diff_months: 15

CHCECE056 Work effectively in children’s education and care Assessment

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Added on: 2023-04-08 07:13:41
Order Code: 488224
Question Task Id: 0
  • Subject Code :

    CHCECE056

Unit Purpose

The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to work in a children’s education and care context using effective communication and knowledge of job roles, responsibilities and service procedures to complete daily work activities.

Elements

  1. Source and use information on work in children’s education and care
  2. Work within service requirements
  3. Use effective work practices
  4. Work collaboratively
  5. Develop personal professional practice

Performance Evidence

The students are required to demonstrate evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

  1. Access, interpret and use information about employment and service procedures in children’s education and care from three different sources
  2. Use effective planning, organizational and communication to complete five different children’s education and care daily work activities

Assessment Requirements

Workplace Task 1   Policies and procedures

Workplace Task 2   Identify, organise and prioritise work

Workplace Task 3 Reflecting on your own skills

Workplace Task 4 Personal professional philosophy

Assessment conditions

Assessment responses must demonstrate a capable understanding and consistent application of knowledge and skills in a workplace setting.

  1. You MUST provide responses to tasks and questions to a Satisfactory level
  2. Assessment responses MUST demonstrate consistent performance in a real-world setting
  3. You should rely on the information gained through implementation of tasks and the referenced learning materials to guide responses

Assessment instructions

You are required to discuss, plan, coordinate and implement a range of tasks and respond to questions to demonstrate understanding and skill application. To facilitate the appropriate learning and developing skills, practical tasks MUST be completed within a regulated Early Childhood Education and Care setting or an approved simulated workplace setting.

Attempting assessment tasks

You are required to respond to each task and question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses.

Assessment outcomes

The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. Where you are assessed as ‘Not Yet Satisfactory’, the assessor will provide you with feedback regarding what needs to be re-attempted and the resubmission process.

Reasonable adjustment

You may apply for a reasonable adjustment to this assessment activity. You should refer to the Student Handbook for further information.

Submitting tasks

Once you have provided responses to ALL tasks and questions, submit your assessment for assessor marking. Refer to the Student Handbook for information on how to submit assessment activities.

Student appeals

Students have the right to appeal an unfavorable decision or finding during assessment. Students should refer to the RTO Student Handbook for further information.

Authenticity declaration

It is important that you sign and date the Authenticity Declaration on the next page to confirm that the responses to tasks and questions presented for assessment are your own work.

Task 1: Policies and procedures

The purpose of this task is to demonstrate that you can access, read, interpret, and follow information about employment and service procedures.

Preparation

Before commencing this task, you must:

  • meet with your Workplace Supervisor to identify employee responsibilities related to your job role
  • access your service’s:
    • staff handbook
    • your employment contract/job description
    • employee-specific policies (e.g., dress code, leave etc.)
    • Employee Orientation
    • WHS policy
    • Uniform policy
    • Exclusion (sick leave) policy.
    • Programming Policy
    • Interactions with Children Policy
    • Family Participation and Communication Policy

Instructions

In your knowledge tasks you have looked at a number of employment requirements. The following questions are about applying this knowledge to the workplace.

  1. Listed below are some common employee responsibilities.
  2. Describe the proceduresyou are required to follow for each responsibility.
  3. Include the source/s of informationwhich describes the procedure you are required to follow (e.g., policy, procedure, legislative document).

An example has been provided to help you complete this task.

Task 1: Policies and procedures

Employee Responsibilities

The procedure you are required to follow:

Source/s of information

Example:

Signing in and out

· On arrival complete staff process for signing in and out of service. e.g., using app, time book.

· Alert supervisor of your arrival and departure.

· Check educator: child ratio is compliant prior to leaving.

· Staff arrival policy

· Orientation information

· Staff handbook

Calling in sick

   

Wearing correct dress code

   

Use of mobile phone/smart watch

   

Taking your lunch break

   

Communicating with children

   

Communicating with family members

   

Recording information about children

   

Task 2: Identify, organise and prioritise work

The purpose of this task is to demonstrate that you can use effective planning, organisational and communication skills to complete daily work activities.

 

Textbook reference

The Big Picture (5th edition) by Karen Kearns

Chapter 1 (pp. 5-6) Figure 1.3 ‘Job description for a Certificate III educator’

Preparation

Before commencing this task, you must:

  • discuss it with your Workplace Supervisor and identify the daily work activities you will undertake
  • access a copy of your job description and/or daily duties/shift responsibilities.
  • access relevant policies and procedures related to your selected tasks and ensure you are familiar with work standards required when performing each task.
 

Student tip

If you are not currently working in a service, you can complete this task by referring to the job description in Figure 1.3 of The Big Picture.

This task should be completed over a five-day period.

Instructions

  1. Review your job description and daily duties.
  2. In the table below:
  3. Record five daily work activities/dutiesfor a typical day (two tasks/duties for each time period)
  4. Rate each task with a 1, 2 or 3 according to its priority:

Priority rating key

1: Must be undertaken within a window of time e.g., before going outside; after morning tea, upon arrival

2: Undertake when all other tasks are completed  

3: Only do if time permits

Example:

Sample Daily Work Activity:

 Set up tables and/or highchairs for morning tea

 
  • Describe your planning and preparation for each task
  1. Describe the skills/ability to complete the task
  2. Describe the verbal and written communications required to complete the task.


Task 2: Identify, organise and prioritise work

Name:                                                                              Date:

Morning

 

Daily Work Activity 1: (describe task)

 

Planning the task. What do I need to think about and prepare before I get started?

(e.g., let my supervisor know, wash my hands, get any equipment needed such as cloths, broom, gloves)

Completing the task. What do I need to think about when completing this task?

(e.g., put any equipment or PPE away, wash my hands, let my supervisor know I have completed the task)

Communication. Describe verbal and/or written communication required for this task. (e.g., daily work schedule instructions, feedback, information sharing, records/documentation, communication with children, family, etc)

Planning the task. What do I need to think about and prepare before I get started?

(e.g., let my supervisor know, wash my hands, get any equipment needed such as cloths, broom, gloves)

Completing the task. What do I need to think about when completing this task?

(e.g., put any equipment or PPE away, wash my hands, let my supervisor know I have completed the task)

Communication. Describe verbal and/or written communication required for this task. (e.g., daily work schedule instructions, feedback, information sharing, records/documentation, communication with children, family, etc)

Lunch/Rest Time

 

Daily Work Activity 3: (describe task)

Priority

1   2   3

Planning the task. What do I need to think about and prepare before I get started?

(e.g., let my supervisor know, wash my hands, get any equipment needed such as cloths, broom, gloves)

Completing the task. What do I need to think about when completing this task?

(e.g., put any equipment or PPE away, wash my hands, let my supervisor know I have completed the task)

Communication. Describe verbal and/or written communication required for this task. (e.g., daily work schedule instructions, feedback, information sharing, records/documentation, communication with children, family, etc)

Daily Work Activity 4: (describe task)

 

Planning the task. What do I need to think about and prepare before I get started?

(e.g., let my supervisor know, wash my hands, get any equipment needed such as cloths, broom, gloves)

Completing the task. What do I need to think about when completing this task?

(e.g., put any equipment or PPE away, wash my hands, let my supervisor know I have completed the task)

Communication. Describe verbal and/or written communication required for this task. (e.g., daily work schedule instructions, feedback, information sharing, records/documentation, communication with children, family, etc)

Afternoon

 

Daily Work Activity 5: (Describe task)

 

Planning the task. What do I need to think about and prepare before I get started?

(e.g., let my supervisor know, wash my hands, get any equipment needed such as cloths, broom, gloves)

Completing the task. What do I need to think about when completing this task?

(e.g., put any equipment or PPE away, wash my hands, let my supervisor know I have completed the task)

Communication. Describe verbal and/or written communication required for this task. (e.g., daily work schedule instructions, feedback, information sharing, records/documentation, communication with children, family, etc)

Task 3: Reflecting on your skills

The purpose of this task is to demonstrate that you can engage in meaningful reflections of your developing skills as a beginning educator.

Reflection

a. How do you know that you have completed the tasks to the required standard?

b. Identify two tasks you perform in the service that you believe you do well.

 

c. Explain why you believe you do these tasks well.

 

d.  Identify two tasks you perform in the service that you would like to improve.

 

e.  Explain why you believe you need to improve how you perform these tasks.

 

f.  Suggest how you could get additional support to help you improve how you perform these two tasks.

 

Task 4: Personal professional philosophy

The purpose of this task is to demonstrate that you can articulate a personal professional philosophy in relation to early childhood education.

 

Textbook reference

The Big Picture (5th edition) by Karen Kearns

Chapter 3 (page 89) ‘My Philosophy’ Scenario

 

Reading

Writing a personal philosophy (2020). Kearns, K. 

Preparation

  • Now you have had some experience working in a children’s education and care service, revisit the words you recorded in Knowledge Question 26a for this unit. You may use these words to assist you in developing your own personal philosophy ((recommendation only)
  • Review the readings above. You might also like to ask your colleagues about their personal philosophy.

Instructions

  1. Write one sentenceon what you believe/want for each of the stakeholders in the table below.
 

Student tip

These sentences will form your first attempt at shaping your own personal philosophy. These may change over time as your experience and knowledge of early childhood grows.

The reference to Knowledge Question 26a is a recommendation not a requirement to assist you to complete this task.

Stakeholders

What I believe/want:

Children

 

Families

 

Colleagues

 

Myself as an educator

 
  • Uploaded By : Katthy Wills
  • Posted on : April 08th, 2023
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