Clustered Project Assessment 3
Clustered Project Assessment 3
Criteria
Name of the cluster
Inclusion of all children
Unit code, name and release number
CHCECE020 Establish and implement plans for developing cooperative behaviour (2)
CHCECE021 Implement strategies for the inclusion of all children (2)
Qualification/Course code, name and release number
CHC50113 | Diploma of Early Childhood Education and Care (4)
Student details
Student number
Student name
Version:1.0
For queries, please contact:
Health Wellbeing and Community Services SkillsPoint
Cnr Buttle and Mcquoid Streets
Queanbeyan NSW 2620
2019 TAFE NSW, SydneyRTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning BankThe contents in this document are copyright TAFE NSW 2019, and should not be reproduced without the permission of the TAFE NSW. Information contained in this document is correct at time of printing: DATE @ "d MMMM yyyy" * MERGEFORMAT 27 April 2020. For current information please refer to our website or your teacher as appropriate.
Assessment instructions
Table SEQ Table * ARABIC 1 Assessment instructions
Assessment details Instructions
Assessment overview You will perform the activities outlined in this unit in a regulated education and care service. Skills and Knowledge related to this unit must be demonstrated over the duration of the work placement.
This is a work place project assessment and will be assessing you on your knowledge and performance of the unit.
The objective of this clustered assessment is to assess your knowledge and performance related to:
supporting both individual and group plans for developing cooperative behaviour (CHCECE020); and
the inclusion of all children and working with relevant others to plan and implement support strategies where required (CHCECE021).
The Assessment Event number 4 of 4
Instructions for this assessment You will perform the activities outlined in this unit in a regulated education and care service. Skills and Knowledge related to these 2 units must be demonstrated over the duration of the work placement.
This assessment is in two parts and includes:
Individual Support and Inclusion Plan
Third Party Evidence Report
Detailed instruction for the assessment is contained at the beginning of the assessment and includes:
Assessment task introduction
When the assessment task must take place
Where the assessment task will take place
Resources and equipment required to complete the assessment task
Specific assessment conditions (where required)
You must read the entire document before commencing your assessment so you are aware of all requirements.
Submission instructions On completion of this assessment, you are required to upload it as per the instructions on your Online Learning Support (OLS).
It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE.
Confidentiality Instructions Where an assessment task requires the recording of an observation of a child and/or development of a plan for a child, the child must only be identified by:
their first initial and
their age in years and months for example 5 years 3 months
Where a student is required to collect and provide evidence of documentation from an education and care service, each document must be de-identified to protect the childs right to privacy and confidentiality.
Prior to undertaking any observation:
parental/guardian consent must be obtained and a copy included in the submitted assessment; and
Students must also request the childs permission prior to commencing an observation.
Where an assessment requires the video recording of adults, each participant must provide written consent and this consent must be included in the students assessment submission.
Conditions of Assessment Assessment conditions will require you to demonstrate all skills and knowledge in a regulated education and care service. Your Assessor will gather evidence of competency through the methods of assessment listed in the instructions.
Assessment must ensure the use of:
National Quality Framework for Early Childhood Education and CareThe relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.
Simulations must only be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to an emergency or unplanned procedure where assessment in these circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
What do I need to provide? Pens to document written tasks.
Computer and internet access for completion of and uploading assessment to the OLS
For the workplace demonstrations, you will need to follow standards and organisational policies, procedures and guidelines of the service. You will need to identify these in the service prior to the commencement of the practical assessments.
What do I require to complete these assessments? Access to a regulated Early Childhood Education Care Service in Australia
All the required documents are available on the Online Learning Support (OLS).
Organisational standards, policies and procedures will be provided by and accessed at the Early childhood Education Care Service.
Due date and time allowed Due Date: Refer to your individual training plan on the OLS
Venue: Regulated Education and Care Service
Supervision This assessment is a skills and knowledge task
You will be on work placement when completing these tasks. You may access their referenced text, learning notes and other resources.
Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.
If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher for the assessment appeals procedures at your college/campus.
Part 1: Individual Support and Inclusion Plan
Introduction: To complete this part of the assessment you are required to develop and implement an Individual Support and Inclusion Plan for your focus child.
When: this assessment task will be conducted during your work placement or during your role as an educator in a regulated education and care service.
Where: in a regulated education and care service.
Resources and equipment: you will need to have:
A TAFE Permission to Observe form.
Templates for observation techniques
Access to a computer and the internet to conduct research about the childs additional need.
Specific assessment conditions: Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to an emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Individual Support and Inclusion Plan
In consultation with a service educator, you are to select one child who has been identified with an additional need, who requires support for participation and cooperative behaviour.
Once you have identified a child requiring support, you are to gather information to develop and implement an Individual Support and Inclusion Plan for your focus child
Task 1:Obtain permission to observe form signed by the family/ legal guardian
Task 2:Develop and share an information sheet with staff including photo evidence
Tasks 3 - 5:Gather information on the focus child
Task 6:Complete a needs summary
Task 7:Engage in consultation with educators and family
Task 8:Plan, implement and evaluate an Individual Plan for Support and Inclusion
Task 9:Implement and evaluate the Individual Plan for Support and Inclusion
Task 1: Permission to observe
Obtain permission to observe from the childs parent or legal guardian.
The Permission to Observe form must be signed and included in this assessment.
The Permission to Observe form is located on the following page.
Permission to Observe
Dear Parent/Guardian,
I am a student studying for a qualification in _______________________________ at Tafe Digital, TAFE NSW.
To complete some of my units of competency I am required to observe a child, using a range of observation techniques. This may include observations and written comments.
I request permission to observe your child.
I will use your childs first name only.
I will keep all observations confidential at all times.
I will use the observations for the purpose of this assignment only.
I am a student and my observations may not be accurate or valid.
To give permission please complete and sign below:
I ___________________ (Parent/Guardian) give permission for _____________________ (TAFE Student) to observe _______________________ (Child) and plan experiences for study purposes.
Signed ________________________ (Parent/Guardian) Date _________________
Your permission is appreciated.
Kind regards
_________________________ (TAFE Student) Date ________________
Task 2: Develop and share information
To complete this task:
Research your focus childs additional need.
Develop an A4 information sheet (1-2 pages in total) to share with staff in the service based on this research.
Address the following points in your information sheet:
Common support needs of children with this additional need.
Adaptations or modifications needed in the environment/curriculum to support a
Strategies that can be trialled and implemented to support a childs inclusion based on current research and best practice.
Reference/s used in your research.
Present this information in a professional manner.
Consult with your workplace supervisor in relation to the appropriate placement of this information sheet to be shared with staff only.
Provide a photograph of where it was on display for staff in your assessment.
A copy of your A5 information sheet with photo evidence of implementation is to be included in your assessment submission.
Tasks 3 5: Gather information about the child
Observing children in a range of contexts and situations provides educators with valuable information about the child to support future planning and curriculum decision making.
Use the observation tools provided to support your individualised planning for your focus child.
You will be required to gather information from primary and secondary sources to support your curriculum decision making and inform future planning for your focus child. To gather the required information you must complete:
Task 3: Journal 1 and Journal 2.
Task 4:a) Anecdotal record,
b) Set of jottings;
c) Behaviour chart; and
Task 5:One Child Summary
Task 3
Complete Journal entries 1 and 2.
Journal entry 1:
Consult with your workplace supervisor to discuss the childs file. Discuss and record any feedback that you have received from:
the family, and
other professionals who may be working with the child.
Ensure the following is discussed with your workplace supervisor:
Behaviour/s that require support.
Needs and concerns of other children who may be affected by the behaviour/s.
Incidents that are causing concern.
Consult with the family to discuss the childs interests, strengths and care needs. Discuss with your supervising teacher the best approach for this (e.g. a face to face conversation, or written questions for the family), using communication techniques that take in to account the familys cultural and linguistic needs.
(For example, what are your childs interests at home? What goals do you have for your child during their time in the service? What are your childs strengths? Are there any concerns that you have and would like us to support?)
Record a summary of your discussions in the journal entry template provided below.
Word limits are advised in each section of the template.
Journal entry 1:
Day and date:
Family and professional feedback on file (150-200 words) Supervisor feedback regarding:
Behaviour/s that require support
Needs and concerns of other children who may be affected by the behaviour/s
Incidents that are causing concern
(150-200 words) Agreed approach to consultation with family and familys feedback.
(50 100 words)
Journal entry 2
Record your interactions with your focus child in the template provided below. In your recording describe how you:
Established a relationship when greeting your focus child and supporting their entry into the service.
Responded to the childs daily needs and supported them in the curriculum. (routines, transitions, interactions) Record your discussions where you worked in collaboration with the child.
Decided on your response to any incidents to ensure your strategies are implemented in a timely, calm, clear and consistent manner for the child.
Word limits are advised in each section of the template.
Journal Entry 2:
Day and Date:
1 & 2 Entry: Supporting the child to settle into care and curriculum. (150 300 words) 3 Entry: Decision about your response to any incidents. (100-150 words)
Task 4: Observations
Conduct three observations of the child to gather an understanding of:
Barriers to learning
Possible triggers or consequences that support the behaviour
Your observations are to consist of:
One anecdotal record
One set of jottings
One behaviour chart
Your observations are to include:
An analysis of the childs development, learning, behaviour and support needs*
Two follow-up suggestions for future planning in each observation.
Include the time and date relating to the choice of technique/s that you have decided to use.
* Your analysis of the childs development, learning, strengths and behaviour must reference child theory and development and follow APA guidelines.
Use the templates provided below.
Task 4 c) Anecdotal observation (a & b)
Childs name:
Observer: Date:
Setting:
Observation: (observation must be written in past tense)
f) Analysis of learning: (This is where you analyse a childs learning, development, strengths and behaviour. Include references to child development and theory following APA referencing guidelines.)
g) Follow-up: (provide at least two experiences that you would follow up for future curriculum planning based on your analysis)
Task 4 d) Jottings (a & b)
Childs first initial: Age Observer Jotting 1
Date Time Setting Jotting 2
Date Time Setting Jotting 3
Date Time Setting f) Analysis of learning: (This is where you analyse a childs learning, development strengths and behaviour. Include references to child development and theory following APA referencing guidelines.)
g) Follow-up: (provide at least two experiences that you would follow up for future curriculum planning based on your analysis)
Task 4 e) Behaviour observation chart (a & b)
Childs first initial: Age Observer Possible behaviours identified Key: A = arguments P = physical contact D = disturbing others W = withdrawn
N = non-compliance E = excitable behaviour DS = distressed O = other (please specify)
S = Sharing L = Listening C = Cooperation with others U = Using words to communicate needs
Free choice play
(include a short description with your identification and frequency of the behaviour) Group experiences (include a short description with your identification and frequency of the behaviour) Transitions and routines (include a short description with your identification and frequency of the behaviour) Rest/sleep
(include a short description with your identification and frequency of the behaviour) Arrival/ departure times (include a short description with your identification and frequency of the behaviour)
Example: E - III
(On three occasions F became excited when the other children became louder in their play when building with the blocks. Educator intervened in the play) Example: D- III
(On three occasions F was rolling around on the floor during group times today. Educator had to come and sit with him) Example: E II
(On two occasions F became excited when he started to play with the water when he was washing his hands before meal times) Example: D- II
(On two occasions F was rolling on his bed and then trying to roll on to other childrens beds) Example: E-II
(On two occasions F became excited he saw mum arrive and say his name when she was at the door to the room)
Day 1
Date: Day 2
Date: Day 3
Date: f) Analysis of learning: (This is where you analyse a childs learning, development strengths and behaviour. Include references to child development. Include references to theory following APA referencing guidelines. )
g) Follow-up: (provide at least two experiences that you would follow up for future curriculum planning based on your analysis)
Task 5 Child summary
Write a summary of your focus childs support needs, based on the information that you have gathered, for future decision making in the curriculum. The following information must be recorded in the template provided below:
Identify the childs additional need.
List of the childs interests, strengths and abilities
Identify how the child is currently supported in the service
List any specific considerations or adaptations that need to be addressed when making curriculum decisions (e.g. health status/ cultural values e. g child-rearing practices)
List any support services that the child and family are accessing (if appropriate).
Word limits are advised in each section when applicable.
Task 5: Child Summary (80 -120 words)
Childs Name (first initial only) Age: Additional need: Interests, Strengths and abilities:
(50 100 words) Support currently provided:
(50 100 words) Adaptations/modifications required:
(50 100 words) Support services being accessed:
(50 words)
Task 6 Summary of Needs
Write a summary of your focus childs behavioural needs using the information from your journals and observations about the behaviour/s you have recorded.
Behaviour guidance strategies that you develop in this task will inform your plan for the childs support and inclusion.
Your summary must record all of the following:
Identification of any triggers or consequences that are maintaining the behaviour
Observations based on your scan of the learning environment and curriculum implementation to identify influences for the behaviour.
Other variables that could influence behaviour. Some examples are changes in the home, developmental considerations, emotional considerations, the childs history, and other peers actions.
Provide three behaviour management strategies to support the child with cooperative behaviours that follow the services policies and procedures, and take in to account any family cultural practices.
Use the template provided below to record your reflections.
The word limit for each response is 40 60 words.
Summary of behaviour needs
Identification of any triggers or consequences.
(40-60 words) Observation of the learning environment and curriculum.
(40 60 words). Other variables.
(40 60 words) Three behaviour management strategies
Task 7: Supervisor and family consultation
Consulting with your workplace supervisor, share your journals, observations and reflections that you have gathered for your focus child.
Discuss and analyse with your workplace supervisor the following points and record their feedback for:
Your analysis of the childs learning and behaviour.
Options for behaviour management strategies developed by you in response to behaviour concerns.
Discuss your suggested strategies with the family after supervisor approval. (Consult with your supervising teacher the most appropriate time to have a conversation with the family.) Record their feedback.
Use the template provided below to record all feedback.
Word limit is 250-350 words in total.
1a) Analysis of the childs learning and behaviour 1b) Behaviour management strategies. 2) Family feedback (from supervising teacher)
Task 8: Developng an Individual Plan for Support and Inclusion.
Individual Plans for Support and Inclusion are based upon the premise that children are successful learners. Plans are strength-based and provide children with opportunities to succeed with support.
For this task, adhering to the services philosophy, policies and procedures, you will develop an Individual Plan for Support and Inclusion for your focus child. The plan will incorporate:
The information that you have gathered from your observations
Feedback from other staff, and professionals, and
Input from your consultation with the childs family
In your plan, you must include two strategies that you identified in your research (Task 2) to trial.
In the template provided, complete the following nine steps in order:
Develop three long term goals. Two of these goals must relate to supporting the childs cooperative behaviour in a way that are consistent with their age, abilities and developmental stage.
Identify a minimum of two alternate behaviours for the child to achieve based on the two goals for behaviour identified above.
Identify baseline expectations about acceptable behaviour/s for the child. How will these expectations be communicated to the child?
Identify factors that can lead to the behaviours that require support.
a) Provide three short term objectives/goals that support the achievement of the long term goals.
b) Provide three strategies to achieve each short term objective/goal.
Identify resources that are available for you to use to support the implementation of your plan.
Identify modifications or adaptations that are required to support inclusion and minimise any factors that might lead to inappropriate behaviour.
Review and discuss your plan with your workplace supervisor and the family before implementing the plan. Discuss your plan with your workplace supervisor before speaking with the family about the development of the plan. Organise with your supervisor the most appropriate time to speak with the family. You must have your supervisors approval and signature before consulting with the family. (Please note that this is a TAFE assessment and the plan is to be provided to the assessor only.) Record their feedback on:
Suggested adaptations and modifications to the environment.
The plans goals, objectives, and strategies.
Communicate with and provide support to staff to effectively and consistently implement and reinforce the plan relating to strategies and limits. Seek assistance from staff when required.
Use the templates provided below.
Please note that services have separate plans for children relating to Behaviour Support Plans and IEPs. For assessment purposes, this template has only been designed to meet assessment requirements.
Individual Plan for Support and Inclusion
Long term Goal 1 Long term Goal 2 (Behaviour) Long term Goal 3 (Behaviour)
Alternative behaviours in need of support Baseline expectations of behaviour to be communicated. Factors leading to the behaviour
5a. Short term
Objectives/goals 5b. Strategies Planned Experience and resources Environment or routine modifications required Communication about the support provided and assistance obtained from other staff to implement strategies
Feedback
Workplace supervisor feedback
Day and date:
Family feedback
Day and date:
Task 9: Implementing and Evaluating the Individual Plan for Support and Inclusion
Implement then evaluate your Individual Plan for Support and Inclusion with your focus child. Ensure that you follow the three steps below in the following order:
Implement the three play experiences from your plan in Task 8. Play experiences must also cater to the participation of other children in the group.
Evaluate and review the childs behaviour and the level of support provided against the plan on a constant basis for each play experience. Address the effectiveness of the strategies based on the implementation of the three experiences and how it has impacted the child. Are they working towards achieving the short term objectives/goals? How did you identify and respond to any barriers based on the strategies implemented?
Record supervisor and family feedback based on the implementation of your plan, referring to the information you have shared on a regular basis relating to:
The implementation of the plan based on needs and care strategies
Modifications required for the plan if necessary
The childs progress
This can also include any other professionals working with the child but only if the family has given specific written permission to do so, following protocols that adhere to service requirements and regulations.
Use the templates provided below.
Evaluation of plans Evaluation Supervisor feedback and family feedback
Evaluation Attempt for Objective 1:
(Success of strategies, any barriers, level of support needed.) Evaluation Attempt for Objective 2:
(Success of strategies, any barriers, level of support needed.) Evaluation Attempt for Objective 3:
(Success of strategies, any barriers, level of support needed)
Assessment Feedback
Assessment outcome
Satisfactory
Unsatisfactory
Assessor feedback
Was a reasonable adjustment in place for this assessment event?If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name and date:
Resubmission Feedback (if required)
Assessment outcome
Satisfactory
Unsatisfactory
Assessor feedback
Was a reasonable adjustment in place for this assessment event?If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name and date:
