Foster holistic early childhood learning, development and wellbeing
center8396605CHCECE042
Foster holistic early childhood learning, development and wellbeing
00CHCECE042
Foster holistic early childhood learning, development and wellbeing
center6682105UNIT ASSESSMENT
00UNIT ASSESSMENT
center294513000center58737500 24218908643933CHCECE042
Foster holistic early childhood learning, development and wellbeing
00CHCECE042
Foster holistic early childhood learning, development and wellbeing
24168107664450Unit Assessment Pack (TAP)
0Unit Assessment Pack (TAP)
Table of Contents
TOC o "1-3" h z u Assessment Pack (UAP) Cover Sheet PAGEREF _Toc113867239 h 3Student and Trainer/Assessor Details PAGEREF _Toc113867240 h 3Course and Unit Details PAGEREF _Toc113867241 h 3Assessment Submission Method PAGEREF _Toc113867242 h 3Student Declaration PAGEREF _Toc113867243 h 3Assessment Plan PAGEREF _Toc113867244 h 4Course information pack PAGEREF _Toc113867245 h 4UAT 1 Unit Knowledge Test (UKT) PAGEREF _Toc113867246 h 5Pre-assessment checklist PAGEREF _Toc113867247 h 5Purpose PAGEREF _Toc113867248 h 5Information for students PAGEREF _Toc113867249 h 5Reasonable adjustments PAGEREF _Toc113867250 h 5Assessment task instructions PAGEREF _Toc113867251 h 6Additional resources PAGEREF _Toc113867252 h 8UAT 2 Workplace task PAGEREF _Toc113867253 h 21CHCECE042 Foster holistic early childhood learning, development and wellbeing PAGEREF _Toc113867254 h 21THIRD PARTY WORKPLACE REPORT PAGEREF _Toc113867255 h 40Unit Assessment Result Sheet (UARS) PAGEREF _Toc113867256 h 42UAT 3 Work Placement Observation Booklet PAGEREF _Toc113867257 h 44
Purpose of Unit Assessment Pack
This document is for the student and provides all the assessment tasks which need to be completed to be deemed competent in this unit. The document also provides instructions and information to assist the student to complete each assessment task. Students must respond to all questions and submit the assessment to their Assessor.
Copyright
This document was developed by VET Resources 2021.
No part of this resource may be reproduced in any form or by any means, electronic or mechanical including photocopying or recording or by any information retrieval system without written permission from VET Resources. Legal action may be taken against any person who infringes their copyright through unauthorised copying.
Assessment Pack (UAP) Cover Sheet
Student and Trainer/Assessor DetailsStudent name Trainer/Assessor name Course and Unit Details
Course code CHC50121
Course name Diploma of Early Childhood Education and Care
Unit code CHCECE042
Unit name Foster holistic early childhood learning, development and wellbeing
Assessment Submission Method
By hand to trainer/assessor
By email to trainer/assessor
Online submission via Learning Management System (LMS)
By Australia Post to RTO Any other method _________________________________________________
(Please mention here)
Student Declaration
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice.
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
I confirm that Trainer/Assessor has provided all the information related to the assessment tasks as included in the information for student section and I am ready for the assessment.
Student signature Date
Assessment Plan
To demonstrate competence in this unit, the studentmust be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded Evidence Type/ Method of Assessment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Questions S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Work Placement Task S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Work Placement Observation Booklet S / NS (First Attempt)
S / NS (Second Attempt)
Final result C NYC Date assessed Trainer/Assessor Signature Course information pack
The student and Trainer/Assessor must read and understand all the information in the course information pack before completing the unit assessment pack.
UAT 1 Unit Knowledge Test (UKT)Pre-assessment checklistPurpose
The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Information for students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the complaints and appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the KDI training notes.
190579375 Assessment task instructions
Assessment type:
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of sixteen (16) written questions.
Student must respond to all the questions and submit them to the Trainer/Assessor.
Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.
Applicable conditions:
This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).
Student must read and respond to all questions.
Student may handwrite/use computers to answer the questions.
Student must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
Trainer /Assessor must assess students written skills and knowledge as he/she completes this assessment task.
The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
For more information, please refer to the RTO Student Handbook.
Location:
This assessment task may be completed in (tick the relevant box):
Learning Management System Classroom
Simulated learning environment Workplace
Other: ____________________________________
Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of the assessment is to check knowledge relevant to the unit.
Instructions for answering written questions:
Students must complete a written assessment consisting of a series of questions.
It is expected from students to correctly answer all the questions.
Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.
Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.
Assessors must not accept responses/answers that have been copied directly from other sources materials.
Resources required to complete the assessment task:
Computer
Internet
MS Word
Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
Access to other learning materials such as textbooks
Additional resourcesBelow are some useful links to documents mentioned in Unit Knowledge Test:
Document QR Code Link
4836226289300
26200712517800 RevisedNQSHandoutA4.pdf (acecqa.gov.au)5099057366000
48133013779500 Education and Care Services National Regulations (2011 SI 653) - NSW Legislation
Guide-to-the-NQF-220511-compressed.pdf (acecqa.gov.au)
Question 1.
Using the National Quality Standard, complete the tables provided relating to the 4 Quality Areas dot pointed below.
Childrens health and safety
Educational program and practice
Physical environment
Relationships with children
In each table provide 3 Elements with the concept and descriptor from the Quality Area.
In the same table, identify 2 strategies you would implement as Educator to foster EACH of these elements.
Finally, you must identify 1 Law and 1 regulation that links to an element you provided.
Satisfactory response
Yes No Example: Governance and leadership
NQS Element Two strategies you would use as an Educator to support this standard
7.1.1 Service philosophy and purpose - A statement of philosophy guides all aspects of the services operations Regular review of service philosophy
Ensuring all staff have input into the writing and review of the philosophy
7.1.3 Roles and responsibilities Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service. Job descriptions are provided to all new employees
Expectations are communicated to staff at meetings and in the induction process
7.2.1 Continuous improvement There is an effective self-assessment and quality improvement process in place Use reflections on childrens learning to inform improvements
Regular contact with educational leader to engage educators and support improvement
Law Regulation
Section 51 (2) Conditions on service approval (FDC co-ordinators) Regulation 55 Quality improvement plans
Childrens health and safety
NQS Element Two strategies you would use as an Educator to support this standard
1.
1.
2.
2.
1.
2.
3. 1.
2.
Law Regulation
Educational program and practice
NQS Element Two strategies you would use as an Educator to support this standard
1.
1.
2.
2.
1.
2.
3. 1.
2.
Law Regulation
Physical environment
NQS Element Two strategies you would use as an Educator to support this standard
1.
1.
2.
2.
1.
2.
3. 1.
2.
Law Regulation
Relationships with children
NQS Element Two strategies you would use as an Educator to support this standard
1.
1.
2.
2.
1.
2.
3. 1.
2.
Law Regulation
Question 2. Answer the following questions Satisfactory response
Yes No What are 3 benefits to child development when experiencing natural play and the natural environment?
What are 2 benefits to using natural resources?
Give one example of a planned experience you could offer children that incorporates natural materials.
Question 3. Your task is to give three different examples of theorists that provide a historical perspective of early childhood related to learning and development.
Ensure referencing is included. Satisfactory response
Yes No Theorist 1:
Example of developmental theory:
Theorist 2:
Example of developmental theory:
Theorist 3:
Example of developmental theory:
Question 4. Explain how emerging theories and research are changing practice of early childhood learning and development (50-100 words). Satisfactory response
Yes No Question 5. Your task is to match the correct theorist (from the list below) to their theory that relates to Early Childhood Development:
Chomsky
Bowlby
Vygotsky
Malaguzzi
Parten
Bruner Satisfactory response
Yes No Theory Relating to
(emotional, social, cognitive, and language development) Theorist
Children of different ages play together differently, and they are capable of different levels or categories of social play. The importance of attachment relationship between parents and their children. Young children are individuals who are resourceful, intelligent, independent, and can do whatever it is they set their mind to. Educators and teachers are mentors or guides who facilitate a childs learning process. Children are communicators and are encouraged to use language to ask questions and discuss their observations. Play and learning are not separated. Childrens cognitive understandings are enriched and deepened when they are supported by parents, teachers, or more knowledgeable peers. Therefore, language plays an important role in social interactions, communication, and the development of a child's thinking processes. Children are active participants in making sense of their world. Coined the term scaffolding to describe the role of others in fostering a childs social development. Children have an inbuilt language acquisition device (LAD) which is wired to help us learn language. Once we begin to hear language around us, we are set to understand the structure of that language. Question 6. List and explain in your own words the 10 factors that may influence children's development. (100-150 words) Satisfactory response
Yes No Question 7. Briefly explain how the different areas of development are interrelated. (200-250 words). Satisfactory response
Yes No Question 8. Briefly explain how the Australian Early Development Census supports educators (60 -120 words). Satisfactory response
Yes No Question 9. Answer the following questions:
A. Explain the curriculum planning cycle. (60-100 words)
B. How would you use the information gathered from the planning cycle to plan for children aged from birth to 6 years of age? (100-150words)
C. How would you evaluate the effectiveness of the learning experience?(40-60 words) Satisfactory response
A. Yes B. Yes C. Yes No No No Question 10. List 5 activities you can provide for children to participate in mathematics, and the relevant equipment required. Satisfactory response
Yes No Question 11.
A. List two activities you can think of that would help to promote and extend language development, and the equipment you will require.
B. Explain what else you should consider when planning language experiences for children (100-150 words). Satisfactory response
A. Yes B. Yes No No Question 12.
List three different ways or pieces of equipment that children can use to release emotions and connect with others socially through play.
Give an examples for each of your answers. Satisfactory response
Yes No Question 13.
List 5 activities/games or experiences that you can organise that will encourage children to get physically active. Satisfactory response
Yes No Question 14. Read through the examples given in the table below. Which practices that supports holistic learning has been used to support childrens learning?
Planned experience
Intentional teaching
Spontaneous play Satisfactory response
Yes No Example Practices that support holistic learning
A child is watching a bird. Reading a book on emotions to the children Children making their own pizza A child is painting and exploring colours A group painting activity Learning an Aboriginal song for NAIDOC week Question 15.
Using the Guide to the national quality framework, Element 1.3.2, answer the following questions in relation to critical reflection.
Ensure that your responses address the unit topic, fostering holistic early childhood learning, development and wellbeing:
Satisfactory response
Give one example of critical reflection in daily practice. Yes No Give one example of how critical reflections can be documented. Yes No How can you ensure critical reflection is meaningful? Yes No How does critical reflection differ from reflection? Yes No Question 16: Briefly explain different routine activities that assist children in the transition process and support the following areas of child development:
cognitive
communication
emotional
physical
social
Answer must be between 100-150 words Satisfactory response
Yes No UAT 2 Workplace task Task
Workplace tasks will be conducted during the work placement.
CHCECE042 Foster holistic early childhood learning, development and wellbeing Portfolio
You are required to complete activities 1 to 3. You will need to gather evidence for these tasks while you are at work placement.
Make sure you check the portfolio requirements carefully so that you can gather all the information that you need.
You have been asked to provide some documents as evidence throughout the portfolio if there is any reason you cannot provide this evidence, for example due to service confidentiality, make a note of this in your portfolio.
In some cases, you are asked to provide photographs, video and/or audio evidence. You must make sure that children are not identifiable in any evidence provided unless written permission has been given by the parents/guardian.
You may also include other forms of evidence in your portfolio if you wish, for example, copies of policies, photos, videos, program plans etc.
Task Instructions:
This is a work-placement task. You are required to complete three (3) work-placement assessment activities.Please refer to the requirements below the Activity 1, Activity 2, and Activity 3.
Activity 1 requires you to plan and document two (2) experiences for children from birth to six years.
Incorporate routines, play, and transitions
Document how the experiences created opportunities for development across each of the following areas:
Cognitive development
Communication development
Emotional development
Physical development
Social development
The experiences should be planned for:
Individual children
Activity 2 requires you to plan and document two (2) experiences for children from birth to six years.
Incorporate routines, play, and transitions
Document how the experiences created opportunities for development across each of the following areas:
Cognitive development
Communication development
Emotional development
Physical development
Social development
The experiences should be planned for:
Two separate groups of children
Activity 3 requires you to use the observations from the four experiences and
Document how you used the collaboration and critical reflection process to evaluate the outcomes.
Use the following national frameworks and the educators guides for:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia
My Time, Our Place: Framework for School Age Care in Australia
Service standards, policies and procedures covering:
Childrens health and safety
Educational program and practice
Physical environment
Relationships with children
Children up to six years of age in a regulated education and care service in Australia
Activity 1
Activity 1 requires you to plan and document two (2) experiences for children from birth to six years.
Incorporate routines, play, and transitions
Document how the experiences created opportunities for development across each of the following areas:
Cognitive development
Communication development
Emotional development
Physical development
Social development
The experiences should be planned for:
Individual children
Once you have completed the plan and documented the experiences, answer the questions below.
Experience 1 (for an individual child)
Title: __________________________________________ Date: ________________________
Educator: _______________________________________
What is the experience about?
List of equipment required
Opportunities for development promoted through this experience
Cognitive Social Communication
Emotional Physical
Principle promoted please circle/highlight
1. Secure, respectful &
reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning
& Reflective practice
Practice implemented please circle/highlight
Holistic approaches Responsiveness to children Learning through play Intentional teaching Learning environments Cultural competence
Continuity of learning & transitions Assessment for learning Early years learning and development outcomes
Identity
Learning outcome 1
Children have a strong sense of identity Community
Learning outcome 2
Children are connected with and contribute to their world Wellbeing
Learning outcome 3
Children have a strong sense of wellbeing
Learning
Learning outcome 4
Children are confident and involved learners
Communication
Learning outcome 5
Children use effective communication
In what way does the experience promote the highlighted outcome? Please elaborate.
How?
How is the interrelationship between the developmental domains evident?
Educator interactions:
What next?
Evaluation
Further Investigation
Experience 2 (for an individual child)
Title: _______ Date: ________________________
Educator: _______________________________________
What is the experience about?
List of equipment required
Opportunities for development promoted through this experience
Cognitive Social Communication
Emotional Physical
Principle promoted please circle/highlight
1. Secure, respectful &
reciprocal relationships 2. Partnerships
3. High expectations & equity 4. Respect for diversity 5. Ongoing learning
& reflective practice
Practice implemented please circle/highlight
Holistic approaches Responsiveness to children Learning through play Intentional teaching Learning environments Cultural competence
Continuity of learning & transitions Assessment for learning Early years learning and development outcomes - please circle/highlight
Identity
Learning outcome 1
Children have a strong sense of identity Community
Learning outcome 2
Children are connected with and contribute to their world Wellbeing
Learning outcome 3
Children have a strong sense of wellbeing Learning
Learning outcome 4
Children are confident and involved learners Communication
Learning outcome 5
Children use effective communication
In what way does the experience promote the highlighted outcome? Please elaborate.
How?
How is the interrelationship between the developmental domains evident?
Educator interactions:
What next?
Evaluation
Further Investigation
Questions Answers
What credible sources have you accessed in relation to developmental domains in children?
Compare two theories which would apply to the experiences you planned. How would you asses the informations relevance to your own pedagogical practices and philosophy. How does this align with your services philosophy? List three ways that you could enhance your own knowledge. Who would you share your knowledge about a childs development with? Compare two credible theories or research you have found on the sense of belonging in early childhood.
How can you develop stronger relationships with children? List three strategies you can use to promote childrens sense of belonging, and how would you monitor these? Activity 2
Activity 2 requires you to plan and document two (2) experiences for children from birth to six years.
You may incorporate routines, play, and transitions
Document how the experiences created opportunities for development across each of the following areas:
Cognitive development
Communication development
Emotional development
Physical development
Social development
The experiences should be planned for
Two separate groups of children
Once you have planned and documented the experiences answer the questions below.
Experience 3 (for a group of children)
Title: _________________________________________________ Date: _________________________
Educator: _______________________________________
What is the experience about?
List of equipment required
Opportunities for development promoted through this experience
Cognitive Social Communication
Emotional Physical
Principle promoted please circle/highlight
1. Secure, respectful &
reciprocal relationships 2. Partnerships
3. High expectations & equity 4. Respect for diversity 5. Ongoing learning
& reflective practice
Practice implemented please circle/highlight
Holistic approaches Responsiveness to children Learning through play Intentional teaching Learning environments Cultural competence
Continuity of learning & transitions Assessment for learning Early years learning and development outcomes please circle/highlight
Identity
Learning outcome 1
Children have a strong sense of identity Community
Learning outcome 2
Children are connected with and contribute to their world Wellbeing
Learning outcome 3
Children have a strong sense of wellbeing
Learning
Learning outcome 4
Children are confident and involved learners
Communication
Learning outcome 5
Children use effective communication
In what way does the experience promote the highlighted outcome? Please elaborate.
How?
How is the interrelationship between the developmental domains evident?
Educator interactions:
What next?
Evaluation
Further Investigation
Experience 4 (for a group of children)
Title: ______________________________________ Date: _________________________
Educator: _______________________________________
What is the experience about?
List of equipment required
Opportunities for development promoted through this experience
Cognitive Social Communication
Emotional Physical
Principle promoted please circle/highlight
1. Secure, respectful &
reciprocal relationships 2. Partnerships
3. High expectations & equity 4. Respect for diversity 5. Ongoing learning
& reflective practice
Practice implemented please circle/highlight
Holistic approaches Responsiveness to children Learning through play Intentional teaching Learning environments Cultural competence
Continuity of learning & transitions Assessment for learning Early years learning and development outcomes please circle/highlight
Identity
Learning outcome 1
Children have a strong sense of identity Community
Learning outcome 2
Children are connected with and contribute to their world Wellbeing
Learning outcome 3
Children have a strong sense of wellbeing Learning
Learning outcome 4
Children are confident and involved learners Communication
Learning outcome 5
Children use effective communication
In what way does the experience promote the highlighted outcome? Please elaborate.
How?
How is the interrelationship between the developmental domains evident?
Educator interactions:
What next?
Evaluation Further Investigation
Questions Answers
How could you use the experience to support childrens understanding of the link between physical fitness and their health and wellbeing?
List 2 ways you could support children to develop a positive self-image and identity through the experience planned. List 2 strategies that you could give children to support them to recognise and express their own and others emotions. How would you provide support for children to understand ethical issues that are relevant to their lives and communities? How could you structure experiences in a way that promotes cooperation and conflict resolution? List two ways and resources that you could use to create an environment that promoted a literacy-rich environment.
Give one example for each area of how you could promote childrens participation in science, mathematics, engineering, and technology experiences. What method would you use to assess and monitor childrens skills and development? What teaching and learning strategies could you implement that will support specific developmental areas? List two ways you would encourage children to explore, experiment, and take risks while promoting childrens agency and decision making. Give one example of an opportunity you could create for children to participate in group discussion and shared decision making. Give one example of an opportunity you could create that would support childrens investigating of ideas, complex concepts, and thinking. How would you measure the balance between child-initiated learning and intentional teaching? What are methods you would use to evaluate the childrens learning from both teachings? Activity 3 (a)
In this activity you are required to refer to the observations from the four experiences developed in activity 1 and 2.
Document how you used the collaboration and critical reflection process to evaluate the outcomes.
Experiences Evaluation Outcome
Experience 1 Experience 2 Experience 3 Experience 4 Collaboration took place with: -1651070485
Activity 3 (b)
In this activity you are required to refer to the observations from the four experiences developed in activity 1 and 2.
Once you have completed documenting the evaluation outcome, answer the questions below.
Questions Answers
How did you use the opportunities to obtain feedback from, colleagues, families, and children?
How did you use the feedback from children to reflect on your own pedagogical practice? What is one example of how you would use collaboration with stakeholders to regularly evaluate work practices and document outcomes? How will you use the evaluation outcomes? Supervisor Name:
FEEDBACK SECTION
How well do you think Student performed?
Signature: Date:
THIRD PARTY WORKPLACE REPORTStudent Name:
Unit: CHCECE042 Foster holistic early childhood learning, development and wellbeing
Registered Training Organisation: Kath Dickson Institute
Workplace Supervisor
PLEASE NOTE: The Workplace Supervisor must supervise the students interactions with children.
By ticking yes below you are confirming that you have observed the student perform each of the tasks with children between the ages of birth and 6 years. Observations meet industry standards.
Dot points in italics are examples of possible practices you may observe.
Yes No
Identify and apply information from credible sources about the developmental domains of early childhood development, and their interrelationships:
Use of EYLF and/or MTOP
Linking programming to theories
Use of NQS Plan and document an experiences for a group of children that collectively incorporate and provide opportunities for development across each of the developmental domains:
Group art experiences (creative, social, emotional)
Group mealtime/cooking experience (Cognitive, social, communication)
Group dancing/music experience (Physical, emotional) Plan and document 2 experiences for individual children that collectively incorporate and provide opportunities for development across the developmental domains:
One on one conversations at mealtimes (emotional, communication)
Experiences based on observations and providing extensions to the individual childs learning)
Providing learning experiences through routine, play and transitions times Use observation, critical reflection to evaluate the experiences and document evaluation outcomes
Reflective journals
Electronic documentation and reflection
Daily, weekly programming Collaborating with supervisors and/or co-workers in the process of evaluating the childrens learning outcomes.
Staff and/or room meetings
Room reflective journals
Informal conversation Additional comments:
Student signature: Date:
Supervisor name:
Supervisor signature: Date:
Unit Assessment Result Sheet (UARS)Outcome of Unit Assessment Task (UAT1)
Unit knowledge test First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Outcome of Unit Assessment Task (UAT2)
Workplace tasks First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: ____________________________________________________
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
I declare that I have completed the observable tasks in relation to this unit and recorded the results in the Work placement observation booklet.
I declare that I have collected logbook evidence of at least 280 hours.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
UAT 3 Work Placement Observation Booklet Task
Work placement observation will be conducted during the work placement.
Your Trainer and Assessor will directly observe you during your work placement.
