result, under the principles of assessment you have the

opportunity to appeal the result and be reassessed if necessary. AOT has an appeals and reassessment policy and process. Your assessor should discuss this process with you before starting this assessment.

What is competence?

To complete these assessment tasks satisfactorily you will need to demonstrate competence but what does this mean?

Underpinning the VET system is the concept of competence, defined as:

the ability to perform tasks and duties to the standard expected in the workplace.

Competence involves the application of specific skills, knowledge and attitudes to the work performance in an industry, an industry sector or an enterprise. Competence is rarely achieved in a one-off demonstration. It needs to be developed holistically that is, bringing a range of skills and knowledge together and over time in a real or simulated workplace. To achieve competence you need to demonstrate that you can perform a given task to the standard defined in an endorsed unit of competency.

Assessment process

The assessment tasks in this guide have been designed to allow you to demonstrate that you have the skills and knowledge to meet the requirements of this unit of competency. The assessment process will vary depending on your individual circumstances and your assessor.

Before the assessment commences, your assessor will:

make sure that you know the time, date or submission dates and venue of the assessment

explain the assessment task fully

make provision for any special support you may need

organise and arrange all required resources.

On completion of the assessment your assessor will:

communicate the outcomes of assessment to you and provide feedback for future performance

record assessment decisions and complete assessment documentation

ask you to acknowledge the assessment task outcomes and feedback by signing and dating the assessment documentation.

Assessor Details

Name:

Phone Number:

Email Address:

GENERAL INFORMATION FOR STUDENTS ABOUT ASSIGNMENTS AND PROJECT SUBMISSIONS

The following general information is included in each assignment students are given.

It is provided here so you are aware of it and can respond to any questions students ask.

Please read the following carefully

Assessments are to be completed according to the instructions provided in the assessment document. Your trainer-assessor will go through the instructions with you.

Assignments (eg projects) are to be completed at home, in your own time.

If you are not sure about any aspect of an assessment, ask your trainer/assessor to explain the requirements.

All parts of each assessment (questions and/or tasks) must be answered unless the individual assessment instructions tell you something different.

You need to complete, sign and date the front page as an for each Assessment Cover Page and attach it to your assignment.

All assignments must be typed in 12 point type on A4 paper

Make sure you keep a photocopy of your assignment before you hand it in.

All assignments must be your own work your own words. All quotes from reference sources (e.g. books and websites) must be acknowledged and listed at the end of your assignment.

Group or Team Work: In some cases, you will be required to work on a project in small groups, and your trainer will allocate you to a group to work as a team. You may even be allocated a particular role. If you are working as part of a group, you will still be required to submit your assessment individually, and your performance will be assessed on an individual basis. Therefore, you must keep and submit with your assignment a record of the specific contribution you have made to the project, as well as keep notes of team meetings to include in your final submission.

If you are unable to submit any assignment by the due date, you need to discuss this with your trainer/assessor beforehand and obtain an extension of time.

If you do not follow the above rules, you may need to be re-assessed or incur a penalty (eg fewer marks).

Please remind your trainer of any special needs you may have. Where possible reasonable adjustment to the assessment will be made, provided that does not affect the validity of the assessment.

After you have completed an assessment, your assessor will give you feedback about your performance and tell you whether the result is satisfactory or not satisfactory (that is, your trainer /assessor considers you need more training and experience).

If your performance is not satisfactory, you will be advised about any gaps in your knowledge or skills and given an opportunity to be re-assessed.

If you think the assessment process was flawed, you may appeal against the assessment decision. Please refer to the Resubmission and Re-assessment Policy for more information.

After you have completed all the assessments for a unit (or group of units in some cases), you will be awarded C (Competent) if the assessor is satisfied you have provided enough appropriate evidence to meet all criteria. If you are unable to meet this requirement, you will receive the result NYC (Not Yet Competent).

If you are deemed Not Yet Competent by your trainer /assessor and require re-assessment, you will be informed of the process.

ASSESSMENT REQUIREMENTS

IMPORTANT INFORMATION FOR CHCECE009, CHCECE017, CHCECE018 and CHCECE022 CHCECE023, CHCECE024 INTEGRATED WORKPLACE ASSESSMENT TASKS

Each of the units within these integrated workplace assessment tasks has different performance evidence requirements that students must meet in order to demonstrate competency. The integrated workplace assessment tasks require the students to apply theory to practice observing, analysing, planning, implementing and evaluating children, experiences and environments. The following table illustrates those requirements as well as how this set of assessments provides opportunities for students to demonstrate these criteria.

Assessment Number Assessment Task

CHCECE009

worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care service, including:

investigating and documenting at least two examples of how the learning framework is demonstrated in the service

researching and documenting at least one example of how each principle of the learning framework is reflected in the service

working closely with others and under supervision to help implement the framework

reflecting on and discussing practice with supervisor and others

investigated and documented their own involvement in at least three examples of pedagogical practices in the service. ASSESSMENT 1: Written Questions During the last week of classes for this unit, you will be required to do an exam covering the content of the unit.

During the first classroom session for the unit, your trainer will tell you the due date

This is an open book written assessment completed at your own time.

ASSESSMENT 2: Integrated Workplace Assessment

001: Principles of Practice

002: Analysing Information to Inform Learning

003: Routines and Transitions

004: Focus Child Study 1

005: Focus Child Study 2

006: Observing and Conducting a Group Experience

007: An Environment for Literacy

008: Assessing Programming and Documentation

009: Focus Child 3: Interest Based Project

010: Planning Environments

Your trainer will give you this during the first classroom session for this unit of competency, together with any other relevant information required to complete the assessment.

You are required to submit the assessment in the last week of class for the course, after you have completed 240 hours of work placement. Your trainer will tell you the due date during the first classroom session.

CHCECE017

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

facilitating and supporting emotional and psychological development in children

encouraging self-help and independence of children

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

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

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

and care service. CHCECE018

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

-creative experiences initiated by children

dramatic and imaginative play opportunities

creative approaches to routines

opportunities for each child to develop self- expression and skills

facilitated the active participation of at least three children of varying ages through encouragement, appropriate interactions and communications CHCECE022

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

establishing environments and opportunities in response to childrens interests

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

planning and implementing developmentally

appropriate curriculum in consultation with other educators. CHCECE023

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

childrens behaviour and learning

childrens play preferences

strengths, interests and relationships

applied information to educational practice, including:

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

collaborating with families to plan for childrens individual needs

using information gathered to inform planning CHCECE024

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

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

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

designing learning experiences to foster childrens development

assessing and evaluating curriculum and learning experiences in accordance with guidelines

performed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work in at least one regulated education and care service. The three Focus children must be of varying ages (see table below). All other workplace tasks will have the age stated where appropriate. You will need to ensure that the childs parent/guardian has given consent for you to observe their child. Please ensure that the parent/guardian returns the consent form prior to commencing the assessment tasks. The completed consent forms must be submitted with your assessments.

Focus child Age

Task004 Focus child 1 2- 6yrs

Task005 Focus child 2 6months 2yrs

Task009 Focus child 3 0-6yrs

Assessment 2 Integrated Workplace Assessment Tasks

The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the required knowledge and skills to ensure childrens physical and emotional wellbeing is maintained and their self-sufficiency is nurtured.

This unit of assessment contains 10 individual tasks which forms part of your a Project Submission:

001: Principles of Practice

002: Analysing Information to Inform Learning

003: Routines and Transitions

004: Focus Child Study 1

005: Focus Child Study 2

006: Observing and Conducting a Group Experience

007: An Environment for Literacy

008: Assessing Programming and Documentation

009: Focus Child 3: Interest Based Project

010: Planning Environments

The following elements define the essential outcomes of this unit: Workplace Assessment Tasks

CHCECE009 Use an Approved Learning Framework Task 001, Task 002, Task 004 FC1, Task 005 FC2, Task009 FC3, Task 006, Task 007,

Task 010.

CHCECE017 Foster the Holistic Development and Wellbeing of the Child in Early Childhood Task 001, Task 002, Task 004 FC1, Task 005 FC2, Task009 FC3, Task 006, Task 007,

Task 010.

CHCECE018 Nurture Creativity in Children Task 001, Task 002, Task 004 FC1, Task 005 FC2, Task009 FC3, Task 006, Task 007,

Task 010.

CHCECE022 Promote Childrens Agency Task 001, Task 002, Task 004 FC1, Task 005 FC2, Task009 FC3, Task 006, Task 007,

Task 010.

CHCECE023 Analyse Information to Inform Learning Task 001, Task 002, Task 004 FC1, Task 005 FC2, Task009 FC3, Task 006, Task 007,

Task 010.

CHCECE024 Design and Implement the Curriculum to Foster Childrens Learning and Development Task 001, Task 002, Task 004 FC1, Task 005 FC2, Task009 FC3, Task 006, Task 007,

Task 010.

This assessment project is to be completed in addition to the learning and assessment activities you complete in class. The project is designed to assess the knowledge and skills you have to develop strategies to manage organisational systems that ensure products and services are delivered and maintained to standards agreed by the organisation.

If you are not sure about any aspect of the assessment or would like to discuss your particular needs, please speak to your trainer. Your trainer will tell you the date you need to submit your assignment.

All parts of the workplace Assessment Instructions will be given to you at the same time. You need to complete all parts and submit them together by the due date. This will be in the last week of classes for the unit.

The checklist and scope of submission table will identify the records that you are required to prepare and submit (as a single submission).

Your submission must be typed (in 12 point type on A4 paper) and attached to the front page of this assessment document, which you need to complete as an Assessment Cover Page.

Make sure you keep a copy of your assignment before you hand it in to your trainer.

Assessment 002 Checklist and Scope of Submission

Before you hand in Assessment 002, use the checklist below to make sure you have completed all the tasks and have included all relevant information.

I have:

001: Principles of Practice

Provided an example of how each of the following principles are applied to daily aspects of care and education and the Educators role

002: Analysing Information to Inform Learning

Investigated the policies, procedures and processes your service uses to collect and share information.

Document your answers on the attached Information Collection and Sharing Template.

Used the information you have gathered about a child to plan experiences to support the childs development.

Document your answers on the attached Child Information and Observation and Planning and Assessment Templates..

003: Routines and Transitions

Observe and research creative and effective ways to safely transition children from one experience and/or routine to another.

Document your answers on the attached Observation and Reflection Template

004: Focus Child Study 1

Gather, interpret and plan for one Focus Child aged between 2 years 6 years. Your Focus Child needs to attend the service for at least 3 days per week.

Focus Child Study 1 Activity Checklist

OBSERVATION CONSENT FORM

Document your answers on the attached Observation Templates

005: Focus Child Study 2

This task requires you to gather, interpret and plan for one Focus Child aged between 0 years 2 years. Your Focus Child needs to be in attendance at the service for at least 3 days per week.

demonstrate the ability to plan, implement and evaluate an experience to assess and monitor childrens emotional development and to provide an opportunity for children to explore feelings and express emotions. Specifically, you will plan a small group experience (6-8 children) that includes your focus child.

Focus Child Study 1 Activity Checklist

OBSERVATION CONSENT FORM

Document your answers on the attached Observation Templates

006: Observing and Conducting a Group Experience

observe your Workplace Supervisor or an educator implementing a large group experience and consult with them about effective teaching strategies (pedagogical practices) for implementing group experiences.

Document your answers on the attached Observation of a Group Experience Template.

007: An Environment for Literacy

Assess the learning environment to determine how it is used to support literacy development. You should consult with your Workplace Supervisor to gain approval to complete the task and discuss the service strategies for promoting literacy development through the environment.

Document your answers on the attached Literacy Rich Environment Checklist and Report Template.

008: Assessing Programming and Documentation

reflect on the program practices and documentation procedures of your service. Before commencing this task you will need to discuss and seek approval and the co-operation of the Director to complete the task and collect samples of documentation. To complete this task you are required to:

Document your answers on the attached Summary of Analysis and Findings Template.

009: Focus Child 3: Interest Based Project

Gather, and interpret observations for one Focus Child aged between 0 years 6years and use this information to collaborate and plan an interest-based project experience for a one week period. Your Focus Child needs to be in attendance at the service for at least 3 days per week.

Focus Child Study 1 Activity Checklist

OBSERVATION CONSENT FORM

Document your answers on the attached Observation Templates

010: Planning Environments

plan a series of five (5) experiences based on fundamental skills that you will implement daily within the outdoor program with a small group of 4-6 children.

Document your plans on the attached Fundamental Movement Skills Planning template

Assessment 001: Principles of Practice

Assessment task information

For this assessment task you are required to source or develop material for a family information kit that may be given to new and existing families.

The kit must include the documents/information listed below. Where these do not already exist in your service, you will need to either locate examples from other sources (ACEQA, DHS, FDC Australia or other services, etc) or develop them yourself.

Assessment Task Outline

To complete this task you will need to access the following reading:

Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

Activity 1

Within the Early Years Learning Framework (EYLF) there are five principles that underpin practice in early education and care services.

Research how each principle is reflected in the practices of your service by talking to your Workplace Supervisor/room leader/colleagues. Think about all aspects of care and education such as policies, procedures, daily routines, programming and documentation, practices and teaching strategies, and the educators role.

Documentation Required:

Provide an example of how each of the following principles are applied to daily aspects of care and education and the Educators role:

Secure, Respectful and Reciprocal Relationships.

Partnerships.

High Expectations and Equity.

Respect for Diversity.

Ongoing Learning and Reflective Practice.

Document your answers on the attached Principles of Practice Template.

Assessment 001 Principles of Practice

Workplace Task 001:

PRINCIPLES OF PRACTICE TEMPLATE

Student Name: Service Name:

Marwa Assoum First Grammar Merrylands

Secure, Respectful and Reciprocal Relationships:

As per the EYLF, it is important that educators understand the importance of these. Educators at our centre do this, in a manner that takes into consideration childrens needs and abilities. Educators take the time to understands childrens thoughts and feelings, taking the time for one on one interactions to get to know the child. This helps children develop respectful and reciprocal relationships with peers and adults.

At my service we have strategies in place where by we follow the EYLF, where we have group and one on one interactions with children, we listen to childrens, ideas support their interests and capabilities we give children time to express and learn.

We build secure relationships, with children so they can develop confidence and feel

respected and valued. Children become increasingly able to recognise and respect the feelings of others and to interact positively with them each other and other educators.

Educators give priority to nurturing relationships and providing children with consistent emotional support. This assists children to develop the skills and understanding they need to interact positively with others. Educators help children to learn about their responsibilities

to others, to appreciate their connectedness and interdependence as learners, and to value

collaboration and teamwork. The above are some strategies used to develop secure, respectful and reciprocal relationships.

Partnerships:

NQS Quality Area 6 Partnerships with families is promoted and central to the service, as the service understands relationships with families is central to quality service delivery. Families and the service need to work together to achieve the best outcomes for the families.

Families need to be involved in the service, invited to give feedback on curriculum and share personal ideas and knowledge.

At the service the educators work in partnership with families. Educators recognise that families are childrens first and most influential teachers.

The service is welcoming, and all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions in order to ensure that learning experiences are meaningful.

Partnerships are based on the foundations of understanding each others expectations and attitudes and build on the strength of each others knowledge.

In genuine partnerships, families and early childhood educators:

value each others knowledge of each child

value each others contributions to and roles in each childs life

trust each other

communicate freely and respectfully with each other

share insights and perspectives about each child

engage in shared decision-making.

Educators involve families and support professionals working together to explore the learning potential in everyday events, routines and play so that children with additional needs are provided with daily opportunities to learn from active participation and engagement in these experiences in the home and in early childhood or specialist settings.

High Expectations and Equity:

Educators at the service are dedicated to committed to equity believe in all childrens capacities to succeed, regardless of diverse circumstances and abilities. Collaborative relationships and the use of critical reflection allow educators to implement

The service follows the EYLF, where educators are committed to implementing practices that are fair and believe in all childrens capacities to succeed, regardless of diverse circumstances and abilities.

Children progress well when they, their parents and educators hold high expectations for their achievement in learning.

We implement activity experiences to support childrens learning in creating situations that build on current knowledge and extend this knowledge in a supportive educational and unhurried manner.

Respect for Diversity:

In our service we make sure that all childrens cultures are recognised, we implement activities that take into regards childrens, languages, and cultures, for example we have culturally diverse days, we learn songs in different languages, have food days that represent different nations.

We have educators with different back grounds including ATSI educators

Ongoing Learning and Reflective Practice:

At the service Educators seek ways to build their professional knowledge.

The service gives out checklists to assist in this self-reflection for engaging with questions of philosophy, ethics and practice, to gather information and gain insights that support, inform and enrich decision-making about childrens learning.

We look at

What are my understandings of each child?

What theories, philosophies and understandings shape and assist my work?

Who is advantaged when I work in this way? Who is disadvantaged?

What questions do I have about my work? What am I challenged by? What am I curious about? What am I confronted by?

What aspects of my work are not helped by the theories and guidance that I usually draw on to make sense of what I do?

Are there other theories or knowledge that could help me to understand better what I have observed or experienced? What are they?

How might those theories and that knowledge affect my practice?

Reflection is an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated.

002: Analysing Information to Inform Learning

Assessment Task Outline

To complete this task you will need to read your text book:

Kearns, K. (2010), Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (2nd ed.). Victoria: Cengage Learning Australia.

Refer to Chapter 2 Gathering Information for Learning

Activity 1 Information Collection and Sharing

This task requires you to investigate the policies, procedures and processes your service uses to collect and share information.

Specifically you are required to investigate:

The policies, procedures or guidelines at the service about privacy, confidentiality and ethical issues in relation to gathering and storing information about children and families.

The service standards for report writing that are expected in regard to the level of detail required in childrens observations, the wording/language used i.e. no jargon.

The service standard for safe use of technology, including internet and social media?

The strategies that are used by the service to involve parents in their childs learning and development?

The strategies used by the service to ensure that documentation about the childs learning can be shared with the family?

What opportunities do children have to contribute to planning for their learning and development?

Documentation Required:

Describe the policies, procedures or guidelines at the service about privacy, confidentiality and ethical issues in relation to gathering and storing information about children and families.

Describe the service standards for report writing that is expected in regard to the level of detail required in childrens observations, the wording/language used i.e. no jargon.

Describe the service standard for safe use of technology, including internet and social media?

Describe the strategies that are used by the service to involve parents in their childs learning and development?

Describe the strategies are used by the service to ensure that documentation about the childs learning can be shared with the family?

Describe the opportunities children have to contribute to planning for their learning and development?

Document your answers on the attached Information Collection and Sharing Template.

Assessment 002: Analysing Information to Inform Learning

Workplace Task 002:

INFORMATION COLLECTION AND SHARING TEMPLATE

Student Name: Service Name:

Marwa Assoum First Grammar Merrylands

Briefly describe the policies, procedures or guidelines at the service about privacy, confidentiality and ethical issues in relation to gathering and storing information about children and families.

The staff practice respect and non-disclosure of any information pertaining a child and family, they are guided by the Privacy laws, and the service confidentiality policy and procedures. When information about families is collected regarding personal information it is treated with discretion and collection of personal information will be lawful and abide by laws of the land. No educator has a right or is to share any of this information with any unauthorised third party.

The service follows the privacy act, no information can be shared about a child or family without the expressed authorisation of the family. No third parties are privileged to this information, including non-direct educators. All information is confidential unless deemed to be important to third parties for the protection of a child.

Briefly describe the service standards for report writing that is expected in regard to the level of detail required in childrens observations; the wording/language used i.e. no jargon.

All reports written must be, relevant, accurate, factual and free of bias and judgment, they must be written in simple words, clearly state meaning and be accurate grammatically with correct use of terminology

Observations gather information about childrens behaviours, interests, capabilities learning development and all the developmental domains. All information gathered will be confidential and used only by authorised educators, it will be recorded in a manner that is free of bias, judgment and opinion, it will be documented in an objective manner that reports facts relevant to the observation

Briefly describe the service standard for safe use of technology, including internet and social media.

There are strict rules with use of technology, all use in the service is only for work practices, and childrens use is limited to approved apps. No unauthorised apps are accessible by children as it is password locked.

There are controls in place and locking systems for use of technology in the service that are controlled by pass words. Educators cannot record on their private phones, to record observations at any time.

Briefly describe the strategies that are used by the service to involve parents in their childs learning and development.

Partnerships and collaborate strategies are in place to building positive and trusting partnership is important in children learning development journey. This leads to a better understanding of the child, parents are encouraged to provide feedback on curriculum, and implemented program activities.

Parents are invited to come share their stories and experiences with children, come volunteer and read or join in activities. We ask parents for feedback on curriculum and their ideas are welcomed.

Briefly describe the strategies used by the service to ensure that documentation about the childs learning can be shared with the family.

Parents have childrens journals that they can look at to gain insight in the childs learning processes, they can also access story park/xplor app. And can have one on one chats with educators as well as formal schedules meetings.

Learning journals, and online platforms like story park allow parents access to their childrens daily routines and progressive learning, they can also discuss information with educators in meetings or pick up time

Briefly describe the opportunities children have to contribute to planning for their learning and development.

Children are involved learners and need to have a say In their learning and development as this makes them feel they are important and their ideas matter at the service we follow child-centred curriculum, where educators

Children are involved in their learning experiences, ideas, suggestions, interests are collected and incorporated. This makes children feel valued and important

Activity 2 Using Information

Using Information

This task requires you to use the information you have gathered about a child to plan experiences to support the childs development.

To complete this task you will need to:

Consult with your Workplace Supervisor to identify a child who requires additional support to achieve a particular learning outcome or skill e.g. a child developing their skill in scissor use.

Document the particular skill or knowledge that has been identified as requiring additional support.

Observe the child and write a running record of the child engaged in an experience related to the skill or knowledge/learning area.

Using your knowledge of child development analyse the childs current level of development in relation to the skill or learning/knowledge area.

Write a goal for the child identifying the link to the additional support required and link to the EYLF

Plan a series of three experiences to engage the child in development of the skill or knowledge

/learning area using play and intentional teaching. In your planning you will need to consider:

teaching strategies and your role as facilitator, coach, role model etc.

the use of the environment and how the space will be organised/set up to provoke interest and engage the child as well as the resources needed.

how will you assess the childs learning/skill development what you will be looking for as well as what tools/methods you would use.

Documentation Required:

Childs name, age and description of skill or learning/knowledge area that requires additional support.

Running record observation of the child engaged in in an experience related to the skill or knowledge/learning area.

Analysis of the childs current level of development in relation to the skill or learning/knowledge area.

Goal for the child identifying the link to the additional support required

Plan for three experiences to engage the child in the development of the skill or knowledge/learning area using play and intentional teaching, including:

Description of experience.

Rationale for why you have chosen this experience to meet the goal.

What your role will be in the experience.

How you will set up the environment and what resources you will need.

The methods and tools you will use to assess the childs learning/skill development.

Document your answers on the attached Child Information and Observation and Planning and Assessment Templates..

Assessment 002: Analysing Information to Inform Learning

Workplace Task 002:

CHILD INFORMATION AND OBSERVATION TEMPLATE

Student Name: Service Name:

Marwa Assoum First Grammar Merrylands

Childs First Name: Age:

Khadijah

Running Record long observation over a short epriodDate of Observation:

Observer: Marwa Assoum

Location: First Grammar Merrylands

Other Children Present:

Time Observations

10.03 am

10.06 am

10.09 am

10.13 am 10am children were colouring maps of their parents country, and they were excitedly saying out the colours they were using, I asked the children what their favourite colours are. Khadijah looked up and noted his favourite colour is yellow

Example, spelling names out, what they did, and you praise them

10:03 I looked at noah and said well done Noah, Npah smiled, then walked over to state all the other colours in his flag, I asked Noah if he wanted to now colour an Australian flag, he clapped his hands and excitedly returned to the table to start, Noah demonstrates increasing cognitive processes, is social engaged and can verbally communicate well in demonstrating emotional satisfaction, he also demonstrates a healthy

Mayumi was exploring her indoor environment specifically the home corner. She was independently playing pretend cooking. Im cooking food Mayumi said.

After few moments, Mayumi saw the dolls on the crib. She went to the doll, took the milk bottle and feed the doll. Mayumi what are you doing? I asked. Im feeding the baby she responded.

I offered Mayumi to play with another child. Mayumi do you want to join Alysha play with the musical instrument? Mayumi just looked at me and didnt respond. I continued to observe her.

Mayumi led herself to the musical instruments. She sat next to Alysha and took instruments and played. Mayumi and Alysha are playing beside each other after a few moments, I have observed them making interaction towards each other.

Interpretation/Analysis of Development

During this observation, Mayumi was demonstrating independence as she plays and explores the resources in the environment. Mayumi has shown confidence in making choices. She went to the music area when she was ready. When a child is independent and confident, she can be involved in play with children of similar interests and can begin friendships.

Domains of Development demonstrated:

Emotional, Social, Language

Future Goal:

Future goal for Mayumi is to develop her social skills. Make interactions with peers and educators.

Link to EYLF Outcomes and Indicators:

Outcome 1: Children have a strong sense of identity

Outcome 2: Children are connected with and contribute to their world

Outcome 5: Children are effective communicators

Sign-Off:

Assessor/Supervisor Name:

Signature:

Date:

Student Signature: ___________________ Date:_______________

Workplace Task 002 Activity 2 Using Information

PLANNING AND ASSESSMENT

Description of Experience Rationale Teaching strategies/Educators Role Environment Set Up and Resources Assessment What and How?

Experience 1 Coming Together time

(singing and dancing to music)

Incorporating experiences of Mayumis interest to further develop her social skills Educators will encourage children to interact with each other. As we sing Row Row Row Your Boat, we will form a big circle and hold the hand of the person beside us and sing and sway to music. Prepare music instruments in the Coming Together mat. During this experience, the educators will initiate the group on the mat. Educators will play childrens favourite songs, invite them to hold hands. Through this, children will get to connect and interact with children beside them. Educators will praise childrens efforts and be enthusiastic in singing and moving to music.

Experience 2 Doll washing Incorporating experiences of Mayumis interest to further develop her social skills While doing this experience, educators will encourage children to take turns in using the brush and towels. Educators will encourage group interaction. Set up the experience outdoor. Prepare a tub with soap and water. Small group experience set up, 3 4 children per doll washing station. During Coming Together time, one educator will set up the doll washing experience outdoor. Another educator will encourage children to participate in the experience in small groups. One educator will supervise and engage with children during the experience. Encourage children to interact with each other, share with the resources and take turns.

Experience 3 Cooking experience Incorporating experiences of Mayumis interest to further develop her social skills Educators will encourage children to explore the cooking area. One educator will sit and engage with the children during this experience. Educator will encourage children to make interactions. Provocation of the home corner. Set the area up that is inviting for children to engage in. Educators will make provocation of the home corner specifically the kitchen and dining area, making them look inviting for children to explore and play. One educator will sit and engage with children, encouraging them to make interactions during their play.

003: Routines and Transitions

Assessment Task Outline

To complete this task you will need to read your text book:

Kearns, K. (2010), Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (2nd ed.). Victoria: Cengage Learning Australia.

Refer to Chapter 2 Gathering Information for Learning

Activity 1

This task requires you to observe and research creative and effective ways to safely transition children from one experience and/or routine to another.

Choose three of the following transitions to observe:

Indoor play to outdoor play

Morning tea to play

Outdoor play to lunch

Group to mealtimes

Lunch to rest time

When observing the transition routine document:

The strategies used to manage change, including how the environment is structured and how children are moved from one experience to the next (e.g. number of children, how the children waiting to move are managed etc.)

The timing of the transition and whether it is smooth and relaxed or hurried.

The strategies the educator used to move the children from one experience to the next e.g. Use of songs, rhymes, games etc.

How the transition supports childrens safety. Reflect on:

How the environment and strategies support the children during the change.

How the educator supported the children with change.

How the educators engage the childrens participation in the process.

How the transition supports childrens emotional wellbeing.

How the transition is tailored to the age, skills and abilities of the individual children within the group.

Using your reflections and research document how you would implement a transition experience for children aged between 0-2 years and 2-6 years.

Documentation required:

Document the type of transition you have chosen to observe and how it is undertaken.

Describe the strategies and techniques the educator uses to manage the transition, support children through the change and facilitate learning.

Reflect on the strategies used and why/how they were successful.

Document how you would use the information you have gathered from your observation and reflection to conduct transition experiences with young children between 0-2 years and 2-6 years.

Document your answers on the attached Observation and Reflection Template.

Workplace Task 003 Activity 1a - Routines and Transitions OBSERVATION AND REFLECTION

Student Name: Service Name: Transition Observation (Strategies and techniques used by educators) Reflection

Morning tea to play During morning tea educators were sitting with the children and engage with them while eating. Educators will be talking about healthy snacks with children while eating. When one child finishes his/her morning tea, one educator reminds children that once they finished, they put their scraps in the bin, put their dirty plate in the basket close to the bin, wash their hands then they can play. Educators will split up to supervise children playing and children still eating.

Educators strategy is very effective. Educators give children unhurried time during morning tea. Educators and children build connection during this time as they talk about healthy snacks. Educators ensure that adequate supervision for children is always provided.

Group to mealtimes During group time children are gathered on the round mat. Educator will play Yes Yes Stay Healthy Song which indicates Lunch is coming next. Educator and children sing the song together and children can do some exercise during the song. After the song, educator will select 3 children at a time to wash their hands, take their water bottle and sit down on the chair for mealtime.

Educators strategy of playing the same song just before lunch allows children to predict what is going to happen next. Most children know what to do next which makes the flow of the transition smooth.

Lunch to rest time During lunch time educators sit with the children and talk about healthy food and healthy eating practices. Children prepare their bed before lunch time. When one child finishes his/her lunch, one educator will remind children that once they finished, they put their scraps in the bin, put their dirty plate in the basket close to the bin, wash their hands then lay down on their bed. Educator will then play lullaby music and put the blinds down for rest time.

Strategy used by educators is effective. Educator give reminder to children clearly and in positive manner thus children listen to the educators and follow instructions very well.

Using the information you have gathered from your observation and reflection to conduct transition experiences what strategies and techniques would you use to manage the transitions and support children

0-2 years 2-6 years

Transition strategies in place by educators are very effective. Educators communicate with children in calm and positive manner which allows educators and children connect with each other and makes the transition smooth. Some of the strategies that could be used during transitions would be:

-Giving children unhurried time, allowing them to finish what they are doing before transition. This means making transitions predictable. Using songs for children to recognise whats going to happen next. And educator will also announce what is going to happen next. Transition strategies in place by educators are very effective. Educators communicate with children in calm and positive manner which allows educators and children connect with each other and makes the transition smooth. Some of the strategies that could be used during transitions would be:

-Encouraging children of this age group to further develop their self-help skills. This would include encouraging children to take their hat form their locker and put it on, applying sunscreen, putting on their shoes and taking their water bottle outdoor in the water trolley. We could include these during our transition to outdoor play.

Assessor/Supervisor Comment:

Assessor/Supervisor Name: Supervisor Signature: Date:

004: Focus Child Study 1

Assessment Task Outline

To complete this task you will need to read your text book:

Kearns, K. (2010), Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (2nd ed.). Victoria: Cengage Learning Australia.

Refer to Chapter 2 Gathering Information for Learning

You will also need to access the following readings:

Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

Australian Government Department of Education, Employment and Workplace Relations. (2010).

Educators Guide to the Early Years Learning Framework for Australia. Canberra: DEEWR.

Australian Childrens Education and Care Quality Authority. (2011). Guide to Developing a Quality Improvement Plan. ACT: Commonwealth of Australia.

Australian Childrens Education and Care Quality Authority. (2011). Quality Improvement Plan Template. ACT: Commonwealth of Australia.

Kearns Education. (2013). Sams Developmental Profile SAMPLE.

Kearns Education. (2013). Caras Developmental Profile SAMPLE

Kearns Education. (2013). Guidelines for Planning 2013.

Australian Government Department of Education, Employment and Workplace Relations. (nd). Developmental Milestones and the Early Years Learning Framework and the National Quality Standards. Canberra: DEEWR.

Early Childhood Australia. (2011).Documenting Learning. The Early Years Learning Framework Professional Learning Program e- Newsletter, 9. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E- Newsletter_No9.pdfEarly Childhood Australia. (2011). Documenting Learning 2.The Early Years Learning Framework Professional Learning Program e-Newsletter, 10. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E- Newsletter_No10.pdfEarly Childhood Australia. (2011). Learning Outcomes. The Early Years Learning Framework Professional Learning Program e-Newsletter, 6. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E- Newsletter_No6.pdfEarly Childhood Australia. (2011) Observing Children. National Quality Standard Professional Learning Program e-Newsletter, 39. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/07/NQS_PLP_E- Newsletter_No39.pdfEarly Childhood Australia. (2011) Planning for Learning 2. The Early Years Learning Framework Professional Learning Program e-Newsletter, 14. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E- Newsletter_No14.pdfEarly Childhood Australia. (2012). Summative Assessment. National Quality Standard Professional Learning Program e-Newsletter, 40. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/08/NQS_PLP_E- Newsletter_No40.pdfAssessment Instructions

Focus Child Study 1 Information for Integrated Workplace Assessment Task 004

An essential feature of an effective planning framework is an integrated system for observing and documenting the learning and development of individual children and groups of children.

Educators use their professional knowledge and skills to observe document and interpret information about children. This information is the foundation for planning successful programs that support childrens learning.

This task requires you to gather, interpret and plan for one Focus Child aged between 2 years 6 years. Your Focus Child needs to be in attendance at the service for at least 3 days per week.

To complete this task:

You must gain written parental permission prior to commencing this task on your Focus Child. Include this permission with your Focus Child Profile when you submit this assessment.

You must complete all the information and observation tasks on this Focus Child.

Undertake the observation documentation progressively, ensuring you gather information and observations over time and in a variety of spaces.

Use the templates provided.

Use the Focus Child Study Activity Checklist to help you manage this task.

You must, at all times, respect the privacy and confidentiality of the child, family and service and ensure you follow the service policies and philosophy

Think carefully about each activity and reflect on what you are learning about the childs development and learning holistically.

Remember that all documentation for this task can be read by parents keep your language professional and avoid making value statements about the Focus Child you observe.

Develop a process to gather the information and observations in collaboration with your workplace supervisor. With your Workplace Supervisor:

Discuss the entire Focus Child Study task with your Workplace Supervisor.

Gain permission to complete this task.

In consultation select one Focus Child who attends at least 3 - 5 days per week.

Plan a schedule for the completion of this task and establish the best times to perform the observations using the Focus Child Study Activity Checklist.

When you have completed your observations and planned your experiences, discuss and seek written approval prior

to implementation and submission for assessment.

Ask your Workplace Supervisor to sign and date the activity templates where indicated.

Note: It is your responsibility to have your work signed-off, any work submitted that has not been signed off will be returned incomplete.

Focus Child Study 1 Activity Checklist

This checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time, plan and complete all the requirements for this Focus Child Study.

Student Name: Complete / Date

Discuss and plan Focus Child study task with Workplace Supervisor Pre Planning Focus Child selection Give Parental/Guardian the Observation Consent Form Parent permission given and Observation Consent Form returned. Include with Child Study documentation. Developmental Profile Title Page Commence the Focus Developmental Profile once written parental permission has been granted

Activity 1 Give All About Me form to family All About Me form returned Complete Child Information Form Activity 2 Physical Development Checklist Anecdotal Observation - Being Creative Jottings - Cognitive Development (Thinking, Exploring and Discovering) Language Sample Being Social Running Record Learning Story on your Focus Child engaged in an experience. Activity 3 Developmental Summary Developmental Summary - Reflection and Planning Activity 4 Plan and document two Individual Experience Plans Implement the two Individual Experience Plans Evaluate the two Experience Plans Activity 5 Plan, implement and evaluate small group experience Feelings Plan, implement and evaluate small group experience Patterns Plan, implement and evaluate Dramatic Play Kit All tasks approved and signed by Supervisor of assessor Assessor/Supervisor Name: Signature: Date:

OBSERVATION CONSENT FORM

This letter confirms (students name) is a student of the Academy of Training, undertaking assessment in relation to observing and planning for children.

As a student he/she is required to learn about individual child development and complete observations. We would like to request permission to observe your child

(childs first name). Please complete the section below and return it to the Childrens Service.

OBSERVATION CONSENT FORM

As the Parent/Guardian of (childs first name) I give consent for observations and photos of my child to be collected as part of the assessment process. I understand that any information collected will be treated confidentially by the student and staff of the Academy of Trainin. I also understand that I am able to read the assessment task prior to observations commencing and that neither my child nor my family will be identified by last name in the assignment.

(students name) has my permission to observe __________________(childs first name ) for the purpose of their study.

Name of Parent/Guardian

Signature of Parent/Guardian

Date

Task004 Focus child 1

Childs First Name:

________________________________________________

Developmental Profile

Insert: Photo/s Optional

Please Note: You may use this Template or design your own

Activity 1 Building a Picture of the Whole Child

This task requires you to gather information about your Focus Child and their family:

Give the All About Me information sheet to your Focus Childs family and ask them to complete and return it. Alternatively you may interview the Parent/Guardian and child to gather the information.

Utilising information from your Workplace Supervisor, workplace documentation, enrolment form, parents and observations, complete the Child Information Sheet.

Document your answers on the attached All About Me Template and Child Information Template.

Activity 2 Observing the Whole Child

This task requires you to complete six different types of observations of your focus child. For each observation you will need to:

Observe the child focusing on each area of development

Interpret the observation using your knowledge of child development

Link to Early Years Learning Framework Outcomes and Indicators

Develop goals for the child based on your observation.

Develop plans (including experiences, resources and strategies) to meet these goals in the future

There are five developmental area observations and one learning experience observation to complete:

A Physical Development Checklist (Students only need to complete the age appropriate section of the checklist for their focus child)

Anecdotal Observation of a childs creativity this may involve the child expressing themselves creatively through art/music/movement/construction/drama/dramatic play etc. or it may be the child displaying creative ideas and thought processes in their play or interactions with others.

A series of Jottings illustrating a childs Cognitive Development as they think about, explore and discover the world around them.

A Language Sample, including verbal and non-verbal communication.

A three minute Running Record of a childs social engagement with peers and/or adults.

A Learning Story of your Focus Child engaged in an experience of your choice. When completing the Learning Story you need to include a title; a story about what you observed, a reflection on the learning that occurred through the experience and a plan for where to next.

Discuss your observations with your Workplace Supervisor and ask them to sign all of your completed observations.

Documentation Required:

Physical Development Checklist for your Focus Child

Anecdotal Observation Being Creative of your Focus Child

Jottings Cognitive Development (Thinking, Exploring and Discovering) of your Focus Child

Language Sample of your Focus Child

Being Social - Running Record, of your Focus Child

Learning Story about your Focus Child

Discuss your observations with your Workplace Supervisor and ensure they sign all of your completed observations.

Document your answers on the attached Observation Templates.

All About Me

Dear Parent /Guardian

I am currently undertaking workplace experience at your Childrens Service. As part of my studies I am required to plan experiences to support childrens development and learning. So that I can get to know your child better could you please share some information with me by completing the information below about your child?

Thankyou

Childs First Name: Date of Birth:

Who is in my family?

My favourite things are

Things Im learning to do Things I do with family

Workplace Task 004 Activity 1

Child Information

Complete this Information Sheet in consultation with Educators, Families, Enrolment Form, and by observing the child and their routines

Childs First Name: Age: years months

Length of time the child has been attending the service:

Attendance Pattern Monday Tuesday Wednesday Thursday Friday

Routines

Separation Routine

How child separates on arrival e.g. cuddle, wave etc. Self-Help Skills:

Dress/undress self; Toilet self/wash/dry

hands; Manage spoon/fork; Pour own drink. Usual Sleep Routine:

Does child usually have afternoon sleep? Comforters? Self Expression:

Ability to communicate their needs/wants. Play/Transitions:

Ability to make appropriate play choices. Ability to manage transitions, follow directions. Child Interests: observe, ask child, ask staff, ask parents.

Child Family Background: e.g. family structure, culture

Physical Developmental Checklist

Childs First Name: Age: Date:

Note: This checklist is designed to provide you with a very general summary of basic skills that can be observed it is not intended that this checklist should replace written observations of the child, but rather, as a beginning learner of child development, to provide you with a basic awareness of some of the many skills you may (or may not) observe as you work with the child. You are only required to complete the Checklist section for your Focus Childs age.

CHECKLIST KEY: Achieving Attempting Not Observed/Ready

Checklist 2 years 3 years Checklist 3 - 6years

Can turn pages of book

Able to manipulate play dough

Able to thread large beads

Able to place pegs in pegboard

Able to use art/craft utensils E.g. paintbrush

Able to scribble with pencils

Moves to music & plays simple instruments

Can throw a ball with some sense of direction

Can kick a ball

Can run

Can walk along wide balance board

Can jump up and down

Can jump on trampoline Other:

Kick moving/stationary ball

Can throw/catch ball

Can climb up/over obstacle equipment

Can balance along beam

Can jump on trampoline

Good co-ordination & control

Have hand preference (right/left)

Good hand-eye co-ordination

Can thread small beads

Can manipulate scissors to cut

Holds and manipulates writing utensils to draw objects

Can join small pieces of construction

Drawing recognisable pictures

Can write his/her name Other:

Interpretation: depending on the child you mark what the child can do in the boxes

After you marked that you tala bout the child development, if they can balance, they can jump they can coordinate talk to vic for example, noah has well developed fine motor skills we can see this when they enky running hopin theowing balls whichnthey do with ase this has been evident and observed when they are doing this, then link it to na acitviity of how you observed these skills

Link to the EYLF Learning Outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Future Goal:

Extend or improve gross motor skills because it helps balance this area of the body

their skills by focusing on motor skill acitivitesTalk about visual perception through obstacle course and the materials used and how this is going to assist the child when gross and fine motor skills

Future Experience and Resources:

Observed By: Marwa Assoum

Assessor/Supervisor Name: Signature: Date:

Anecdotal Observation Being Creative

Childs First Name: Age: Date: Setting/Context: Observer: Observation:

Same child throughout the service

Farmyardd observation

Noah was often seen seen playing with loose parts and creating amazing creations and I observed himcreating a small tower and went to get some animals

Insert Photo/s Optional

Interpretation:

Noahs imagination is strong in all areas of play, his communication is vast as her verbal. He is learning totransfer knowledge. He explores symbolises expresses and listens to thought and ideas

He assigns tasks and roles, he is developed in cognitive thinking provesses and his language and lingusitsi skills have advanced as has his fine motor skills.

Link to the EYLF Learning Outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Future Goal:

Future Experience and Resources:

Assessor/Supervisor Name: Signature: Date:

Jottings Cognitive Development (Thinking, Exploring & Discovering)

Childs First Name: Age: Observer:

Insert: Photo/s Optional Insert: Photo/s Optional Insert: Photo/s optional

Jotting 1 Date: Jotting 2 Date: Jotting 3 Date:

Today the children engaged inpl aying with playdoughnoah demosntaed skills in rolling pokin cutting wuishing pushing and manouplatinGnoah loved playing with the playoduvh he acciedently dropped some on the floor

Hhe continued to make shapes with the palydoughNoah was engaged this morning and played with muscialminstrumetns and started eating on the drums he loved listening as the educator showed different sounfs on the drums and lsitented to the educator carefully

The educator said in africe we haeb drums like this and this is the ewy we play them and drummed with noah

Noah said look I can play drums like an African

So he learnt how to beat the drums froNoah is active and moves around congidently hes into physical activirie h lvoes to play tips he the kids were playing tag he was demosntrqaitng eladership ulities and was asking the peers what direction to run so

Interpretation:noah seems to be able to demonstrate sotrng built development cognitive wna dfine toor skills he is socially aware and itearcats well with the children

Engaegmnt of these experiences he was able to demonstrate aearesnss for different cultures and respect

During outdoor play he demonstrated well developmed locomotive skills and balacen ans dstaic balance co,mplex skills in his groos and fine mtoor skills

He demonstrated ldeadership si]kills and fairness for all

Demosmtrated empathy and compassion

Link to the EYLF Learning Outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Future Goal:

To extend noahds insterst and udnertadnign of drums and isntrumetns drum apttersn and songs wil be taught to him

Ion regards to playdough more complex items will be introduced so he can make a clay time of experience

Describe the cognitive processes and developmental domains

Future Experience and Resources:

Assessor/Supervisor Name: Supervisor Signature: Date:

Language Sample

Childs First Name: Age: Date: Observer:

Location Time/s Language Observed Interpretation

Link to the EYLF Learning Outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Future Goal:

Future Experience and Resources:

Assessor/Supervisor Name: Supervisor Signature: Date:

Being Social - Running Record (3 Minutes)

Childs First Name: Age: Date: Observer:

Location: Other Children Present:

Time Observations

Interpretation

Link to the EYLF Learning Outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Future Goal:

Future Experience & Resources:

Assessor/Supervisor Name: Supervisor Signature: Date:

Learning Story

Write a Learning Story observation about your Focus Child being involved in an experience. Include the following:

Title (insert title of Learning Story)

Today. (Insert: Date, childs name & continue to write the story about what was observed) Reflection on learning. (Insert: interpretation about the childs learning that occurred) Where to next.. (Insert: EYLF Goal, Learning Goal, Experience & Resources)

Photo/s and the inclusion of other children are optional.

(Insert Title)

Today.

Reflection on learning.

Insert: Photo/s Optional

Where to next.

Observed By:

Assessor/Supervisor Name: Supervisor Signature: Date:

Activity 3 Developmental Summary

This task requires you to complete a Developmental Summary on your Focus Child. Collate the information you have gathered about your Focus Child in Activity 1 and the six observations completed in Activity 2.

Using the Developmental Summary reflect on what developmental area/skill/interest/learning outcomes you would like to work on to support/extend your Focus Childs development? Provide a reason for why you have chosen these area/s.

Choose two Learning Outcomes related to your reflection and develop a goal to support each learning outcome. Describe the provisions, resources, experiences, routine, teaching strategy and/or environments you could provide to promote this learning.

Discuss your summary and planning with your Workplace Supervisor and have them sign off on your completed work.

Documentation Required:

Developmental Summary summarise information about the childs family background and interests as well as their physical, social/emotional, cognitive, and language development.

Reflect on your Focus Childs development and develop goals to extend/support their development.

Identify two Learning Outcomes, goals and future experiences/provisions to meet these goals/outcomes.

Document your answers on the attached Developmental Summary and Reflection and Planning Templates.

Developmental Summary

Using point form, summarise the childs development. What you have learned about your focus child?

Childs Name: Age:yrsmonths Date:

Attendance Pattern: Monday Tuesday Wednesday Thursday Friday Observer:

Family Background: Childs Interests:

Physical Development: Social/Emotional Development:

Language Development/Communication: Cognitive Development:

Developmental Summary Reflection and Planning

Childs Name: Students Name:

Reflection: Based on your Focus Childs Developmental Summary, what area/skill/interest/learning outcomes would you like to work on to support/extend your Focus Childs development and/or learning? Explain why you have chosen these area/s.

Future Planning: Choose two Learning Outcomes related to your reflection above and develop a goal to support

this Learning Outcome. Describe the provisions, resources, experiences, routine, teaching strategy and/or environments you could provide to promote this learning?

EYLF Outcome: EYLF Outcome:

Goal to Support Learning Outcome: Goal to Support Learning Outcome:

Future Experiences/Provisions: Future Experiences/Provisions:

Assessor/Supervisor Name: Supervisor Signature: Date:

Activity 4

Planning, Implementing and Evaluating Experiences

Your task now is to plan and implement two learning experiences to support the development of your Focus Child using the reflection and planning you undertook in Activity 3.

You will need to complete an experience plan for each of the two experiences prior to undertaking these experiences. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours prior to the implementation.

Your planned experiences:

Must provide a rationale for how the experience and goals supports the childs development

Must link to your Focus Child observations, developmental summary or reflections and their interests, strengths or identified needs.

May include routine tasks or one-to-one interactions with the Educator, or be set up as a provision/learning area available to all children.

May include other children if appropriate e.g. a small or large group experience.

Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved. Reflect on your role in the experience and how you managed the group. Discuss with your Workplace Supervisor and use their feedback to assist you in developing a goal for your future professional development.

Documentation Required:

Two Individual Experience Plans related to your focus child goals. Complete all aspects of the experience planning document.

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval your plan.

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Individual Experience Plan Templates.

Workplace Task 004 - Activity 4: Individual Child Experience Plan

Experience 1

Name of Child: Age: Date of Implementation:

Goal: (How will this experience support the childs development/learning? What do you want to achieve?) EYLF Outcome/s: Tick one relevant outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world

LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?) Rationale: (How does the experience support the interests and learning needs of the child?)

Time: Location: Indoors Outdoors Routine Task Other

Resources: Transition Strategy:

(List the resources and materials you will use for the experience) (How will you gather children to the experience? How will you smoothly transition the children to the next experience/routine at the conclusion?)

Description of Experience/Procedure: Pedagogical Practices (Teaching Strategies/Adults Role):

(List/describe how you intend to implement the experience with the children from beginning (set up) to end. What will the children be required to do?) (What role will you play in the experience? How will you facilitate childrens engagement, learning and development? E.g. initiating, modeling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions. What strategies will you use to assess childrens learning and development?)

Student Name: Experience Plan Approved: Yes No Comments:

Assessor/Supervisor name: Signature: Date:

Workplace Task 004 Activity 4: Individual Child Experience Evaluation and Reflection

Experience 1

Name of Child: Experience: Date of Implementation: Student Name:

Evaluation of Experience: (How did the experience meet the goal and outcomes? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience including set up, resources, environment, timing, transitions etc? )

Future Planning: (What nexthow will you extend, revisit or build upon this experience, future teacher strategies, further develop goals? Will you vary the experience or work on a new skill/interest? How will you extend/encourage/challenge childrens ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further the childs learning and development?)

Reflection on your Role: (Reflect on and evaluate your teaching performance strategies, learning, development and management. Think about your interactions with the child; how you supported the child; how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)

Professional Goal: (What can you work on to improve your skill/s?)

Supervisor Comment/Feedback:

Assessor/Supervisor Name:

Signature: Date:

Workplace Task 004 - Activity 4: Individual Child Experience Plan

Experience 2

Name of Child: Age: Date of Implementation:

Goal: (How will this experience support the childs development/learning? What do you want to achieve?) EYLF Outcome/s: Tick one relevant outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world

LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?) Rationale: (How does the experience support the interests and learning needs of the child?)

Time: Location: Indoors Outdoors Routine Task Other

Resources: Transition Strategy:

Description of Experience/Procedure: Pedagogical Practices (Teaching Strategies/Adults Role):

Student Name: Experience Plan Approved: Yes No Comments:

Assessor/Supervisor Name:

Signature: Date:

Workplace Task 004 Activity 4: Individual Child Experience Evaluation and Reflection

Experience 2

Name of Child: Experience: Date of Implementation: Student Name:

Professional Goal: (What can you work on to improve your skill/s?)

Supervisor Comment/Feedback:

Assessor/Supervisor Name:

Signature: Date:

Activity 5a Small Group Experience 1 Foster Emotional Development: Feelings

For this task you are required to demonstrate the ability to plan, implement and evaluate an experience to assess and monitor childrens emotional development and to provide an opportunity for children to explore feelings and express emotions. Specifically, you will plan a small group experience (6-8 children) that includes your focus child.

You may use the facial expression pictures attached to create a set of resource cards (mount on cardboard and laminate) or develop your own. Your group time should consist of:

A song/rhyme transition activity

Book, told story, music and movement experience, or game

Identification and/or discussion of feelings using the set of feeling cards.

Final transition activity.

You will need to be mindful of the age group you are planning this experience for and adjust the content and timing accordingly.

Some ideas may include:

Identifying the feelings.

Talking about where and when we have these feelings. What makes you feel.....?

What happens to your body when you feel...?

What can you do to feel better?

Make the same face? Act out the feelings in front of a mirror.

Represent the feelings through art and/or music.

Brainstorm ideas to create a poster.

Complete an experience plan prior to undertaking this experience. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours prior to implementation. Your plan must include:

A rationale for how the experience and goals support the childrens development.

Link to the EYLF.

Consideration of how you will assess childrens learning and development in this area.

To complete this task you will need to access:

Feelings Cards (attached below)

To assist you with this task you may like to refer to the following websites for ideas and resources:

Preschool Express: http://www.preschoolexpress.comMusic Station and Feeling Songs

Themes and All About Me

A-Z Teacher Stuff: http://www.atozteacherstuff.comLesson Plans, Health, Preschool and Feelings

Preschool Education: www.preschooleducation.com/Go to music and songs

Go to books and Me, Myself and I

Amazon: http://www.amazon.comBooks, Childrens books and search Feelings

Fishpond: http://www.fishpond.com.auSearch Books for Childrens Books about Feelings

PLEASE NOTE: You will need to take into account that some of these sites are American and as such reflect American culture. You may need to adapt ideas/substitute words etc. to make it appropriate for use with children in your service.

Documentation Required:

Small Group Experience Plan. Complete all aspects of the experience planning document.

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval for your plan.

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Small Group Experience Plan and Evaluation and Reflection Templates.

Workplace Task 004 Activity 5a Foster Emotional Development: Feelings Small Group Experience Plan 1

Focus Child: Age of Children: Group Size: Small ( children) Date of Implementation:

Goal: (How will this experience support the groups development/learning? What do you want to achieve?) Linking to EYLF Outcome/s: Tick one relevant outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world

LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Performance Indicator/s:(What will you see and hear to demonstrate achievement of the goal?) Rationale : (How does the experience support the interests and learning needs of the group?)

Time: Location: Indoors Outdoors Routine Task Other

Resources: Transition Strategy:

Description of Experience/Procedure: Pedagogical Practice (Teaching Strategies)

(List/describe how you intend to implement the experience with the children from beginning (set up) to end. How will it be set up? What will the children be required to do?) (What role will you play in the experience? How will you facilitate childrens engagement, learning and development? E.g. initiating, modeling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions. What strategies will you use to assess childrens learning and development?)

Student Name: Experience Plan Approved: Yes No Comments:

Assessor/Supervisor Name:

Signature: Date:

Workplace Task 004 Activity 5a

Small Group Experience 1 Evaluation and Reflection

Focus Child: Experience: Date of Implementation: Student Name:

Evaluation of Experience: (How did the experience meet the goals and outcomes? Was it appropriate or not, did it go well or not so well and why? How did the children respond? What did they gain from the experience? How successful was the implementation of the experience including set up, grouping, resources, environment, timing, transitions etc.?)

Future Planning:(What next? How will you extend, revisit or build upon this experience, future teacher strategies, further develop goals? Will you vary the experience or work on a new skill/interest? How will you extend/encourage/challenge childrens ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further the child/group learning and development?)

Reflection on your Role:(Reflect on and evaluate your teaching performance strategies, learning, development and management. Think about your interactions with the children; how you supported them, how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)

Professional Goal: (What can you work on to improve your skill/s?)

Supervisor Comment/Feedback:

Assessor/Supervisor Name:

Signature: Date:

Activity 5b Small Group Experience 2 Fostering Cognitive Development: Patterns

Fostering creativity promotes thinking, imagination, originality and problem solving. Fostering aesthetic awareness promotes attention to detail and appreciation of the world around us both man-made and natural. Children are excellent observers and with guidance can make a range of observations, stimulating their thinking and language development.

For this task you are required to plan a small group experience (6-8 children); Your group experience will focus on an exploration of pattern. You will need to be mindful of the age group you are planning this experience for and adjust the content and timing accordingly.

Complete an experience plan prior to undertaking this experience, ensuring all areas of the plan are completed. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours prior to implementation.

A rationale for how the experience and goals support the childrens development.

Link to the EYLF.

Consideration of how you will assess childrens learning and development in this area.

When planning your experience you will need to include:

Resources related to patterns. Patterns may be found in fabric; gift wrapping paper; patchwork quilting pictures; prints of art works; tiles; packaging; animal prints; items from nature (shelves, leaves etc.); or other man made patterned objects.

At least one opportunity for children to notice, explore and discuss patterns. Think about the language you will use and concepts/ideas you will promote to foster childrens learning about patterns e.g.

Line - curved or straight diagonal, horizontal, zig-zag or vertical

Colour - Bright, dull, vibrant etc.

Pattern - random and/or repeat can children spot where the pattern is repeated?

An opportunity for the children to create their own patterns using visual arts or other appropriate materials (e.g. sand, natural items etc.) e.g. creating patterns using paints/pencils; creating patterns in sand; creating patterns with beads; creating patterns with shapes; creating patterns in play dough.

Whilst implementing your experience you will need to:

Facilitate the childrens discussion of patterns and record the childrens voices (discussion and/or comments) in a format of your choice e.g. a web plan.

Complete a narrative observation of the experience, which includes your focus child e.g. a learning story. Detail what happened, the learning that occurred for each individual involved and the group, directions for future planning and provisions.

Once you have implemented your experience you are required to create a visual display of the experience including:

Samples and/or photos of childrens work.

The narrative observation of the experience.

A record of the childrens voice.

Links to the EYLF principles, practices and/or outcomes.

You may include any other relevant information and/or artefacts in your display. You should ensure your display is aesthetically pleasing and is respectful of the childrens work and ideas. When you have completed your display,

Documentation Required:

Small Group Experience Plan. Complete all aspects of the experience planning document.

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval for your plan.

Narrative Observation of your experience (you may use the learning story template provided or one of your own).

Record of childrens voices (discussions and/or comments) on a web plan or other chosen format.

Photo of your visual display.

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Small Group Experience Plan and Evaluation and Reflection Templates.

Workplace Task 004 Activity 5b Fostering Cognitive Development: Patterns

Small Group Experience Plan 2

Focus Child: Age of Children: Group Size: Small ( children) Date of Implementation:

Goal: (How will this experience support the groups development/learning? What do you want to achieve?) Linking to EYLF Outcome/s: Tick one relevant outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world

LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Performance Indicator/s:(What will you see and hear to demonstrate achievement of the goal?) Rationale : (How does the experience support the interests and learning needs of the group?)

Time: Location: Indoors Outdoors Routine Task Other

Resources: Transition Strategy:

Description of Experience/Procedure: Pedagogical Practice (Teaching Strategies)

Student Name: Experience Plan Approved: Yes No Comments:

Assessor/Supervisor Name: Signature: Date:

Workplace Task 004 Activity 5b - Fostering Cognitive Development: Patterns

Small Group Experience 1 Evaluation and Reflection

Focus Child: Experience: Date of Implementation: Student Name:

Professional Goal: (What can you work on to improve your skill/s?)

Supervisor Comment/Feedback:

Assessor/Supervisor Name: Signature: Date:

Narrative Observation Format - Learning Story (SAMPLE)

(Title) Child/ren: Observer: Date:

(Context & Story who, what where, when, how?) (Analysis for Learning/Photo)

(Reflection)

(Future Planning - Provocations/Provisions/Possibilities)

Activity 5c Dramatic Play Kit

For this task you are required to develop a dramatic play kit related to an interest , concept or development goal of your focus child e.g. shadows; families; people in our community; travelling around; places we go( surfing; camping, shopping); physical health and fitness.

In your planning you must:

Provide a rationale for the choice of kit. This should reflect your knowledge of child deveopment and play of children 2-6yrs old

Describe the content of your kit.

Describe how you will present the kit to the children (where will you set it up? how will you introduce it to the children?).

Identify specific learning goals that the experience will provide for children (what do you want them to learn from their interaction and engagment with the resources?).

Identify vocabulary and language that you may use to promote childrens knowledge and understandings of the chosen area.

You are then required to set up your dramatic play kit in either the indoor or outdoor environment. Ask your Workplace Supervisor to review your set up and provide feedback. Ensure they sign off on your comleted set up prior to your children engaging with the resources. Take a photo of your completed dramatic play set up to submit with your assessment.

Whilst implementing your dramatic play kit within the learning environment you will need to:

As you observe the children engaging with the experience think about the interactions, relationships and learning that you saw occurring. Complete one narrative observation of the experience over the time that your dramatic play kit is set up. This observation should include your focus child and detail what happened, the learning that occurred and a reflection on the experience as well as directions for future planning and provisions.

Where appropriate, facilitate childrens discussion and engagement with your dramatic play kit.

Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved. Reflect on your role in the experience and how you set up and managed the experience. Discuss with your Workplace Supervisor and invite their feedback.

Documentation Required:

Dramatic Play Kit Planning rationale; goals; content; set up; language and vocabulary.

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval for your plan.

Photo of your dramatic play kit set up within the learning environment.

Narrative Observation of your experience (you may use the learning story template provided or own of your own).

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Dramatic Play Kit Planning Template and Dramatic Play Kit Reflection Template. .

Workplace Task 004 Activity 5c Dramatic Play Kit

Planning

Student Name: Date:

Dramatic Play Kit Title:

Rationale: (How does the experience support the interests/learning and/or development of your focus child?)

Goals: (How will this experience support the groups development/learning? What do you want to achieve/learn from their interaction and engagement with the resources?)

Content of play kit: (What resources will you include in your dramatic play kit?)

How will you present the play kit to the children?: (where will you set it up? how will you introduce it to the children?).

(Attach a photo of your daramatic play kit set up in the learning environment)

What vocabulary/language could you introduce to children to facilitate their development and understandings in this area?

Assessor/ Supervisor Comment:

Assessor/Supervisor Name: Signature: Date:

Workplace Task 004 Activity 5c Dramatic Play Kit

Reflection

Student Name: Date Of Implementation:

Dramatic Play Kit Title:

Evaluation of Experience: (How did the experience meet the goals and outcomes? How did the children respond? What did they gain from the experience? How successful was the implementation of the experience including set up, resources, teaching strategies etc.?)

Future Planning: (What next? What additional provisions/provocations can you set up to further the child/group learning and development?)

Reflection on your Role: (Think about your interactions with the children; how you supported them, how you managed the experience; what you did well; what you might do better next time.)

Assessor/ Supervisor Comment:

Assessor/ Supervisor Name: Signature: Date:

Narrative Observation Format - Learning Story (SAMPLE)

(Title) Child/ren: Observer: Date:

(Context & Story who, what where, when, how?) (Analysis for Learning/Photo)

(Reflection)

(Future Planning - Provocations/Provisions/Possibilities)

005: Focus Child Study 2

Assessment Task Outline

To complete this task you will need to read your text book:

Kearns, K. (2010), Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (2nd ed.). Victoria: Cengage Learning Australia.

Refer to Chapter 2 Gathering Information for Learning

Chapter 8: Putting it all together

Assessment Instructions

Focus Child Study 2 Information for Integrated Workplace Assessment Task 005

An essential feature of an effective planning framework is an integrated system for observing and documenting the learning and development of individual children and groups of children.

This task requires you to gather, interpret and plan for one Focus Child aged between 0 years 2 years. Your Focus Child needs to be in attendance at the service for at least 3 days per week.

To complete this task:

You must gain written parental permission prior to commencing this task on your Focus Child. Include this permission with your Focus Child Profile when you submit this assessment.

You must complete all the information and observation tasks on this Focus Child.

Undertake the observation documentation progressively, ensuring you gather information and observations over time and in a variety of spaces.

Use the reading Focus Child 2 Observation Templates provided to select those that apply to the age of your focus child.

Use the Focus Child Study Activity Checklist to help you manage this task.

You must, at all times, respect the privacy and confidentiality of the child, family and service and ensure you follow the service policies.

Think carefully about each activity and reflect on what you are learning about the childs development and learning holistically.

Remember that all documentation for this task can be read by parents keep your language professional and avoid making value statements about the Focus Child you observe.

Develop a process to gather the information and observations in collaboration with your workplace supervisor. With your Workplace Supervisor:

Discuss the entire Focus Child Study task with your Workplace Supervisor.

Gain permission to complete this task.

In consultation select one Focus Child who attends at least 3 - 5 days per week.

Plan a schedule for the completion of this task and establish the best times to perform the observations using the Focus Child Study Activity Checklist.

When you have completed your observations and planned your experiences, discuss and seek written approval prior to implementation and submission for assessment.

Ask your Workplace Supervisor to sign and date the activity templates where indicated.

Note: It is your responsibility to have your work signed-off, any work submitted that has not been signed off will be returned incomplete.

Focus Child Study 2 Activity Checklist

This checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time, plan and complete all the requirements for this Focus Child Study.

Student Name: Complete / Date

Activity 1 Give All About Me form to family All About Me form returned Complete Child Information Form Activity 2 Cognitive Development Observation Physical Development Observation Social/Emotional Development Observation Language Development Observation Play Skills Observation Activity 3 Developmental Summary Developmental Summary - Reflection and Planning Activity 4 Plan and document two Development Experience Plans Implement the two Development Experience Plans Evaluate the two Development Experience Plans Activity 5 Plan, and implement small group Music Movement and Dance experience. Reflect on and evaluate small group experience. Re-implement small group Music Movement and Dance experience. All tasks approved and signed by Supervisor of assessor Assessor/Supervisor Name: Signature: Date:

OBSERVATION CONSENT FORM

This letter confirms (students name) is a student of the Academy of Training, undertaking assessment in relation to observing and planning for children.

As a student he/she is required to learn about individual child development and complete observations. We would like to request permission to observe your child

(childs first name). Please complete the section below and return it to the Childrens Service.

OBSERVATION CONSENT FORM

(students name) has my permission to observe __________________(childs first name ) for the purpose of their study.

Name of Parent/Guardian

Signature of Parent/Guardian

Date

Task005 Focus child 2

Childs First Name:

________________________________________________

Developmental Profile

Insert: Photo/s Optional

Please Note: You may use this Template or design your own

Activity 1 Building a Picture of the Whole Child

This task requires you to gather information about your Focus Child and their family:

Give the All About Me information sheet to your Focus Childs family and ask them to complete and return it. Alternatively you may interview the Parent/Guardian and child to gather the information.

Utilising information from your Workplace Supervisor, workplace documentation, enrolment form, parents and observations, complete the Child Information Sheet.

Document your answers on the attached All About Me Template and Child Information Template.

Activity 2 Observing the Whole Child

This task requires you to complete five narrative observations (e.g. anecdotal, learning stories) of your focus child. For each observation you will need to:

Observe the child focusing on a specific area of development

Interpret the observation using your knowledge of child development

Link to Early Years Learning Framework Outcomes and Indicators

Develop plans (including experiences, resources and strategies) to meet these goals in the future

There are four developmental area observations and one play observation to complete:

Observation of cognitive development.

Observation of physical development (fine motor and/or gross motor).

Observation of social/emotional development.

Observation of language development.

Observation of play skills.

You must use the Focus Child 2 Observation Templates relevant to your childs age range.

Discuss your observations with your Workplace Supervisor and ask them to sign all of your completed observations.

Documentation Required:

Cognitive development observation, interpretation and planning.

Physical development observation, interpretation and planning.

Social/emotional development observation, interpretation and planning.

Language development observation, interpretation and planning.

Play skills observation, interpretation and planning.

Document your answers on the Observation Templates appropriate to the age of your child.

Please Note: Observation Templates for this task are available in the core documents for this unit.

All About Me

Dear Parent /Guardian

Thankyou

Childs First Name: Date of Birth:

Who is in my family?

My favourite things are

Things Im learning to do Things I do with family

Workplace Task 005 Activity 1

Child Information

Complete this Information Sheet in consultation with Educators, Families, Enrolment Form, and by observing the child and their routines

Childs First Name: Age: years months

Length of time the child has been attending the service:

Attendance Pattern Monday Tuesday Wednesday Thursday Friday

Routines

Separation Routine

How child separates on arrival e.g. cuddle, wave etc. Self-Help Skills:

Dress/undress self; Toilet self/wash/dry

hands; Manage spoon/fork; Pour own drink. Usual Sleep Routine:

Does child usually have afternoon sleep? Comforters? Self Expression:

Ability to communicate their needs/wants. Play/Transitions:

Ability to make appropriate play choices. Ability to manage transitions, follow directions. Child Interests: observe, ask child, ask staff, ask parents.

Child Family Background: e.g. family structure, culture

Activity 3 Developmental Summary

This task requires you to complete a Developmental Summary on your Focus Child. Collate the information you have gathered about your Focus Child in Activity 1 and the five observations completed in Activity 2.

Discuss your summary and planning with your Workplace Supervisor and have them sign off on your completed work.

Documentation Required:

Developmental Summary summarise information about the childs family background and interests as well as their physical, social/emotional, cognitive, and language development.

Reflect on your Focus Childs development and develop goals to extend/support their development.

Identify two Learning Outcomes, goals and future experiences/provisions to meet these goals/outcomes.

Document your answers on the attached Developmental Summary and Reflection and Planning Templates.

Developmental Summary

Using point form, summarise the childs development. What you have learned about your focus child?

Childs Name: Age:yrsmonths Date:

Attendance Pattern: Monday Tuesday Wednesday Thursday Friday Observer:

Family Background: Childs Interests:

Physical Development: Social/Emotional Development:

Language Development/Communication: Cognitive Development:

Developmental Summary Reflection and Planning

Childs Name: Students Name:

Future Planning: Choose two Learning Outcomes related to your reflection above and develop a goal to

support this Learning Outcome. Describe the provisions, resources, experiences, routine, teaching strategy and/or environments you could provide to promote this learning?

EYLF Outcome: EYLF Outcome:

Goal to Support Learning Outcome: Goal to Support Learning Outcome:

Future Experiences/Provisions: Future Experiences/Provisions:

Assessor/Supervisor Name: Signature: Date:

Activity 4 Planning, Implementing and Evaluating Experiences

Your task now is to plan and implement two learning experiences to support the development of your Focus Child using the reflection and planning you undertook in Activity 3.

Your planned experiences:

Must provide a rationale for how the experience and goals supports the childs development

Must link to your Focus Child observations, developmental summary or reflections and their interests, strengths or identified needs.

May include routine tasks or one-to-one interactions with the Educator, or be set up as a provision/learning area available to all children.

May include other children if appropriate e.g. a small or large group experience.

Documentation Required:

Two Individual Experience Plans related to your focus child goals. Complete all aspects of the experience planning document.

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval your plan.

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Individual Experience Plan Templates.

Workplace Task 005 - Activity 4: Individual Child Experience Plan

Experience 1

Name of Child: Age: Date of Implementation:

Goal: (How will this experience support the childs development/learning? What do you want to achieve?) EYLF Outcome/s: Tick one relevant outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world

LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?) Rationale: (How does the experience support the interests and learning needs of the child?)

Time: Location: Indoors Outdoors Routine Task Other

Resources: Transition Strategy:

Description of Experience/Procedure: Pedagogical Practices (Teaching Strategies/Adults Role):

Student Name: Experience Plan Approved: Yes No Comments:

Assessor/Supervisor name: Supervisor Signature: Date:

Workplace Task 005 Activity 4: Individual Child Experience Evaluation and Reflection

Experience 1

Name of Child: Experience: Date of Implementation: Student Name:

Professional Goal: (What can you work on to improve your skill/s?)

Assessor/Supervisor Comment/Feedback:

Assessor/Supervisor Name: Signature: Date:

Workplace Task 005 - Activity 4: Individual Child Experience Plan

Experience 2

Name of Child: Age: Date of Implementation:

Goal: (How will this experience support the childs development/learning? What do you want to achieve?) EYLF Outcome/s: Tick one relevant outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world

LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?) Rationale: (How does the experience support the interests and learning needs of the child?)

Time: Location: Indoors Outdoors Routine Task Other

Resources: Transition Strategy:

Description of Experience/Procedure: Pedagogical Practices (Teaching Strategies/Adults Role):

Student Name: Experience Plan Approved: Yes No Comments:

Assessor/Supervisor name: Signature: Date:

Workplace Task 005 Activity 4: Individual Child Experience Evaluation and Reflection

Experience 2

Name of Child: Experience: Date of Implementation: Student Name:

Professional Goal: (What can you work on to improve your skill/s?)

Supervisor Comment/Feedback:

Assessor/Supervisor Name: Signature: Date:

Activity 5A Small Group Experience 1 Music, Movement and Dance

For this task you are required to demonstrate the ability to plan, implement and evaluate a suitable music, movement and dance experience for young children based on one of the following music/movement concepts.

Tempo (fast/slow), pitch (high/low), volume (loud/soft).

Body parts - head, neck, shoulders, back, stomach, arms, legs, hands, feet, wrists, ankles, toes, fingers, elbows, knees

Actions walk, run, jump, hop, gallop, skip, leap, roll, crawl, clap, bend, wiggle, swing, shake, turn, twist, tiptoe, freeze.

Space high/medium/low, front/back/side, up/down, big/small, curved/straight, right/left, far/near, up/down, wide/narrow.

Qualities (time and force) slow/fast, heavy/light, sudden/smooth, strong/weak, tense/loose.

Relationships over/under, on/off, near/far, inside/outside, in front/behind/around.

Specifically, you will plan a small group experience (4-6 children) that includes your focus child. You will need to be mindful of the individual physical development abilities of the children in your group so that

A rationale for how the experience and goals support the childrens development.

Link to the EYLF.

Consideration of how you will assess childrens learning and development in this area.

When planning your experience you will need to:

Include an introductory activity e.g. familiar action rhyme, story, warm-up, stretching.

Include: a music, movement and/or dance experience that promotes the relevant concept chosen using a song. You may choose a new or familiar song to the children but you must not use a CD for your song learn it and teach!).

Use simple props e.g. puppet/s, felt characters, musical instruments, scarves etc.

Include a transition activity e.g. a familiar action rhyme, movement games such as marching like an animal.

Consider the age and skills of the children as well as the physical space you are using to ensure it is safe for the children to participate in the experience.

Consult with your workplace supervisor about whether you will need another team member to support your implementation of your experience given the age and abilities of the children in your group.

To assist you with this task you may like to refer to the following websites for ideas and resources:

Preschool Education: www.preschooleducation.com/-Go to music and songs

Gary and Carol Crees - Adventures in Music, Movement and Wellbeing: http://www.adventuresinmusic.com.au/ABC Play School: http://abc.net.au/children/play/4

Songs for Teaching http://www.songsforteaching.com/preschoolkindergartenearlychildhood/activity- movement-songs/Family Education: http://fun.familyeducation.com/toddler/music/37371.htmlPLEASE NOTE: You will need to take into account that some of these sites are American and as such reflect American culture. You may need to adapt ideas/substitute words etc. to make it appropriate for use with children in your service.

Documentation Required:

Small Group Experience Plan. Complete all aspects of the experience planning document.

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval for your plan.

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Small Group Experience Plan and Evaluation and Reflection Templates.

Workplace Task 005 Activity 5a Music, Movement and Dance Small Group Experience Plan

Focus Child: Age of Children: Group Size: Small ( children) Date of Implementation:

Goal: (How will this experience support the groups development/learning? What do you want to achieve?) Linking to EYLF Outcome/s: Tick one relevant outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world

LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Performance Indicator/s:(What will you see and hear to demonstrate achievement of the goal?) Rationale : (How does the experience support the interests and learning needs of the group?)

Time: Location: Indoors Outdoors Routine Task Other

Resources: Transition Strategy:

Description of Experience/Procedure: Pedagogical Practice (Teaching Strategies)

Student Name: Experience Plan Approved: Yes No Comments:

Assessor/Supervisor Name: Signature: Date:

Workplace Task 005 Activity 5a Music, Movement and Dance

Small Group Experience Evaluation and Reflection

Name of Child: Experience: Date of Implementation: Student Name:

Professional Goal: (What can you work on to improve your skill/s?)

Assessor/Supervisor Comment/Feedback:

Assessor/Supervisor Name: Signature: Date:

Activity 5b -Music, Movement and Dance Reflection and Implementation

Based on your reflection and evaluation of your small group music, movement and dance experience and the feedback you received from your workplace supervisor you must now:

Adjust/modify your small group music, movement and dance experience plan based on this information. This may include:

adjusting or modifying the content of your experience.

changing the teaching strategies that you used.

using additional props.

following up the experience with a new experience.

Re-implement your small group music, movement and dance experience based on this plan.

Evaluate and reflect on the re-implemented experience.

Ensure your workplace Supervisor signs that you have re-implemented the experience before submitting this task for assessment.

Documentation Required:

Small Group Experience Plan. Complete all aspects of the experience planning document.

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval for your plan.

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Small Group Experience Plan and Evaluation and Reflection Templates.

Workplace Task 005 Activity 5a Music, Movement and Dance

Reimplementation of Small Group Experience

Student Name: Date of Implementation:

Adjustments/modifications/additions to be made to the music, movement and dance small group experience plan: (May include content, strategies, follow up plan, use of additional props etc.).

Evaluation of Experience: (How did the experience meet the goal and outcomes? Was it appropriate or not, did it go well or not

so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience including set up, resources, environment, timing, transitions etc? )

well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)

Assessor/Supervisor Comment/Feedback:

Assessor/Supervisor Name: Signature: Date:

006: Observing and Conducting a Group Experience

Assessment Task Outline

To complete this task you will need to access the following reading:

Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

Activity 1 Observing a Language Experience I

This task requires you to observe your Workplace Supervisor or an educator implementing a large group experience and consult with them about effective teaching strategies (pedagogical practices) for implementing group experiences.

You will need to discuss the task with your Workplace Supervisor/Educator to establish the best time to perform the observation, and gain permission to observe their group experience.

During the large group experience you need to observe:

How the educator transitions the children to the experience? e.g. How are the children gathered together and settled? How does the educator gain the childrens attention?

How the educator has set up the experience? e.g. Location in room, description of space, educators position, where are children situated?

How the educator uses resources/props within the experience?

The strategies the educator uses to keep children engaged and responsive? e.g. Timing/pace of experience, props, finger plays/songs, involvement of children etc.

The teaching strategies the educator uses to encourage active participation e.g. questioning, demonstration, changes to tone of voice etc.

The strategies the educator uses to manage the group (including behaviour management and guidance techniques as well as refocusing childrens attention). Think about verbal and non- verbal communication.

How the educator concludes the experience? e.g. Do they engage children in reflection, questioning, and future planning? How are the children transitioned to the next experience/routine?

Analyse how the experience supported the childrens development and learning. How were the goals of the experience achieved and how did they link to the EYLF learning outcomes?

On completion of your observation formulate one question to ask the Workplace Supervisor/Educator to help you when planning your own experience. Discuss your observation with your Workplace Supervisor/Educator and ask them the question. Record the response and ask your workplace supervisor to sign off on your completed work.

Documentation Required:

Describe the transition strategies to gather the children to the group experience.

Describe how the group experience is set up.

Describe how the educator uses resources/props within the experience.

Describe the strategies used to keep children engaged and responsive and active participants in the experience.

Describe the strategies used to manage the group, including behaviour management/guidance techniques.

Describe how the experience is concluded, including transition to next experience/routine.

Describe how childrens development and learning were supported through the experience and document the developmental areas supported.

Document how the group experience links to the EYLF learning outcomes?

Document one question to ask the Workplace Supervisor/educator to help you when planning your own experience.

Record the Workplace Supervisor/educator response and ask them to sign your completed work.

Document your answers on the attached Observation of a Group Experience Template.

Workplace Task 006 Activity 1 OBSERVATION OF A LARGE GROUP EXPERIENCE

Student Name: Name of Service:

Age Group: Date:

How does the educator transition the children to the experience?

How is the group experience set up?

How are resources/props used?

What strategies does the educator use to keep children engaged and responsive and active participants?

How does the educator manage the group (including behaviour management/guidance techniques)?

How does the educator conclude the experience (including transition to next experience/routine)?

What areas of learning and development did the experience support and how did the experience achieve this?

How did the group experience link to the EYLF learning outcomes?

Question for Workplace Supervisor/Educator:

Supervisor/Educators Response:

Assessor/Supervisor Comment:

Assessor/Supervisor Name: Supervisor Signature: Date:

Activity 2 Conducting a Language Experience

This task requires you to implement a language experience with a large group of children (more than 8) aged 2 - 6 years. The goal for the experience should be discussed with your Workplace Supervisor and be based on the EYLF Learning Outcomes and relate to a current interest/concept/topic that is being explored within the group.

Please Note: your experience must NOT be a commercial language package such as Letter Land, Jolly Phonics or equivalent.

Complete an experience plan prior to undertaking this experience. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours prior to implementation.

Your plan must include:

At least one book and/or story to tell that is appropriate for the age of your group.

The use of simple props e.g. finger puppets, felt story characters.

A rationale for how the experience and goals support the childrens development and current interests within the group.

Link to the EYLF learning outcomes.

Consideration of how you will assess childrens learning and development in this area. When planning your experience you will need to:

Include the name of the book you have chosen as well as the resources you will use, including puppet and other props (such as music and finger plays, felt board stories, dancing, yoga).

Include an introductory activity e.g. familiar action rhyme.

Include a transition activity e.g. a familiar action rhyme, movement games such as marching like an animal.

Include at least one opportunity for children to be engaged actively in the experience e.g. song, rhyme, movement experience, drama, dance, discussion etc.)

Document the intentional teaching strategies you will use to encourage active participation.

List three age appropriate open-ended questions to encourage discussion.

List new words/vocabulary you could introduce that links to the story or interest that is appropriate to the developmental age/stage of the children. This could include words from the home language of the individuals within the group.

Documentation Required:

Large Group Experience Plan. Complete all aspects of the experience planning document.

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval for your plan.

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Large Group Experience Plan and Evaluation and Reflection Templates.

Workplace Task 006 Activity 6a Large Group Language Experience Large Group Experience Plan

Focus Child: Age of Children: Group Size: Small ( children) Date of Implementation:

Goal: (How will this experience support the groups development/learning? What do you want to achieve?) Linking to EYLF Outcome/s: Tick one relevant outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world

LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Performance Indicator/s:(What will you see and hear to demonstrate achievement of the goal?) Rationale : (How does the experience support the interests and learning needs of the group?)

Time: Location: Indoors Outdoors Routine Task Other

Resources: Transition Strategy:

Workplace Task 006 Activity 6a Large Group Language Experience

Large Group Experience Evaluation and Reflection

Name of Child: Experience: Date of Implementation: Student Name:

Professional Goal: (What can you work on to improve your skill/s?)

Supervisor Comment/Feedback:

Assessor/Supervisor Name: Signature: Date:

Description of Experience/Procedure: Pedagogical Practice (Teaching Strategies)

Student Name: Experience Plan Approved: Yes No Comments:

Assessor/Supervisor Name: Signature: Date:

007: An Environment for Literacy

Assessment Task Outline

To complete this task you will need to access the following reading:

Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

Activity 1 - Analysing the Literacy Environment

The provision of a print rich environment promotes literacy development and allows children to experience literacy in many different forms throughout the day.

For this task you are required to assess the learning environment to determine how it is used to support literacy development. You should consult with your Workplace Supervisor to gain approval to complete the task and discuss the service strategies for promoting literacy development through the environment.

To complete this task you must

Complete the literacy environment checklist. You may need to modify, add or delete items that are not relevant to your service.

Write a report on your findings. Identify the strengths of the service in relation to providing a literacy rich environment and document any recommendations that may be appropriate for providing greater exposure to literacy in the daily environment and routines.

Documentation Required:

Literacy Rich Environment Checklist.

Report of findings.

Suggestions/recommendations to facilitate literacy within the environment and routines.

Document your answers on the attached Literacy Rich Environment Checklist and Report Template.

Workplace Task 007 Activity 1 - An Environment for Literacy A LITERACY RICH ENVIRONMENT CHECKLIST

DESCRIPTORS Yes No

There is an attractive, inviting reading/library area with comfortable seating Books are displayed so that the picture on the cover can be easily seen by the children. There is a wide variety of good quality books--picture books/ resource books/non-English print There are signs in both Standard Australian English (SAE) and home languages Other forms of reading material are available cookbooks, magazines, manuals, catalogues, tactile books Children's books are placed in various locations throughout the room. eg learning centres Books available reflect an anti-bias perspective Equipment and resources are labelled Children have access to their name printed on a card There is a variety of media for writing - paper (lined and unlined, coloured and white, paper stapled together as books, memo pads, notebook, envelopes) and writing tools (pencils, markers, coloured pencils) Words to favourite songs, rhymes and finger plays are printed for access by children Books around a topic/theme/project are displayed Childrens work or photographs are displayed with clear labels Adults model writing for children on a daily basis Children are encouraged to write and draw every day Adults read aloud to children on a daily basis Magnetic board and letters are available An alphabet chart is displayed Some words are printed in a language other than English such as hello Writing materials are conveniently located in other areas of the room, to encourage writing for a specific purpose labels/signs for block building or construction; notebooks for making lists/notes in dramatic play area. Children have access to computer to write & play word games Children are encouraged to "sign-in" dailyusing their own personal writing Adults record childrens stories or label artwork; write the children's words down for them There are signs to remind children about specific tasks eg hand washing There are weather charts, birthday charts etc on display

Workplace Task 007 Activity 1 - An Environment for Literacy A LITERACY RICH ENVIRONMENT REPORT

Student Name: Date:

Findings of Environmental Assessment

Suggestions/recommendations to facilitate literacy within the environment and routines.

Assessor/Supervisor Comment:

Assessor/Supervisor Name: Signature: Date:

008: Assessing Programming and Documentation

Assessment Task Outline

To complete this task you will need to read your text book:

Kearns, K. (2010), Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (2nd ed.). Victoria: Cengage Learning Australia.

Refer to Chapter 2 Gathering Information for Learning

Activity 1 Investigating the curriculum

A process of evaluation and continuous improvement is necessary to ensure that the program is delivering services in accordance with the regulations, National Quality Standard, service philosophy and best practice principles.

This task requires you to reflect on the program practices and documentation procedures of your service. Before commencing this task you will need to discuss and seek approval and the co-operation of the Director to complete the task and collect samples of documentation. To complete this task you are required to:

Investigate and write a summary report on the programming and documentation processes of the service.

Analyse how the programming and documentation evidence and processes links to the National Quality Standard and regulations.

You will find it useful to use the Guide to the National Standard and Quality Improvement Plan Template to guide your investigation and analysis.

Your investigation and analysis should consider:

Who is responsible for completing the service program? How are all stakeholders involved?

How is the curriculum framework used/ how does it influence the program?

What is the process of programming and documentation?

What information is recorded? How is it recorded? How often is it recorded?

How is information used in the planning process?

Describe procedures used by the individuals/team?

How are families and children involved? Who else is involved?

How does the program ensure a balance between educator initiated and child initiated experiences

What policies and procedures influence the program development and documentation processes?

How do the regulations and NQS affect the process of programming and documentation.

Ensure that you maintain confidentiality do not use the childrens or educators name/s.

Note: If you are not able to submit actual evidence you should describe the evidence

Documentation Required:

Samples of Program and Documentation evidence (Note: If you are not able to submit actual evidence you should describe the evidence)

Summary report on the programming and documentation processes of the service.

Analysis of how the programming and documentation evidence and processes links to the National Quality Standard.

Document your answers on the attached Summary of Analysis and Findings Template.

Workplace Task 008 Activity 1 Assessing the Program and Documentation Processes

SUMMARY AND ANALYSIS OF FINDINGS

Student Name: Date:

Summary of programming and documentation processes used by the service.

Analysis of how programming and documentation processes and evidence links to National Quality Standard and regulations.

Assessor/Supervisor Comment:

Assessor/Supervisor Name: Signature Date:

009: Focus Child 3: Interest Based Planning

Activity 1 Focus Child Study 3 Information for Integrated Workplace Assessment Task 010

Assessment Instructions

One way educators facilitate childrens learning is by working with interactive small groups to explore specific concepts based around childrens interests. This task requires you to gather, and interpret observations for one Focus Child aged between 0 years 6years and use this information to collaborate and plan an interest-based project experience for a one week period. Your Focus Child needs to be in attendance at the service for at least 3 days per week.

To complete this task:

You must gain written parental permission prior to commencing this task on your Focus Child. Include this permission with your Focus Child Profile when you submit this assessment.

You must complete all the information and observation tasks on this Focus Child.

Undertake the observation documentation progressively, ensuring you gather information and observations over time and in a variety of spaces.

Reflect on what you are learning about your focus childs development and learning style and ensure your planning reflects their interests, abilities and needs.

Use the templates provided where applicable.

Use the Focus Child Study Activity Checklist to help you manage this task.

You must, at all times, respect the privacy and confidentiality of the child, family and service and ensure you follow the service policies.

Think carefully about each activity and reflect on what you are learning about the childs development and learning holistically.

Remember that all documentation for this task can be read by parents keep your language professional and avoid making value statements about the Focus Child you observe.

Develop a process to gather the information and observations in collaboration with your workplace supervisor. With your Workplace Supervisor:

Discuss the entire Focus Child Study task with your Workplace Supervisor.

Gain permission to complete this task.

In consultation select one Focus Child who attends at least 3 - 5 days per week.

Plan a schedule for the completion of this task and establish the best times to perform the observations using the Focus Child Study Activity Checklist.

When you have completed your observations and planned your experiences, discuss and seek written approval prior to implementation and submission for assessment.

Ask your Workplace Supervisor to sign and date the activity templates where indicated.

Note: It is your responsibility to have your work signed-off, any work submitted that has not been signed off will be returned incomplete.

Document your answers on the attached Principles of Practice Template.

Focus Child Study 3: Activity Checklist

This checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time, plan and complete all the requirements for this Focus Child Study.

Student Name: Complete / Date Supervisor Signature

Discuss and plan Focus Child study/Interest based project task with Workplace Supervisor Pre Planning Focus Child selection (in conjunction with workplace supervisor). Give Parental/Guardian the Observation Consent Form Parent permission given and Observation Consent Form returned.

Include with Child Study documentation. Commence the Focus Developmental Portfolio once written parental permission has been granted

Activity 1 Give All About Me form to family All About Me form returned Complete Child Information Summary Activity 2 Gather three Observations of your focus child as they engage in play Interpret the three observations and link to the EYLF Activity 3 Developmental Summary analyse and summarise information Reflect on your Focus Childs development and develop goals Identify one Learning Outcome, goal and future experiences Activity 4 Brainstorm ideas for an interest-based project. Develop a web plan for your interest-based project. Identify at least 4 potential ways you could develop the project based on

the interest are and goals Activity 5 Collaborate with your focus child to determine a direction for the project Documenting childrens response Identify follow-up experience for interest add to web plan Activity 6 Weekly Experience plan complete daily Set up experience related to interest resource indoors/outdoors Discuss your evolving plan with your Workplace Supervisor daily Identify changes to resources/strategies daily Submit a photo of your experience/display. All tasks approved and signed by Workplace Supervisor

OBSERVATION CONSENT FORM

This letter confirms (students name) is a student of the Academy of Training, undertaking assessment in relation to observing and planning for children.

As a student he/she is required to learn about individual child development and complete observations. We would like to request permission to observe your child

(childs first name). Please complete the section below and return it to the Childrens Service.

OBSERVATION CONSENT FORM

(students name) has my permission to observe __________________(childs first name ) for the purpose of their study.

Name of Parent/Guardian

Signature of Parent/Guardian

Date

Task009 Focus child 3

Childs First Name:

________________________________________________

Developmental Profile

Insert: Photo/s Optional

Please Note: You may use this Template or design your own

Activity 1 Building a Picture of the Whole Child

This task requires you to gather information about your Focus Child and their family:

Give the All About Me information sheet to your Focus Childs family and ask them to complete and return it. Alternatively you may interview the Parent/Guardian and child to gather the information.

Utilising information from your Workplace Supervisor, workplace documentation, enrolment form, parents and observations, complete the Child Information Sheet.

Document your answers on the attached All About Me Template and Child Information Template.

Activity 2 Gathering and Interpreting Information

This task requires you to complete three different observations of your focus child as they engage in play. Play experiences can be planned or spontaneous and may relate to everyday routine experiences e.g. a baby responding to one to one interaction with the educator. You may also be a participant in these experiences yourself if appropriate.

Your observations should focus on gathering information in regards to both your focus childs interests and their skills and development. You may use any of the formats attached or own of your own but each must include:

Context and location for the observation including others involved.

Interpretation of the observation. Think about:

What you think interests the child?

What you think the child was engaged with?

What captures the childs interest, sustains their play.

What existing developmental skills/knowledge is the child drawing on?

What does the observation tell you about the child?

Link to Early Years Learning Framework Outcomes and Indicators

For children aged 0-2yrs:

When interpreting your focus child 0-2yrs think about the childs interests and abilities along with the characteristics and developmental milestones of children of this age. Use the text reference as a reminder.

An interest for a child 0-2yrs of age might be directly related to:

Repetitive behaviour.

Interactions with educators (responses, facial expression, using language etc.).

Interactions with the environment (resources, textures, sensory responses, cause and effect etc.)

A particular schema that the child is exploring

e.g. transporting, enveloping. For children aged 2-6yrs:

When interpreting your focus child 2-6yrs think about the childs interests and abilities along with their interactions with others.

An interest for a child 2-6yrs of age might be directly related to:

A skill or ability.

A topic.

Relationships with others.

An experience or event.

Three (3) observations of your focus child engaged in a play experience (choose one of the attached formats to use or one of your own).

Interpretation of each observation.

Link to Early Years Learning Framework Outcomes and Indicators

Documentation Required:

Document your observations on the attached Observation Templates or use a format of your own..

All About Me

Dear Parent /Guardian

Thankyou

Childs First Name: Date of Birth:

Who is in my family?

My favourite things are

Things Im learning to do Things I do with family

Workplace Task 004 Activity 1

Child Information

Complete this Information Sheet in consultation with Educators, Families, Enrolment Form, and by observing the child and their routines

Childs First Name: Age: years months

Length of time the child has been attending the service:

Attendance Pattern Monday Tuesday Wednesday Thursday Friday

Routines

Separation Routine

How child separates on arrival e.g. cuddle, wave etc. Self-Help Skills:

Dress/undress self; Toilet self/wash/dry

hands; Manage spoon/fork; Pour own drink. Usual Sleep Routine:

Does child usually have afternoon sleep? Comforters? Self Expression:

Ability to communicate their needs/wants. Play/Transitions:

Ability to make appropriate play choices. Ability to manage transitions, follow directions. Child Interests: observe, ask child, ask staff, ask parents.

Child Family Background: e.g. family structure, culture

Anecdotal Observation

Childs First Name: Age: Date: Setting/Context: Observer: Observation: Interpretation:

Link to the EYLF Learning Outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Assessor/Supervisor name: Signature: Date:

Jottings Cognitive Development

Childs First Name: Age: Observer:

Insert: Photo/s Optional Insert: Photo/s Optional Insert: Photo/s optional

Jotting 1 Date: Jotting 2 Date: Jotting 3 Date:

Interpretation:

Link to the EYLF Learning Outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Future Goal:

Future Experience and Resources:

Assessor/Supervisor Name: Supervisor Signature: Date:

Running Record/Time Sample

Childs First Name: Age: Date: Observer:

Location: Others Present:

Time Observations

Interpretation

Link to the EYLF Learning Outcome

LO1: Children have a strong sense of identity

LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Assessor/Supervisor name: Signature: Date:

Learning Story

Write a Learning Story observation about your Focus Child being involved in an experience. Include the following:

Title (insert title of Learning Story)

Photo/s and the inclusion of other children are optional.

(Insert Title)

Today.

Reflection on learning.

Insert: Photo/s Optional

Where to next.

Observed By:

Assessor/Supervisor Name: Supervisor Signature: Date:

Activity 3

Analysing Information to Inform Planning

This task requires you to analyse the information you have gathered about your focus child to complete a summary of your focus childs development and determine a direction for planning a project relevant to your childs interests and abilities.

Analysing Information:

Collate the information you have gathered about your Focus Child in Activity 1 and the observations and interpretations you have completed in Activity 2.Discuss this information with your workplace supervisor and colleagues.

Analyse and reflect on the information they give you as well as your own knowledge of the child, and the information you have collected through your observations. Use this analysis to complete a Developmental Summary for your focus child.

Planning for future learning:

Based on your Focus Childs Developmental Summary identify an interest area that is meaningful for your focus child that you would like to work on to extend their development and/or learning. Provide a reason for why you have chosen this area.

Identify a Learning Outcome related your Focus Childs learning and development that you will work towards achieving through the chosen interest area.

Develop a goal to support this Learning Outcome.

Jot down some suggestions/ideas for provisions, resources, experiences, teaching strategy and/or environments related to the chosen area that you could provide to meet this goal?

Discuss your summary and planning with your Workplace Supervisor and have them sign off on your completed work.

Documentation Required:

Developmental Summary analyse and summarise information about the childs family background and interests as well as their physical, social/emotional, cognitive, and language development.

Reflect on your Focus Childs development and develop goals to extend/support their development.

Identify one Learning Outcome, goal and future experiences/provisions to meet this goal/outcome.

Document your answers on the attached Developmental Summary and Reflection and Planning Templates.

Developmental Summary

Using point form, summarise the childs development. What you have learned about your focus child?

Childs Name: Age:yrsmonths Date:

Attendance Pattern: Monday Tuesday Wednesday Thursday Friday Observer:

Family Background: Childs Interests:

Physical Development: Social/Emotional Development:

Language Development/Communication: Cognitive Development:

Developmental Summary Reflection and Planning

Childs Name: Students Name:

Reflection: Based on your Focus Childs Developmental Summary what interest area would you like to work on to extend your Focus Childs development and/or learning? Explain why you have chosen this area.

Future Planning: Identify a Learning Outcome related your Focus Childs learning and development that you will work towards achieving through the chosen interest area. Develop a goal to support this Learning Outcome. Jot down some ideas/suggestions for provisions, resources, experiences, teaching strategy and/or

environments related to the chosen area that you could provide to meet this goal.

EYLF Outcome:

Goal to Support Learning Outcome:

Future Experiences/Provisions:

Assessor/Supervisor name: Signature: Date:

Task 009 Activity 4 Collaborative Project Planning Using a Web WEB

This task involves collaborating with your colleagues to develop a plan for an interest-based project based on the interest, outcomes and goals you have identified for your Focus Child in Activity 3.

To complete this task you will need to:

Collaborate with your colleagues to brainstorm ideas for an interest-based project.

Develop a web plan for your interest-based project. On the web plan template provided document ideas and potential experiences/topics that are related to this interest that you can plan for the child. Your web plan should:

Identify at least 4 potential ways you could develop the project based on the interest are and goals previously identified. You will be required to add to this (in different colour) as you move through the project.

Include links to the EYLF Learning Outcomes where appropriate.

To see a sample visit the link on ICCC Pinterest page (http://www.pinterest.com/intchildcarecol/)

Planning and Documentation boards Project approach airplane unit.

Documentation Required:

Web Planning Template including:

At least 4 topics/ideas for developing the project in the initial phase

Link to EYLF

Ways you will incorporate maths, science, literacy and technology.

Document your planning on the attached Web Planning Template.

Workplace Task 009 Activity 4 Collaborative Project Planning Using a Web WEB PLANNING

Identified

Interest

Activity 5 - Collaborate with children

This task involves collaborating with your focus child to determine a direction for the project to proceed.

For children aged 0-2yrs:

Develop an experience that revisits the interest area to the focus child. Implement the experience with the focus child by collaborating with them/spending time with the child engaged in the experience. For example, a child interested in educators interaction will be responding to tone of voice, facial expressions, or a familiar song etc. Listen and watch what your focus child does and verbalises:

How do they respond to educator/resources/environment?

What does this tell you about the function of their interest in their learning?

For children aged 2-6 years

Facilitate a discussion that will introduce the interest area/project topic to your focus child and a small group of children (up to 8). Consider using resources, books, visuals/ photos to stimulate discussion. Record samples of language and knowledge related to particular interest; Use format provided

Documentation Required:

Collaborate with Children Template including:

Documenting childrens response to experience/discussion

Identify ways in which you could incorporate science, maths, literacy and technology into your project through the environment, provisions, experiences, resources etc.

Identify the follow-up experience that will provide the children the opportunity to be challenged, to explore and experiment.

Document your planning on the attached Collaborate with Children Template.

Workplace Task 009 Activity 4 Collaborate with Children

Record responses and examples of how child engaged/moved/related/interacted throughout experience; Record samples of language and knowledge related to particular discussion

Childrens Response:

Describe how you might implement a meaningful follow-up plan based on the above responses from children eg. Experience, resources, strategies related to identified interest. Record this also onto you web

plan using a different colour

Follow-up Ideas for Experience include resources

Identify Two ways in which you could incorporate concepts of science, maths concepts and technology

How will the follow-up experience offer opportunity for children to challenge, explore and experiment

Activity 6 Planning an evolving interest based experience

Plan suitable experience that follows on from the interest. You are required to plan and implement the project for a week long period based on the web plan and childrens collaboration. This involves setting up a particular area, observing childrens learning and modifying the space in response to childrens interactions over the course of the week.

To complete this task you will need to:

Refer to your web plan and choose an appropriate follow-up experience

Use collaboration with colleagues and children to guide your planning;

Create a space to implement your experience - gather resources and identify a space (indoor or outdoor) so that props/ resources may be organised and left available for children to revisit and added to in future planning;

Complete plan contributing to it daily. Your experience plan must be reviewed by the Workplace Supervisor at least 24hrs prior to implementation. Your plan must include:

A daily overview of the experience including resources/ strategies

Brief analysis and follow-up daily - changes /modifications need to relate to childrens exploration/interaction/learning

Once you have implemented your planned project over the week, evaluate how the experience went. Reflect on your role in the experience and how you managed the interest and learning. Discuss with your Workplace Supervisor and use their feedback to assist you in developing a goal for your future professional development.

Web Planning Template including:

At least 4 topics/ideas for developing the project in the initial phase

Link to EYLF

Ways you will incorporate maths, science, literacy and technology.

Document your planning on the attached Web Planning Template.

Documentation Required:

Weekly Experience Plan. Complete all aspects of the experience planning document.

Discuss your evolving plan with your Workplace Supervisor 24 hours before implementation to ensure its approval

Identify changes to resources/strategies dailyRecord What happened daily, include childrens actions/interactions/ voices (discussions and/or comments) where appropriate

Submit a photo of your visual display.

Evaluate and reflect on your implementation of these experiences. Discuss with your Workplace Supervisor and ensure they sign off on your completed work.

Document your plans and reflections on the attached Weekly Planning Interest based Experience Plan and Evaluation and Reflection Templates.

Workplace Task 009 Activity 6 Weekly Planning Interest based Experience Plan

MondayDate:

Experience:

Strategies/Resources:

What happened? Childrens responses/interactions/interests/learning

Where to next: Planning for the following day including modifications to experience/space/resources

TuesdayDate:

Experience:

Strategies/Resources:

What happened? Childrens responses/interactions/interests/learning

Where to next: Adjustments/modifications/additions to be made

(May include content, strategies, follow up plan, use of additional props etc.).

Continued - Workplace Task 009 Activity 6

WednesdayDate:

Experience:

Strategies/Resources:

What happened? Childrens responses/interactions/interests/learning

Where to next: Adjustments/modifications/additions to be made

(May include content, strategies, follow up plan, use of additional props etc.).

ThursdayDate:

Experience:

Resources:

What happened? Childrens responses/interactions/interests/learning

Where to next: Adjustments/modifications/additions to be made

(May include content, strategies, follow up plan, use of additional props etc.).

Continued- Workplace Task 009 Activity 6

FridayDate:

Experience:

Strategies/Resources:

What happened? Childrens responses/interactions/interests/learning

Where to next: Adjustments/modifications/additions to be made

(May include content, strategies, follow up plan, use of additional props etc.).

Workplace Task 009 Activity 6: Weekly Planning Interest based experience/project Weekly Evaluation and Reflection

Name of Child: Date of Implementation: W/C Student Name:

Professional Goal: (What can you work on to improve your skill/s?)

Assessor/Supervisor Comment/Feedback:

Assessor/Supervisor Name: Signature: Date:

010: Planning Environments

Assessment Task Outline

To complete this task you will need to read your text book:

Kearns, K. (2010), Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (2nd ed.). Victoria: Cengage Learning Australia.

Refer to Chapter 2 Gathering Information for Learning

Activity 1 Information Collection and Sharing

Activity 1a

Fundamental Movement Skills

Promoting physical activity is an important educator role. Children need to be active; to be healthy, to relax, to improve concentration and to develop self-esteem through their social interactions. Physical fitness can be promoted by engaging with fundamental movement skills.

For this task you are required to plan a series of five (5) experiences based on fundamental skills that you will implement daily within the outdoor program with a small group of 4-6 children.

The five experiences must be planned on a specific focus, for example:

Equipment such as balls, hoops, bean bags

Locomotor skill such as jumping, running, side sliding

The experiences should be sequential allowing the children to be introduced to a piece of equipment or a skill before moving to more challenging levels. You need to be mindful of the age group you are planning for and plan the content and timing accordingly.

Complete the experience plan prior to undertaking these experiences, ensuring all areas of the plan are completed. Your experience plan must be approved in writing by the Workplace Supervisor at least 24 hours prior to implementation

Focus

Link to EYLF outcome/Indicator

Gaol

Rationale

When planning the experiences you can source ideas from the internet including

Hunter New England Area Health Service. (2009). Good For Kids Good For Life: I Move We Move Physical Activity Resource Kit NSW: NSW Health. Retrieved from http://www.goodforkids.nsw.gov.au/Partners/Early_Childhood_Education_and_Care/Physical_Act ivity/I_Move_We_MoveDocumentation Required:

Fundamental Movement Skills Plan. Complete all aspects of the experience planning document

Discuss your plans with your Workplace Supervisor 24 hours before implementation and ensure they supply written approval of your plan

Document your plans on the attached Fundamental Movement Skills Planning template

Workplace Task 010 Activity 1a Fundamental Movement Skills PLANNING

Student Name: Service Name: Focus: (piece of equipment or skill) Link to EYLF Outcome/Indicator:

Goal: Rationale: (for why this equipment/skill was chosen)

Experience 1 Experience 2 Experience 3 Experience 4 Experience 5

Warm up Warm up Warm up Warm up Warm up

Games Games Games Games Games

Cool Down Cool Down Cool Down Cool Down Cool Down

Resources: Resources: Resources: Resources: Resources:

Assessor/Supervisor Name: Signature: Date:

Activity 1b

For this task you will need to:

Implement the fundamental movement experiences daily from Activity 1a

Write a daily jotting based on your observations of the experience

Reflect daily on the experience that you implemented.

Consider how the children engaged with the experience, what did they find challenging, did they use the equipment in an unexpected way, did any child demonstrate advanced skill or technique with the equipment or experience, did the children persevere with their efforts to try and learn the new skill

Consider how you assisted and encouraged each child, acknowledged each childs uniqueness, how you set up the environment, engaged the childrens interest, modelled and explained the experience, how you managed behaviour.

Analyse your reflections to plan any modifications to the experience for the following day. This may include adjusting the level of challenge of the experience, providing different resources, sourcing additional activities, and modifying your pedagogical practices

Documentation Required:

Record a daily jotting on the attached template

Record a reflection and modification on the experience you implemented

54483086104Document your plans on the attached Fundamental Movement Skills Observation, Reflection and Modification Template

Workplace Task 010 Activity 1b - Fundamental Movement Skills

OBSERVATION, REFLECTION & MODIFICATION

Student Name: Service Name: Experience Observation - Jotting Reflection Modification

1 2

Experience Observation Reflection Modification

3 4 5 Assessor/Supervisor Name: Signature: Date:

Activity 1c

Outdoor Environment

For this task you are required to collaborate with the Workplace Supervisor and the room team in planning the outdoor environment for one week.

Your focus will be to plan the resources/equipment for one outdoor area each day, for example, the sandpit, climbing equipment, construction, water play; you may also consider introducing, loose parts, natural materials, literacy, dramatic play, visual art, music and movement.

You need to consider aesthetics and safety in the presentation of your resources/equipment and the level of interest and challenge for the age group.

Documentation Required:

Sketch the outdoor area

Collaborate with the room team to plan an addition to the outdoor environment for each day

Document each day any spontaneous experiences in the outdoor environment and your involvement

Document your responses on the attached Outdoor Planning Template

Activity 1d

The environment is considered the 3rd teacher and can influence childrens engagement with the play space.

Describe how the resources, equipment set up and interactions:

Promote cooperation

Promote conflict resolution

Accommodates a childs need for privacy, solitude or quiet

Encourages exploration, experimentation and taking appropriate risk

Provides challenge, intrigue and surprise

Encourages self-help and independence of children

Promotes creativity

Shows relevance to the stage of development relating to the childs age and learning style

Workplace Task 010 Activity 1c Outdoor Planning

Student Name: Service Name: Date: Age Group:

Sketch of outdoor area

Planned experience

Monday Tuesday Wednesday Thursday Friday

What we did today..(spontaneous experiences)

Workplace Task 010 Activity 1d ENVIRONMENT AS THE 3RD TEACHER

Student Name: Name of Service:

Age group: Date:

Describe how the resources, equipment set up and interactions:

Promote cooperation

Promote conflict resolution

Accommodates a childs need for privacy, solitude or quiet

Encourages exploration, experimentation and taking appropriate risk

Describe how the resources, equipment set up and interactions:

Provides challenge, intrigue and surprise

Encourages self-help and independence of children

Promotes creativity

Shows relevance to the stage of development relating to the childs age and learning styles

Assessor/Supervisor Name: Signature: Date:

113115-137399 CHCECE009 Use an Approved Learning Framework

CHCECE017 Foster the Holistic Development and Wellbeing of the Child in Early Childhood

CHCECE018 Nurture Creativity in Children

CHCECE022 Promote Childrens Agency

CHCECE023 Analyse Information to Inform Learning

CHCECE024 Design and Implement the Curriculum to Foster Childrens Learning and Development

INTEGRATED WORKPLACE ASSESSMENT TASKS

PROJECT - PERFORMANCE CHECKLIST

Student name: ______________________________ Date assessed: _______________

In order for students to complete this task satisfactorily they must complete all steps in the performance checklist to industry standards except where there are variations due to contextualisation or reasonable adjustment.

Assessment task - Demonstration OUTCOME Comments

Yes No N/A 001: Principles of Practice

Provided an example of how each of the following principles are applied to daily aspects of care and education and the Educators role 002: Analysing Information to Inform Learning

Investigated the policies, procedures and processes your service uses to collect and share information.

Document your answers on the attached Information Collection and Sharing Template.

Used the information you have gathered about a child to plan experiences to support the childs development.

Document your answers on the attached Child Information and Observation and Planning and Assessment Templates.. 003: Routines and Transitions

Observe and research creative and effective ways to safely transition children from one experience and/or routine to another.

Document your answers on the attached Observation and Reflection Template 004: Focus Child Study 1

Gather, interpret and plan for one Focus Child aged between 2 years 6 years. Your Focus Child needs to be in attendance at the service for at least 3 days per week.

Focus Child Study 1 Activity Checklist

OBSERVATION CONSENT FORM

Document your answers on the attached Observation Templates 005: Focus Child Study 2

This task requires you to gather, interpret and plan for one Focus Child aged between 0 years 2 years. Your Focus Child needs to be in attendance at the service for at least 3 days per week.

Focus Child Study 1 Activity Checklist

OBSERVATION CONSENT FORM

Document your answers on the attached Observation Templates 006: Observing and Conducting a Group Experience

Document your answers on the attached Observation of a Group Experience Template.

007: An Environment for Literacy

Document your answers on the attached Literacy Rich Environment Checklist and Report Template.

008: Assessing Programming and Documentation

Document your answers on the attached Summary of Analysis and Findings Template. 009: Focus Child 3: Interest Based Project

Focus Child Study 1 Activity Checklist

OBSERVATION CONSENT FORM

Document your answers on the attached Observation Templates

010: Planning Environmentsplan a series of five (5) experiences based on fundamental skills that you will implement daily within the outdoor program with a small group of 4-6 children.

Document your plans on the attached Fundamental Movement Skills Planning template

ASSESSMENT RESULT SHEET

Your assessor will meet with you to advise you of the result of your assessment, provide you with feedback comments, and complete Table A below.

When you receive your results and meet with your assessor, you need to complete Table B.

WORKPLACE ASSESSMENT TASKS

PROJECT ASSESSMENT SIGN OFF

PART A: ASSESSOR TO COMPLETE

Qualification CHC50113 Diploma of Early Childhood Education and Care

Unit CHCECE009 Use an Approved Learning Framework

CHCECE017 Foster the Holistic Development and Wellbeing of the Child in Early Childhood

CHCECE018 Nurture Creativity in Children

CHCECE022 Promote Childrens Agency

CHCECE023 Analyse Information to Inform Learning

CHCECE024 Design and Implement the Curriculum to Foster Childrens Learning and Development

Assessment Assessment 2: Workplace Assessment Tasks

Result

(circle one) Satisfactory Not Satisfactory (requires more training and experience)

Feedback for the Student Assessor Declaration I have conducted a fair, valid and reliable assessment of this student; I have informed them of the result of the assessment; I have provided them with feedback comments above; discussed any gaps in their knowledge and skills; and (where relevant) I have advised them that they have the opportunity to be re-assessed and reminded them of the grounds on which they may appeal against the assessment decision.

Assessors Name Assessors Signature Date PART B: STUDENT TO COMPLETE

Student Declaration The assessor has advised me of the result of my assessment. If the assessment result is not satisfactory, I understand that I will be given the opportunity to be re-assessed.I understand that, if I consider the assessment process to be flawed, I may appeal against the assessment decision.

Students Name Students Signature Date Mark Transferred to Unit Summary Results: Yes/ No

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CHC50113 Diploma of Early Childhood Education and Care

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