PAC01 Planning and curriculum clusterWorkplace Observation AssessmentWorkplace Observation Assessment

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Student name Student email address Workplace Supervisor name Workplace Supervisor contact number Workplace Supervisor email address Workplace Supervisor title Workplace Supervisor Qualification Diploma in Early Childhood Education and Care

Other Qualification (specify below)

Other Qualification (Industry relevant) Unit Code and Title PAC01 Planning and curriculum cluster

About this Assessment

This assessment requires you to plan and implement a curriculum at your workplace or placement where your workplace supervisor will observe you. This assessment consists of two (2) main tasks that are further divided into tasks with detailed instructions. They are as follows:

Part 1: Plan For Individual Children

Task 1.1: Gathering Information and Planning

Task 1.2: Analysing and Questioning

Task 1.3: Planning for Childrens Learning

Task 1.4: Implementation

Task 1.5: Reflection

Part 2: Plan and Implement Curriculum to Nurture Creativity in Children

Task 2.1: Seek Information to Inform Curriculum Design

Task 2.2: Questioning/Analysing Information for Group Curriculum

Task 2.3: Planning for Childrens Learning

Task 2.4: Implementing Education and Care Curriculum

Assessment resource requirements

To complete this Workplace Assessment, you must ensure you have:

Access to the appropriate resources:

Computer, printer, internet, and email software

Microsoft Word or a similar program

A workplace environment

Video recording device

Access to the supporting templates and supporting documents as provided within this Workplace Observation Assessment

Instructions for Video Observations

When there are practical tasks and scenarios that must be performed and recorded in the workplace involving interaction with children, families, and colleagues, please ensure you read the Submitting Video Assessments attachment for instructions on where to upload and submit the video.

Instructions for the Student

Workplace Observation Assessment provides an opportunity for your Workplace Supervisor to observe you completing a task which asks you to apply the skills and knowledge you have acquired. Use the following tips to help you complete the activity:

Review the task thoroughly before you get started, and make sure you understand what you are required to do.

Consider WHS and always work safely

When being observed by your supervisor, clearly demonstrate your skills

Instructions for the Workplace Supervisor

The purpose of this Workplace Observation Assessment is for students to demonstrate their understanding, skills and concepts for the following units of competencies:

CHCECE043 Nurture creativity in children

CHCECE047 Analyse information to inform childrens learning

CHCECE048 Plan and implement childrens education and care curriculum

During the Workplace Observation Assessment, the student will be required to perform observation tasks in the workplace under your supervision. Before the student performs any observation tasks with children, you must ensure that the student is ready to perform the task and that (where required) permission has been sought and granted from the parents of the children involved in the tasks. You must complete the Observation Checklists provided for tasks ensuring the student has performed all task deliverables. You are also required to provide feedback on students performance and the completion of documentation/templates provided for the assessment.

Please note: A qualified trainer and assessor will review and assess all the submitted comments and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome.

Part 1: Plan for Individual Children

-259080-25590500Task overview

For this part of the assessment, you are required to gather, document and analyse information about three (3) children on six (6) different occasions (18 total) using a minimum of three (3) different tools or methods as specified below:

Anecdotal record

Asking questions of children

Child records

Discussion with families

Narratives

Learning stories

Sociograms

Running records

Time or event samples

Digital images

Part 1 Instructions

To complete Part 1 of this assessment, you and your Workplace Supervisor will need to ensure that you complete the following five (5) tasks. Read the instructions for these tasks provided below:

Task 1.1: Gathering Information and Planning

This part of the assessment task is focused on gathering information which is the first stage of the cycle of planning. You will choose three (3) focus children.

Task 1.2: Analysing and Questioning

This part of the assessment task is focused on questioning/analysing information which is the second stage of the cycle of planning. You will be required to analyse the information gathered using the Learning Framework Outcomes, Principles and Practices to guide your analysis.

Task 1.3: Planning for Childrens learning

This part of the assessment requires the student to plan to support each childs learning and development based on their summative assessment objective. You will plan at least one experience for each child.

Task 1.4: Implementation

During this part of the assessment, you will implement the planned experiences with the children.

Task 1.5: Reflection

For this section of the assessment task, you will complete the cycle of planning by reflecting on each of the planned experiences and learning objectives implemented.

Part 1 - Task 1.1: Gathering Information and PlanningThis part is divided into two (2) steps, and you are required to read the steps provided below for Task 1.1 and complete the task.

Step 1: Decide upon focus children and gain permission and information from their families

You will work with your Workplace Supervisor at your workplace to choose three children to be your focus children between the age of birth and six years

When choosing three focus children, you and your Workplace Supervisor must ensure that these children attend all days that you attend the service so you are able to observe them over time.

Once you have appointed three focus children, you must seek permission from their families by locating and using PAC01_Part 1 Parental Consent Form Template (located in your course attachments) for each child

Step 2: Gathering information about children

You will now collect and collate information by engaging with each family, conversing about their child, and building rapport. You will use Part 1 Collaboration template (located below in this section), found below in this document, for each child to support your discussion and record the conversation

You will collect and collate information about at least three children on six different occasions using a minimum of three different tools or methods, out of which one method/tool that you use MUST be a digital image (i.e. taking a photo) at least on one occasion for each of the three children. The tools and methods are provided below:

Anecdotal record

Asking questions of children

Child records

Discussion with families

Narratives

Learning stories

Sociograms

Jotting

Running records

Time or event samples

Digital images (MUST be used at least once for each of the three children)

Please note: When taking digital images, the format you would upload on MyeCampus must be .jpeg or PDF. Please ensure the child is de-identified (i.e. cover or blur their face) before submitting the image.

The other observations do not need to be included with this assessment, but you must have your Workplace Supervisor verify that they were conducted by completing the Task 1.1 Observation Task

You will ensure that you demonstrate respect for children through inclusive information gathering practices and develop ways that support sharing with families

While you observe three focus children, ensure that you look at a range of experiences and areas of learning such as:

Play experiences

Routines and transitions

Indoor and outdoor experiences

Dramatic and imaginative play

Music and movement

Visual arts

While you observe three focus children, ensure that you capture the following points, which will also form a part of Task 1.2:

Knowledge

Strengths

Interests

Social interactions

Reactions to play environment

Aspects of overall child development

Ideas

At the end of this task, you are required to submit the following:

Part 1 Collaboration template for three children

PAC01_Part 1 Parental Consent Form Template

At least one digital image (de-identified) for each of the three children

Part 1 Collaboration Templates

Collaboration Template for Child 1

Student name Josefina-Claudia Stan Date completed 12.08.2024

Focus Childs Initials NO Cycle of planning stage Review and reflection stage

Workplace Read 2 Grow

FAMILY

Collaboration notes from discussion with family about childs learning and development.

(Discuss with the parents of the child about some of the following and seek their feedback about their child:

Childs interests

Childs strengths

Learning dispositions or styles

Current objectives the parents have

Their friendships

Anything outside the centre that could support planning for their child

Document your notes beside in the box) Childs interest: Nora parents mentioned her love for storytelling and imaginative play, often creating elaborate scenarios with her toys.

Child's strengths: They highlighted Noras strong empathy and emotional intelligence, noting her ability to understand and support her friends' feelings.

Child's needs. They expressed concern about Noras shyness in large groups and her hesitation to try new

activities without familiar faces around.

Current objectives:Nora parents aim to help her build

confidence and assertiveness, encouraging her to

participate more actively in group settings.

Cultural practices: They shared that Nora enjoys learning about different cultures through food, music, and stories from around the world.

Developmental domains: Nora parents emphasized

her progress in communication and emotional development, while also expressing adesire for her to

further develop her fine motor skills.

EDUCATORS

Collaboration notes from discussion with educator/s about childs learning and development.

(Discuss with the educator/s of the child about some of the following and seek their feedback about the child:

Childs interests

Childs strengths

Learning dispositions or styles

Document your notes beside in the box) Child's interests: EJ

shows a keen interest

in arts and crafts, often

spending extended

periods engaged in

painting, drawing, and

crafting activities.

Child's strengths:

Educators noted EJ's

creativity and

imagination, evident in

her storytelling during

circle time and her

elaborate artwork.

Needs: They observed

EJ's occasional

reluctance to

participate in group

activities, suggesting

strategies to help her

feel more comfortable

and engaged in group

settings.

Cultural practices: EJ

enjoys learning about

cultural diversity

through storytelling

and exploring artifacts

and pictures from

different countries.

Skill: EJ's portfolio

showcases her fine

motor skills and artistic

abilities, particularly in

painting, drawing, and

crafting activities. Her

attention to detail and

creative expression

contribute to the

development of her

fine motor skills and

artistic proficiency.

Ideas: EJ's portfolio

includes her ideas for

creative projects and

explorations, such as

suggesting themes for

art activities or

proposing storytelling

sessions inspired by

different cultures.

These ideas

demonstrate her

enthusiasm for

learning and her

willingness to explore

new concepts and

experiences.

Knowledge: EJ's

records capture her

growing understanding

of cultural diversity and

her ability to express

herself creatively. She

demonstrates

knowledge of artistic

techniques and cultural

traditions through her

artwork and

storytelling, as well as

her engagement in

discussions about

different cultures and

their practices.

Developmental

domains: EJ's social

and emotional

development is

progressing well, with

noticeable

improvements in her

ability to express

herself and interact

positively with peers.

CHILD

Collaboration notes from discussion or engagement with the child.

(Spend time seeking the childs voice about their learning. Ask them or observe them about the following:

Childs interests

Their friends

Questions or ideas to share

(Document your notes beside in the box) Child's interests: EJ

expressed a love for

animals and nature,

sharing stories about

her favorite animals

and asking questions

about how they live.

Their friends: EJ

mentioned her best

friend Lily and talked

about their adventures

playing pretend games

together.

Questions or ideas to

share: EJ had ideas for

creating a nature-

themed art project and

asked about planting

flowers in the center's

garden.

CRITICAL REFLECTION

Critically reflect on this method of gathering information and how valuable you found it. Reflect on how your practice facilitated the gathering of this information.

(Reflect on the following:

The value of this information

The value of the method by which you gathered the information

How well you engaged in these discussions and if you feel you asked the right questions to gain insight about the childs learning and development.

How you believe this information will inform your planning for this child.

Document your notes beside in the box) Child's interests: EJ's

portfolio documents

her fascination with

nature and animals, as

evidenced by her

drawings and journal

entries about outdoor

adventures.

Child's strengths: Her

records highlight EJ's

strong language and

communication skills,

her empathy towards

peers, and her

creativity in storytelling

and artwork.

Needs: Records

indicate occasional

challenges with

assertiveness and

confidence in group

settings, suggesting

opportunities for

scaffolding and

support in social

interactions.

Cultural practices: EJ's

participation in

multicultural activities

and celebrations is

documented, showing

her engagement with

diverse cultural

practices and

traditions.

Skill: EJ's portfolio

showcases her

language and

communication skills

through her expressive

writing and storytelling.

Her ability to convey

ideas and emotions

effectively contributes

to the development of

her language

proficiency and social

competence.

Ideas: EJ's portfolio

includes her ideas for

exploring nature and

animals further, such

as suggesting outdoor

scavenger hunts or

proposing art projects

inspired by wildlife.

These ideas

demonstrate her

enthusiasm for hands-

on learning

experiences and her

desire to deepen her

understanding of the

natural world.

Knowledge. EJ's

records capture her

growing understanding

of nature, animals, and

cultural diversity. She

demonstrates

knowledge of different

species and their

habitats through her

drawings and journal

entries, as well as her

engagement in

discussions about

multicultural practices

and traditions.

Developmental

domains: Progress

reports show steady

growth across all

developmental

domains, with

particular emphasis on

language development,

social skills, and

emotional regulation.

Collaboration Template for Child 2

Student name Date completed Focus Childs Initials Cycle of planning stage Workplace FAMILY

Collaboration notes from discussion with family about childs learning and development.

(Discuss with the parents of the child about some of the following and seek their feedback about their child:

Childs interests

Childs strengths

Learning dispositions or styles

Current objectives the parents have

Their friendships

Anything outside the centre that could support planning for their child

Document your notes beside in the box) EDUCATORS

Collaboration notes from discussion with educator/s about childs learning and development.

(Discuss with the educator/s of the child about some of the following and seek their feedback about the child:

Childs interests

Childs strengths

Learning dispositions or styles

Document your notes beside in the box) CHILD

Collaboration notes from discussion or engagement with the child.

(Spend time seeking the childs voice about their learning. Ask them or observe them about the following:

Childs interests

Their friends

Questions or ideas to share

Document your notes beside in the box) CRITICAL REFLECTION

Critically reflect on this method of gathering information and how valuable you found it. Reflect on how your practice facilitated the gathering of this information.

(Reflect on the following:

The value of this information

The value of the method by which you gathered the information

How well you engaged in these discussions and if you feel you asked the right questions to gain insight about the childs learning and development.

How you believe this information will inform your planning for this child.

Document your notes beside in the box)

Collaboration Template for Child 3

Student name Date completed Focus Childs Initials Cycle of planning stage Workplace FAMILY

Collaboration notes from discussion with family about childs learning and development.

(Discuss with the parents of the child about some of the following and seek their feedback about their child:

Childs interests

Childs strengths

Learning dispositions or styles

Current objectives the parents have

Their friendships

Anything outside the centre that could support planning for their child

Document your notes beside in the box) EDUCATORS

Collaboration notes from discussion with educator/s about childs learning and development.

(Discuss with the educator/s of the child about some of the following and seek their feedback about the child:

Childs interests

Childs strengths

Learning dispositions or styles

Document your notes beside in the box) CHILD

Collaboration notes from discussion or engagement with the child.

(Spend time seeking the childs voice about their learning. Ask them or observe them about the following:

Childs interests

Their friends

Questions or ideas to share

Document your notes beside in the box) CRITICAL REFLECTION

Critically reflect on this method of gathering information and how valuable you found it. Reflect on how your practice facilitated the gathering of this information.

(Reflect on the following:

The value of this information

The value of the method by which you gathered the information

How well you engaged in these discussions and if you feel you asked the right questions to gain insight about the childs learning and development.

How you believe this information will inform your planning for this child.

Document your notes beside in the box) Part 1 - Task 1.1 Observation Task

Observation Checklist

Instructions: Please tick Yes or No for each item in the list below. This checklist must be completed by the Workplace Supervisor Child 1 Child 2 Child 3

Yes No Yes No Yes No

During the task, did you observe the student:

1. Decide upon three focus children between the age of birth and six years and gain permission and information from their families by using Part 1 Parental Consent Form template. This must include the following:

Communicating and working with the Workplace Supervisor to choose three children at their workplace and considering their days of attendance, ease of access to families and participation in the program at the minimum

Seeking permission from the family member of each child by using Part 1 Parental Consent Form template

Second attempt (if first was not satisfactory)

2. Gather and document information by meeting and collaborating with the childs family, educator and the child on six occasions using a minimum of three different tools or methods as follows:

Workplace Supervisor must indicate three different tools or methods used by the student to gather information for each child.

Anecdotal record

Asking questions of children

Child records

Discussion with families

Narratives

Learning stories

Sociograms

Jotting

Running records

Time or event samples

Digital images (MUST be used at least once for each of the three children)

Ensure the child in the image is de-identified

Second attempt (if first was not satisfactory)

3. Collaborate with the families by engaging in conversation about the child and use Part 1 Collaboration template to note the information.

a. This includes seeking details and discussing the following points with the families during the collaboration:

Childs interest

Childs strength

Learning dispositions or styles

Current objectives the parents have

Their friendships

Anything outside the centre that could support planning for the child

Second attempt (if first was not satisfactory)

4. Collaborate with the educators by engaging in conversation about the child and use Part 1 Collaboration template to note the information.

a. This includes seeking details and discussing the following points with the educators during the collaboration:

Childs interest

Childs strength

Learning dispositions or styles

Second attempt (if first was not satisfactory)

5.Collaborate with the child by engaging in conversation with the child or observing them and use Part 1 Collaboration template to note the information.

a.This includes conversing with the child or observing the child over a period of time for the following:

Childs interest

Their friends

Questions or ideas to share

Second attempt (if first was not satisfactory)

6. Demonstrate respect for children while collecting information by ensuring:

Information is collected by following ethical practices and is developed in ways that supports sharing with families

Image of the child positively represents them and does not negatively show them or doing something embarrassing

Second attempt (if first was not satisfactory)

7. Collect information about the child, which covers a range of experiences and areas of learning such as:

Play experiences, E.g., sandpit play, playdough

Routines and transitions, E.g., during mealtime, during group time

Indoor and outdoor experiences, E.g., water play, sensory experiences, puzzles

Dramatic and imaginative play, E.g., home corner

Music and movement, E.g., dancing, yoga

Visual arts, E.g., painting, sand drawing, beading

Second attempt (if first was not satisfactory)

8.Collect information about the child capturing the following:

Knowledge, E.g., an observation or discussion with a child, parent or educator about the childs knowledge about topics such as trains

Strengths, E.g., the child has mastered puzzles

Interests, E.g., animals, playing with friends, being outdoors

Social interactions, E.g., an observation or discussion with a child, parent or educator about the childs interaction with peers and siblings

Reactions to play environment, E.g., are they risk-takers? do they play with a lot of different experiences

Aspects of child development, E.g., something related to the developmental milestones or developmental domains including physical, social, communication, emotional or cognitive

Ideas, E.g., ideas related to supporting the creative endeavours of the child

Second attempt (if first was not satisfactory)

9.Ensure that the collection of information about each individual child demonstrates respect for children through inclusive information gathering practices and is developed in ways that supports sharing with families. E.g., ensuring the photograph of the child positively shows them and is not showing them negatively, such as doing something embarrassing.

Second attempt (if first was not satisfactory)

Workplace Supervisor feedback about the students overall performance during this task. Comments must describe what the student actually did and how they met the requirements of each observable task. Feedback can be specific to the tasks.

Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor

It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.

*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date: Date: Comments:

Part 1 - Task 1.2: Analysing and QuestioningThis part of the assessment task is focused on questioning and analysing the information gathered about the children in Task 1.1. This part is divided into two (2) steps, and you are required to read the instructions provided below for Task 1.2 and complete the task.

Step 1: Analysis of childrens learning

For this part of the assessment, you are required to complete Part 1 Analysis of Childrens Learning template (located below in this section) for at least four observations by three focus children, (a total of 12 observations)

Step 2: Summative Assessment

For this part of the assessment task, you must question and analyse each focus childs learning in a summary of all the information gathered (including the information from families, children and educators)

You must now complete Part 1 Summative Assessment template (located below in this section)

You must set a learning objective/goal for each child which will support your planning process in the next stage of the assessment task. Use goal-setting set up statements such as to enhance, to further develop, to engage

Part 1 Analysis Of Childrens Learning Template

Child 1

Analysis of childrens learning for Child 1 Observation 1

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Identify and explain how development and theory link to this observation. For example, what theories or developmental milestones are evident in this observation? Document your notes beside in the box) Learning in the context of the Learning Framework

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 1 Observation 2

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 1 Observation 3

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 1 Observation 4

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box)

Child 2

Analysis of childrens learning for Child 2 Observation 1

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 2 Observation 2

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 2 Observation 3

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 2 Observation 4

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Child 3

Analysis of childrens learning for Child 3 Observation 1

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 3 Observation 2

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 3 Observation 3

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Analysis of childrens learning for Child 3 Observation 4

Student name Date completed Focus Childs Initials Cycle of the planning stage Link to observation

(date or title of observation this analysis is referring to). Analysis of learning Dispositions observed during observation

(Identify and explain which learning dispositions were observed and question what this means for the childs learning). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Childs interests

Childs strengths

Social interactions

Play styles

Document your notes beside in the box) Child Development and Theory links

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Part 1 Summative Assessment Templates

Child 1

Summative Assessment for Child 1

Student name Date completed Focus Childs Initials Cycle of planning stage Summative Assessment of learning and development

(For your summative assessment, reflect on all observations and on each analysis of learning. This record of the childs learning should show the progress of their learning over time and provide insight into their opportunities for learning.

Record your responses (in sentence format) to each of below items as well as any other valuable information you gathered.

Child development

Child interests

Child strengths

Child ideas

Social interactions

Reactions to the play environment). Opportunities and possibilitiesfor learningConsider and document the following:

Current and future opportunities for learning and development.

Recommendations (where necessary) for any additional support or growth opportunities for the child based on the summative assessment.

(Consider if any additional support might be required for this child. Document your ideas for additional support and learning opportunities and a reason for this recommendation). Learning objectives/goals in the context of the Learning Framework

(Refer to the Learning Framework to analyse and question the learning. Reference one overarching objective/goal for the child based on the summative assessment. This objective will support your planning in the next part of this assessment).

Child 2

Summative Assessment for Child 2

Student name Date completed Focus Childs Initials Cycle of planning stage Summative Assessment of learning and development

Record your responses (in sentence format) to each of below items as well as any other valuable information you gathered.

Child development

Child interests

Child strengths

Child ideas

Social interactions

Reactions to the play environment). Opportunities and possibilities for learningConsider and document the following:

Current and future opportunities for learning and development.

Recommendations (where necessary) for any additional support or growth opportunities for the child based on the summative assessment.

Child 3

Summative Assessment for Child 3

Student name Date completed Focus Childs Initials Cycle of planning stage Summative Assessment of learning and development

Record your responses (in sentence format) to each of below items as well as any other valuable information you gathered.

Child development

Child interests

Child strengths

Child ideas

Social interactions

Reactions to the play environment). Opportunities and possibilities for learningConsider and document the following:

Current and future opportunities for learning and development.

Recommendations (where necessary) for any additional support or growth opportunities for the child based on the summative assessment.

Part 1 - Task 1.3 - Planning for Childrens LearningThis part of the task requires you to decide upon a plan to support each childs learning and development based on their summative assessment in Task 1.2. This part is divided into two (2) steps, and you are required to read the steps and complete the task.

Step 1 Plan one learning experience/opportunity for each focus child

You are required to use the objective that you set in Part 1 Summative Assessment template in Task 1.2 to determine an experience or learning opportunity which you will implement to support the child to achieve the objective

You must ensure that the three experiences planned (one for each focus child between the ages of birth and six years) must individually or collectively include all of the following experiences. Your Workplace Supervisor will observe you for the planning and implementation of all of the experiences, and your Assessor will observe the planning and implementation (In Task 1.4) of any one of the following experiences:

Construction. For example, building with blocks, making things from recycled materials

Digital technologies. For example, taking photos of experiences, using the light board

Dramatic play. For example, workshops, bakery, food market

Imaginative play. For example, home corner

Language and storytelling. For example, the use of story books to promote childrens cognitive and literacy development

Movement. For example, climbing, yoga

Music. For example, playing music, using musical instruments

Science, technology, engineering, arts and maths (STEAM). For example, the use of solving problems and providing multisensory experiences in STEAM

Visual arts (providing opportunity for children to be exposed to a range of art forms and artists). For example, painting, sand pictures

You will video record the provision of at least one experience from the above and submit the recording in MyeCampus. You are required to fill in the Video Recording Consent and Release Form (located in your course attachments) and submit the same.

To submit your video, please use the Video Recording Observation Submission document included with your assessment files.

Out of the experiences specified above, at least one of the experiences should be focused on nurturing childrens creativity

Step 2 Complete the Planning for childrens learning template

For each of the three experiences, you must complete Part 1 Planning for Childrens Learning template (located below in this section)

Please note: For each childs individual plan, you will be required to document their experience on the group curriculum in Part 2.

For this task, you are required to submit the following:

Part 1 Planning for Childrens Learning template for each of the three children

Video Recording Consent Form

Video Recording of implementing at least one experience for children

Part 1 Planning For Childrens Learning Template

Child 1

Planning for Childrens Learning Experience 1 for Child 1

Student name Date completed Focus Childs Initials Cycle of planning stage Specific learning objective

(Document the specific learning objective you planned at the end of your Summative Assessment). Planned experience and opportunity for learning

(Describe the planned experience and learning opportunity you will provide for this child to support them to achieve the specific learning objective.

Link the plan to their current interests and explain how it is linked.

Remember the experiences for all three children must individually or collectively include all of the following:

Construction

Digital technologies

Dramatic play

Imaginative play

Movement

Music

Visual arts

Language and storytelling

STEM (science, technology, engineering and maths)

One experience must nurture creativity). Learning environments

(Explain what environmental considerations you need to make including, changes to the environment, environmental set ups and resources. Consider using repurposed, natural and found materials when planning your experiences. Make a list of the resources you will need). Educator role within the context of the Learning Framework

(Explain what your role is with the experience. For example, what will you be doing to support the child to achieve the learning objective? Reference the Learning Framework). Grouping as an intentional teaching strategy

(Explain who might be included in this experience. For example, is this a small group experience, an individual experience or a particular number of children who would support the achievement of the objective. Are there particular children who you would like to invite to join the experience and why?). Planning for monitoring and assessment of learning

(Document your plan to monitor and assess the childs learning against the objective during this experience. For example, will you document their voice, or will you ensure you are present at all times?)

Child 2

Planning for Childrens Learning Experience 2 for Child 2

Student name Date completed Focus Childs Initials Cycle of planning stage Specific learning objective

(Document the specific learning objective you planned at the end of your Summative Assessment). Planned experience and opportunity for learning

(Describe the planned experience and learning opportunity you will provide for this child to support them to achieve the specific learning objective.

Link the plan to their current interests and explain how it is linked.

Remember the experiences for all three children must individually or collectively include all of the following:

Construction

Digital technologies

Dramatic play

Imaginative play

Movement

Music

Visual arts

Language and storytelling

STEM (science, technology, engineering and maths)

One experience must nurture creativity). Learning environments

Child 3

Planning for Childrens Learning Experience 3 for Child 3

Student name Date completed Focus Childs Initials Cycle of planning stage Specific learning objective

(Document the specific learning objective you planned at the end of your Summative Assessment). Planned experience and opportunity for learning

(Describe the planned experience and learning opportunity you will provide for this child to support them to achieve the specific learning objective.

Link the plan to their current interests and explain how it is linked.

Remember the experiences for all three children must individually or collectively include all of the following:

Construction

Digital technologies

Dramatic play

Imaginative play

Movement

Music

Visual arts

Language and storytelling

STEM (science, technology, engineering and maths)

One experience must nurture creativity). Learning environments

Observation Checklist

Instructions: Please tick Yes or No for each item in the list below. This checklist must be completed by the Workplace Supervisor Child 1 Child 2 Child 3

Yes No Yes No Yes No

During the task, did you observe the student:

1. Plan one learning experience for children based on the learning objective identified in the summative assessment.

Second attempt (if first was not satisfactory)

2. Ensure that the learning experiences planned either individually or collectively include all of the following:

Construction. For example, building with blocks, making things from recycled materials

Digital technologies. For example, taking photos of experiences, using the light board

Dramatic play. For example, workshops, bakery, food market

Imaginative play. For example, home corner

Language and storytelling. For example, the use of story books to promote childrens cognitive and literacy development

Movement. For example, climbing, yoga

Music. For example, playing music, using musical instruments

Science, technology, engineering, arts and maths (STEAM). For example, the use of solving problems and providing multisensory experiences in STEAM

Visual arts (providing opportunity for children to be exposed to a range of art forms and artists). For example, painting, sand pictures

Second attempt (if first was not satisfactory)

3. Ensure that at least one experience focuses on nurturing childrens creativity, for example, such as encouraging self-expression or making/designing something.

Second attempt (if first was not satisfactory)

4. Explain the environmental considerations they need to make. For example, changes to the environment, environmental set ups and resources, using repurposed, natural and found materials.

Second attempt (if first was not satisfactory)

5. Explain who might be included in this experience. For example, is this a small group experience, an individual experience or a particular number of children who would support the achievement of the objective. Are there particular children who they would like to invite to join the experience, and why?

Second attempt (if first was not satisfactory)

Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor

It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.

*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date: Date: Comments:

Part 1 - Task 1.4 - ImplementationTask 1.4 Implementation

This part of the task requires you to implement the experiences you have planned by supporting each childs learning and development based on the summative assessment objective. This part is divided into two (2) steps, and you are required to read the steps and complete the task.

Step 1 Document the objective and learning experience for each child on the curriculum

You are required to begin planning your curriculum with individual focus children. The learning objective and planned experience must be documented

Please note: You will be required to refer to the documents completed in this task for Part 2.

You must now ensure that the three focus children are evident on the curriculum using their pseudonyms (e.g. Child 1) next to the experience and objectives

To document the learning objective and planned experience, you must use three separate Word documents for Child 1, Child 2 and Child 3.

Step 2 Implement the planned experiences

You are now required to implement all of the three experiences for your focus children, which will be observed by your Workplace Supervisor out of which at least one experience will also be observed by the Assessor

You will video record at least one experience and submit the recording in MyeCampus with this assessment.

During implementation, you will ensure that you set up the learning environment to ensure facilitation of the experience implemented is effective

You are required to provide photographic evidence of the set-up of the learning environment for three focus children. You must submit either Jpeg or a PDF file only.

You will also ensure that during the implementation, all the resources that you require have been sourced prior to the implementation

You must ensure you are flexible with your teaching and allow for childrens interests and emerging ideas to be explored

For this task, you are required to complete the following:

Video Recording of implementing at least one experience for each child

Photographic evidence of the set-up of learning environment (Jpeg or PDF)

Part 1 Task 1.4 Observation Task

Observation checklist

Instructions: Please tick Yes or No for each item in the list below. This checklist must be completed by the Workplace Supervisor Child 1 Child 2 Child 3

Yes No Yes No Yes No

During the task, did you observe the student:

1. Implement the planned experiences as part of the curriculum. This includes the following:

Setting up the environment to ensure facilitation of the experience is effective. For example, all resources are prepared, experience is set up prior to children being invited to join the experience and workplace supervisor is present.

Ensuring resources and materials required have been sourced. For example, there are enough of each resource for the children at the experience; the student does not leave the experience to source resources.

Second attempt (if first was not satisfactory)

Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor

It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.

*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date: Date: Comments:

Part 1- Task 1.5 - Reflection

This part of the task requires you to complete the Part 1 Reflection of Learning template for each of the three (3) focus children.

You are required to engage with families and/or educators to discuss the learning that you facilitated and observed.

You must seek and document their feedback in Part 1 Reflection learning template

At the end of the task, you are required to submit the following:

Completed Part 1 Reflection of Learning template for each of the three (3) children

Part 1 Reflection of Learning Template

Reflection of Learning for Child 1

Student name Date completed Focus childs initials Cycle of planning stage Critical reflection of specific learning objective

(Document your critical reflection of the specific learning objective you planned for the experience. Ensure you refer to the Framework where required. Consider if you feel the objective was met and how, what you observed which supported your reflection). Planned experience reflection

(Document what happened during the learning experience. What teaching and learning occurred, and this links to the Framework. Explain what you observed and if any spontaneous learning occurred, if you scaffolded the learning and what the result was of the experience). Shared reflection with educators, family and/or children

(Discuss the experience with educators, the childs family and/or the child. Seek feedback about the learning objective and reflect with them on where they think the learning could go next). Recommendation for future planning based on reflection

(Document at least one learning objective and one experience based on their interests and information gathered to support the childs learning through future planning).

Reflection of Learning for Child 2

Student name Date completed Focus childs initials Cycle of planning stage Critical reflection of specific learning objective

(Document at least one learning objective and one experience based on their interests and information gathered to support the childs learning through future planning).

Reflection of Learning for Child 3

Student name Date completed Focus childs initials Cycle of planning stage Critical reflection of specific learning objective

(Document at least one learning objective and one experience based on their interests and information gathered to support the childs learning through future planning).

Part 1 Task 1.5 Observation Task

Observation checklist

Instructions: Please tick Yes or No for each item in the list below. This checklist must be completed by the Workplace Supervisor Child 1 Child 2 Child 3

Yes No Yes No Yes No

During the task, did you observe the student:

1. Discuss the following points with families, educators and/or children that includes but is not limited to:

Discussing the experience with educators, families and/or children

Seeking feedback about the learning objective and reflect with them on where they think the learning could go next

Second attempt (if first was not satisfactory)

Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor

It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.

*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date: Date: Comments:

Part 2: Plan and Implement Curriculum to Nurture Creativity in Children-259080-25590500Part overview

For this part of the assessment, you must plan and implement a curriculum to nurture creativity in children.

The purpose of the task is to provide you with the opportunity to undertake planning for a group of children through the whole cycle of planning. Also, to implement experiences, resources, and practices which enhance childrens creativity across a range of learning areas.

Part 2 Instructions

To complete this task, you and your Workplace Supervisor will need to:

Ensure that you complete the following four tasks by reading the instructions provided:

Task 2.1: This part of the assessment task is focused on gathering Information about focus children, which is the first stage of the cycle of planning.

Task 2.2: This part of the assessment task is focused on questioning/analysing information, which is the second stage of the cycle of planning. You will be required to analyse the information gathered using the Learning Framework outcomes, principles and practices to guide your analysis.

Task 2.3: This part of the assessment requires you to plan group objectives, experiences and environments to support childrens learning by developing a curriculum that will be implemented over a two-week period.

Task 2.4: During this part of the assessment, you will implement the curriculum and maintain a journal. You will complete three steps to complete this task.

Part 2 - Task 2.1: Seek Information to Inform Curriculum DesignThis part of the assessment task is focused on gathering information, which is the first stage of the cycle of planning. You will document at least five observations of groups of children engaged in the current curriculum focusing on learning, development and interests.

The five observations dont need to be the same children; they can be any children within the learning space. You might capture a range of experiences with your observations, including different areas of the curriculum, including routine times and indoor and outdoor. You will complete the following steps to complete the task:

Step 1: Seek information to inform curriculum design

Step 2: Gather information to inform curriculum

Step 1: Seek information to inform curriculum design

You are required to refer to the current curriculum at the workplace and spend time observing this in practice. You should ask questions to your Workplace Supervisor to understand how their planning works

You must read previous group observations that informed the current curriculum and take note of areas of the curriculum and observations where childrens creativity is being nurtured

You must engage with at least one parent, child and educator to seek feedback from them about the current curriculum and learning environments. You might ask questions such as what do you feel is a strength of the current curriculum or environment? or What ideas do you have for the curriculum to enhance childrens creativity?. You might ask the children, What is your favourite space to play in and why?

You must document the notes using Part 2 Collaboration to Inform the Curriculum template (located below in this section)

Step 2: Gather information to inform curriculum

You must document at least five observations of the group of children engaged in their current curriculum. The observations must include the following:

Play experiences

Routines

Transitions

Indoor activities

Outdoor activities

You will document the observations using Part 2 Observation template (located below in this section)

As you observe the children, you must ensure that you capture the following points:

Interests, for example, what they are gravitating towards, what are they playing with? For example, sensory experiences

Social interactions, for example, who are they playing with and how are they playing with them? Are they mostly in solitary play, or are they entering into play with confidence?

Reactions to play environment, for example, are they confident to explore the environment and are they resourceful, gathering different things to do?

For this task, you are required to complete the following:

Completed Part 2 Collaboration to Inform the Curriculum template

Complete five Part 2 Observation template

Part 2 Collaboration To Inform Curriculum Template

Collaboration to inform curriculum

Student name Date completed Cycle of planning stage Workplace CURRENT AND PAST CURRICULUM

Document your notes from the current and previous curriculum and group documentation to support your curriculum.

(Make notes to inform the curriculum you are planning for nurturing creativity in children, based on current and previous curriculum. You might also document discussion with workplace supervisor). FAMILY

Collaboration notes from discussion with family about current curriculum and learning environments.

(Seek feedback about the current curriculum and learning environments from at least one parent to understand opportunities for improvement or ideas for extension of current curriculum). EDUCATORS

Collaboration notes from discussion with educators about current curriculum and learning environments.

(Seek feedback about the current curriculum and learning environments from at least one educator to determine opportunities for improvement or ideas for extension of current curriculum. They might share current goals or ideas they have to enhance the curriculum. Encourage the discussion about nurturing creativity in children). CHILD

Collaboration notes from discussion with the child about current curriculum and learning environments.

(Seek feedback from children/child about the current curriculum. You may ask them about their favourite spaces and spaces where they would like to try something new. Ask them for their ideas).

Part 2 Observation Templates

Observation Template 1

Student name Date completed Cycle of planning stage OBSERVATION

Document your observation of children in the curriculum.

(You can use any type of observation, e.g. learning story, anecdotal or running record). ANALYSIS OF LEARNING/ INTERPRETATION

Document what you see here related to learning, interests and development.

(What is the observation telling you?) Observation Template 2

Student name Date completed Cycle of planning stage OBSERVATION

Document your observation of children in the curriculum.

(You can use any type of observation, e.g. learning story, anecdotal or running record). ANALYSIS OF LEARNING/ INTERPRETATION

Document what you see here related to learning, interests and development.

(What is the observation telling you?)

Observation Template 3

Student name Date completed Cycle of planning stage OBSERVATION

Document your observation of children in the curriculum.

(You can use any type of observation, e.g. learning story, anecdotal or running record). ANALYSIS OF LEARNING/ INTERPRETATION

Document what you see here related to learning, interests and development.

(What is the observation telling you?) Observation Template 4

Student name Date completed Cycle of planning stage OBSERVATION

Document your observation of children in the curriculum.

(You can use any type of observation, e.g. learning story, anecdotal or running record). ANALYSIS OF LEARNING/ INTERPRETATION

Document what you see here related to learning, interests and development.

(What is the observation telling you?)

Observation Template 5

Student name Date completed Cycle of planning stage OBSERVATION

Document your observation of children in the curriculum.

(You can use any type of observation, e.g. learning story, anecdotal or running record). ANALYSIS OF LEARNING/ INTERPRETATION

Document what you see here related to learning, interests and development.

(What is the observation telling you?)

Part 2 Task 2.1 Observation Task

Observation Checklist

Instructions: Please tick Yes or No for each item in the list below. This checklist must be completed by the Workplace Supervisor Yes No

During the task, did you observe the student: 1. Collaborate with family (at least one parent) about the current curriculum and learning environments and discuss the following that includes but is not limited to the following:

Seeking feedback regarding the current curriculum

Seeking feedback regarding the learning environments to understand opportunities for improvement or ideas for extension of the current curriculum

Second attempt (if first was not satisfactory)

2. Collaborate with at least one educator to discuss current curriculum and learning environments and discuss the following that includes but is not limited to the following:

Seeking feedback to determine opportunities for improvement or ideas for extension of the current curriculum

Encouraging the discussion about nurturing creativity in children

Seeking suggestions and ideas, the educators have to enhance the curriculum

Second attempt (if first was not satisfactory)

3. Collaborate with at least one child to discuss the curriculum and learning environments and discuss the following that includes but is not limited to:

Asking about their favourite spaces and spaces where they would like something new

Second attempt (if first was not satisfactory)

4. Collect information about children that covers a range of experiences and areas of learning which includes the following:

Play experiences, E.g., block construction, home corner or small world play

Routines and transitions, E.g., mealtimes, group times, moving indoor to outdoor and vice versa

Indoor and outdoor experiences, E.g., puzzles indoors, obstacle course outdoors

Second attempt (if first was not satisfactory)

5. Collect information about children that captures the following points:

Interests, E.g., trains, animals, small world play, dramatic play

Social interactions, E.g., interactions with other children, interactions with other educators

Reactions to play environment, E.g., check if they are engaged

Second attempt (if first was not satisfactory)

Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor

It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.

*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date: Date: Comments:

Part 2 - Task 2.2: Questioning/Analysing Information for Group CurriculumThis part of the assessment task requires you to complete Part 2 Analysis of Group Learning template for five (5) group observations.

You are required to complete Part 2 Analysis of Group Learning template (located below in this section) that will support you to link learning to the overall curriculum objective of Nurture creativity in children

Part 2 Analysis Of Group Learning Template

Analysis of group learning

Student name Date completed Cycle of planning stage Link to observation

(date or title of observation this analysis is referring to). Reflection of learning

(Reflect on and analyse the learning observed in this observation, including things such as:

Learning dispositions

Childrens interests

Childrens strengths

Social interactions

Play styles

Child development

Childrens ideas

Reactions to play environment

Document your notes beside in the box) Learning in the context of the Learning Framework

(Refer to the Learning Framework to analyse and question the learning for this observation. Consider elements of the framework including:

Belonging, Being and Becoming

Specific Principles

Specific Practices

Specific Learning Outcomes

Reference at least two of the above. Document your notes beside in the box) Part 2 - Task 2.3: Planning for Childrens LearningThis part of the assessment task requires you to plan a curriculum for the group of children based on the information collected in Task 2.1 and Task 2.2. This curriculum must have a learning objective to Nurture Creativity in Children.

The curriculum should allow for flexibility and encourage children to pursue their own ideas. The purpose of the task is for you to be able to intentionally plan for learning experiences and be prepared for teaching. You will complete the following steps to complete this task:

Step 1: Plan experiences for group learning to inform your curriculum

Step 2: Complete the Planning for Group Learning template

Step 3: Use the workplace curriculum template to document your curriculum

Step 1: Plan experiences for group learning to inform your curriculum

You must use the objective to nurture creativity in children and the information collected about the group and their interests to design experiences or learning opportunities that you will implement to support the outcome of the objective.

You must plan at least five learning experiences in your curriculum, out of which at least one experience must be for a group of five children, and the experience must be an opportunity where children are exposed to a range of art forms.

The experiences must cover a range of learning spaces/curriculum areas, including:

Play experiences, for example: small world characters and environment set up

Routines and transitions, for example: music time, transitioning from one space to the next.

Indoor experience, for example: art and craft.

Outdoor experience, for example: collecting leaves for a collage

Visual arts, for example: string painting or real-life drawing

Aboriginal and/or Torres Strait Islander Peoples culture and/or languages. This must include the following at the minimum:

Visual art experiences: using natural materials such as ochre and nature colours for painting and drawing symbols and pictures related to Aboriginal and Torres Strait Islander Peoples culture

Please note: You are required to submit a copy of the painting made by the children.

You must ensure that you structure the experiences in order to support:

Active learning. For example, setting up opportunities for children to make choices and participate

Aesthetic values. For example, setting up the environment to invite childrens curiosity

Choice. For example, provide children opportunities for different things and make sure the experiences that are designed are different

Curiosity. For example, design interesting spaces for children so they would be curious about things

Literacy. For example, use opportunities to sit and engage with children and use language to support their play

Safety. For example, conducting a risk assessment of the space and items to be used where activities will be conducted and ensure there are no risks

You must structure intentional teaching strategies to assist children to explore the arts

You would promote the use of natural and found materials and make opportunities for children to make sustainable resources

You must ensure you design curriculum and environments that foster holistic learning and provide continuity of learning and transitions

You must provide the opportunity for scaffolding learning and development

You must create opportunities and environments that support play and learning

You must encourage spontaneous experiences

You must ensure your curriculum has a balance between child-led and educator-supported learning

Step 2: Complete the planning for the group learning template

For each of the five experiences, you must complete Part 2 Planning for Group Learning template.

Step 3: Use the Workplace Curriculum template to document your curriculum

You must ensure that all five xperiences planned, including the learning objective for the group, are entered onto the curriculum template from the workplace and name it Workplace Curriculum template

You must ensure the objective of creativity in children is documented on the curriculum template

You must ensure that the experiences of all three focus children are documented on the curriculum template

You must ensure that the curriculum template is dated for a two week period

You must display the curriculum next to the current curriculum in the workplace

For this step, you must ensure that you take a picture (Jpeg or PDF) of the developed curriculum placed next to the current curriculum used at the workplace. Submit the picture as evidence that you have displayed the curriculum.

For this task, you are required to complete the following documents:

Painting made by children in Step 1

Part 2 Planning for Group Learning template

Workplace Curriculum template

Picture displaying the curriculum at the workplace (JPEG or PDF)

Part 2 Planning For Group Learning Template

Planning for Group Learning Experience 1

Student name Date completed Cycle of planning stage Specific learning objective

(Document the specific learning objective for this experience. For example, to support children to or to further develop childrens interests in The learning can be linked to an Outcome from the Framework). Planned experience and opportunity for learning

(Describe the planned experience and learning opportunity you will provide to support this objective and the overarching group curriculum objective of nurturing creativity.

Link the plan to their current interests and explain how it is linked. Learning environments and resources

(Explain what environmental considerations you need to make including, changes to the environment, environmental set ups and resources.

Research and organise resources required for the experience to enhance childrens creativity.

Consider using repurposed, natural and found materials when planning your experiences. Make a list of the resources you will need). Educator role within the context of the Learning Framework

(Explain what your role is with the experience. For example, what will you be doing to support the children to achieve the learning objective and the Creativity objective? Reference the Learning Framework. Remember that not all experiences will require you to actively be involved at all times, you might be observing some experiences, or monitoring learning from alongside the experience and then scaffolding learning where required). Grouping as an intentional teaching strategy

(Explain who might be included in this experience. For example, is this a small group experience, an individual experience or a particular number of children who would support the achievement of the objective. Are there particular children who you would like to invite to join the experience, and why? Your focus children might also be included here). Planning for monitoring and assessment of learning

(Document your plan to monitor and assess the childs learning against the objectives during this experience. For example, will you document their voice, or will you ensure you are present at all times?)

Planning for Group Learning Experience 2

Student name Date completed Cycle of planning stage Specific learning objective

(Describe the planned experience and learning opportunity you will provide to support this objective and the overarching group curriculum objective of nurturing creativity.

Link the plan to their current interests and explain how it is linked. Learning environments and resources

(Explain what environmental considerations you need to make including, changes to the environment, environmental set ups and resources.

Research and organise resources required for the experience to enhance childrens creativity.

Consider using repurposed, natural and found materials when planning your experiences. Make a list of the resources you will need). Educator role within the context of the Learning Framework

(Explain who might be included in this experience. For example, is this a small group experience, an individual experience or a particular number of children who would support the achievement of the objective. Are there particular children who you would like to invite to join the experience, and why? Your focus children might also be included here). Planning for monitoring and assessment of learning

Planning for Group Learning Experience 3

Student name Date completed Cycle of planning stage Specific learning objective

(Describe the planned experience and learning opportunity you will provide to support this objective and the overarching group curriculum objective of nurturing creativity.

Link the plan to their current interests and explain how it is linked. Learning environments and resources

(Explain what environmental considerations you need to make including, changes to the environment, environmental set ups and resources.

Research and organise resources required for the experience to enhance childrens creativity.

Consider using repurposed, natural and found materials when planning your experiences. Make a list of the resources you will need). Educator role within the context of the Learning Framework

(Explain who might be included in this experience. For example, is this a small group experience, an individual experience or a particular number of children who would support the achievement of the objective. Are there particular children who you would like to invite to join the experience, and why? Your focus children might also be included here). Planning for monitoring and assessment of learning

Planning for Group Learning Experience 4

Student name Date completed Cycle of planning stage Specific learning objective

(Describe the planned experience and learning opportunity you will provide to support this objective and the overarching group curriculum objective of nurturing creativity.

Link the plan to their current interests and explain how it is linked. Learning environments and resources

(Explain what environmental considerations you need to make including, changes to the environment, environmental set ups and resources.

Research and organise resources required for the experience to enhance childrens creativity.

Consider using repurposed, natural and found materials when planning your experiences. Make a list of the resources you will need). Educator role within the context of the Learning Framework

(Explain who might be included in this experience. For example, is this a small group experience, an individual experience or a particular number of children who would support the achievement of the objective. Are there particular children who you would like to invite to join the experience, and why? Your focus children might also be included here). Planning for monitoring and assessment of learning

Planning for Group Learning Experience 5

Student name Date completed Cycle of planning stage Specific learning objective

(Describe the planned experience and learning opportunity you will provide to support this objective and the overarching group curriculum objective of nurturing creativity.

Link the plan to their current interests and explain how it is linked. Learning environments and resources

(Explain what environmental considerations you need to make including, changes to the environment, environmental set ups and resources.

Research and organise resources required for the experience to enhance childrens creativity.

Consider using repurposed, natural and found materials when planning your experiences. Make a list of the resources you will need). Educator role within the context of the Learning Framework

(Explain who might be included in this experience. For example, is this a small group experience, an individual experience or a particular number of children who would support the achievement of the objective. Are there particular children who you would like to invite to join the experience, and why? Your focus children might also be included here). Planning for monitoring and assessment of learning

Part 2 - Task 2.4: Implementing Education and Care CurriculumThis part of the assessment task requires you to implement the curriculum you have planned, which includes experiences for the focus children. You are required to implement the curriculum over a period of two weeks.

Your Workplace Supervisor will observe you while you implement the experiences to the following:

Three focus children

A group of five children

Step 1: Implement the planned experiences

Step 2: Review and reflection on curriculum

Step 3: Reflective journal

Step 1: Implement the planned experiences

You must display your planned curriculum on the notice board or the focus childrens group wall prior to the implementation classroom

For this step, you must take a picture of the planned curriculum on the notice board or the wall and submit the same as an evidence.

You must ensure that you have sourced all required resources and prepare the learning space in the environments and implement any changes needed to the environment prior to beginning your curriculum implementation

You must ensure childrens agency, choice and access are supported with the design of the learning experience

You must ensure that children have the opportunity to learn together and work collaboratively

The Workplace Supervisor will observe all of the experiences of learning spaces/curriculum areas which include the following:

Play experiences, for example: small world characters and environment set up

Routines and transitions, for example: music time, transitioning from one space to the next

Indoor experience, for example: art and craft

Outdoor experience, for example: collecting leaves for a collage

Aboriginal and/or Torres Strait Islander Peoples culture and/or languages, for example: story telling, dot painting

Please note: You will be required to submit a video recording of at least one experience, which will be observed by the Assessor. You are required to access the Video Recording Consent Form and PAC01_Part 2 Parental Consent Form (both are located in your course attachments), which will be filled and signed by the relevant parties prior to the commencement of the task.

To submit your video, please use the Video Recording Observation Submission document included with your assessment files.

You will be required to practice and demonstrate the following, which will be reflected on in your journal:

Provide time for children to be creative and encourage efforts to extend over days or weeks

Nurture childrens creativity and model creativity

Teach children how to use and care for materials and equipment according to the nature of the activity

Plan and create opportunities for children to collaborate creatively with each other

Encourage children to use creativity to overcome challenges

Use flexibility to respond to childrens interests and needs

Support children to feel a sense of ownership and responsibility for equipment and materials through encouragement and role-modelling

Use strategies that model creativity by improvising with equipment and materials

Respond to childrens questions and scaffold their learning

Encourage children to pursue their own original ideas, interpretations and expressions

Invite children to ask questions and assist them to find their own answers

Engage children in talking about their creations and ask them open-ended questions

Model and share enthusiasm for creative work with children

Show respect and seek permission from children regarding their efforts

Encourage children to respect and appreciate the creative effort of their peers

Use and expand on childrens ideas in relation to creativity

Using daily interactions to promote play and learning

You will need to be able to demonstrate about how to structure experiences that encourage and support:

Active learning: setting up opportunities for children to make choices

Aesthetic values: inviting childrens curiosity by setting up the environment by using natural and real resources/items

Choice: providing an opportunity to do different things

Curiosity: making use of the space in an interesting manner by using resources that make the children curious

Literacy: providing opportunities to children to sit and engage and learn simultaneously

Safety: use of risk assessment to ensure that the activities planned are safe and none of the activities planned and/or resources used pose a threat to the safety of children

Step 2: Review and reflection on curriculum

This part of the assessment task requires you to complete Part 2 Reflection of Curriculum template (located below) for your implemented curriculum following the two-week implementation stage. To complete the reflection, you are required to engage with families, children and educators to discuss the learning that you facilitated and observed.

Step 3: Reflective Journal

You are required to complete the Part 2 Reflective Journal template (located below) provided to demonstrate your ability to reflect on your ability to nurture creativity in children, plan for children using a cycle of planning and develop a curriculum

The Reflective journal template requires you to reflect on your planning for individual focus children and the group curriculum in Part 1 and Part 2, focusing on how you nurtured creativity in children. You must reflect on your teaching practices and answer questions. It must consider:

Curriculum design

Critical reflection

Nurture creativity

You will also reflect on the current curriculum of the service and assess this approach

By completing this journal as you implement your curriculum, you will demonstrate your ability to use critical reflection as a tool to improve your practice.

For some of the questions, you will be required to submit photos of your learning environments and experiences.

When completing the Part 2 Reflective Journal template, please ensure that you:

Provide as much detail as possible

Respect the confidentiality of those you refer to (do not provide names or other personally identifiable information of people)

Ask your Workplace Supervisor to sign the template as a confirmation that you have met the requirements of the task

Submit the photographic evidence to support the statements in the Part 2 Reflective Journal template:

How did you develop a curriculum and environments that supported holistic learning?

How did you improvise with equipment and materials to invite children and make it aesthetically pleasing?

Your collection of materials and how they were effective to support creativity?

An opportunity offered to children to make sustainable resources.

Part 2 Reflection Of Curriculum Template

Reflection of Curriculum

Student name Date completed Cycle of planning stage Critical reflection of learning objective to nurture creativity in children

(Document your critical reflection of the objective to nurture creativity in children. Consider if you feel the objective was met and how, what you observed which supported your reflection. Provide examples of why you feel this was met/not met and how it was supported through this curriculum. Ensure you refer to the Framework where required). Curriculum reflection

(Document a broad review of the implemented curriculum. Describe what teaching and learning occurred, and how this links to the Framework. Explain what you observed and if any spontaneous learning occurred, if you scaffolded the learning and what was the result of the experience). Shared reflection with educators, families and/or children

(Discuss the experience with educators, families and/or children. Seek feedback about the learning objective and reflect with them on where they think the learning could go next). Recommendation for future planning based on reflection

(Document at least one learning objective and one future learning experience based on the implemented curriculum).

Part 2 Reflective Journal Template

Week 1: Reflective Journal

Note to students:

This unit requires you to show evidence of your ability to complete the tasks outlined in this journal whilst planning and implementing your curriculum.

Based on your journal on your whole curriculum and the group of children, as well as the focus children you have chosen for Part 1.

Children, families and educators and other staff must always be de-identified. You should allocate a unique identifier to each client for the purposes of this journal where necessary (for example, Focus Child 1, Focus Child 2 or Focus Child A, Focus Child B).

Task 2.1 Curriculum Design

Read and reflect on the current curriculum at the workplace.

With the current curriculum, analyse how the service supports all aspects of childrens learning and provide any ideas you have for improvement. Consider:

Environmental set up

Template

Teaching

Learning

Routines

What do you think the current strengths are of the curriculum approach and documentation at the workplace?

What opportunities do you see to improve the design of the curriculum and approach to planning?

Reflect on how stages of child development are considered in each phase of the curriculum.

Reflect on the tools and strategies for monitoring and assessing learning. What would you change?

Task 2.2 Critical reflection of the implementation of the curriculum, including focus children.

Reflect on the implementation of the curriculum over the two-week period, including the focus on the childrens experiences.

Provide photographic evidence of the learning environment you set up and discuss how you developed a curriculum and environments that supported holistic learning and provided opportunities for scaffolding.

Describe how you planned and implemented experiences that encouraged and supported all of the below:

Active learning

Aesthetic values

Childrens agency

Culturally aware and sensitive

Curiosity

Literacy

Safety

Reflect on a time when you were able to be flexible with the curriculum and support children to feel a sense of ownership with regard to their environment and learning. What happened? How did you support the childrens exploration of their own ideas?

Reflect on a time where you were able to use daily interactions to promote play and learning and how you managed to balance educator and teacher-supported experiences with child-led learning.

Reflect on your intentional teaching practices throughout the implementation of the curriculum. What technique did you use to co-construct learning with children and scaffold their learning over the two-weeks? Reflect on any changes you observed with the childrens capabilities and how your pedagogical practices influenced their learning outcomes.

Reflect on a time when you identified a spontaneous teachable moment. How did you support the child/children to explore their ideas and skills, and what changes did you make to the curriculum to support this?

How effective do you feel it was to have your focus children on the curriculum?

Task 2.3 Nurturing creativity in children

Reflect on the implementation of your nurture childrens creative curriculum across the two-week period.

How did you model enthusiasm for creativity and improvise with equipment and materials to invite children to the space to learn? How did you make it aesthetically pleasing? Provide photographic evidence

Reflect on what you believe childrens role in creativity is. What did you learn about childrens creativity through observation?

Reflect on your research and collection of materials. Did you feel the materials your sourced were effective in supporting creativity? Provide photographic evidence.

Reflect on a time when you supported children to overcome challenges with creativity. What happened?

Reflect on a time when you supported children to work together on creative experiences and encouraged them to share their creations and appreciate each others work?

Reflect on how you provided adequate time for children to be creative and extend on these over the days and weeks? What did you notice about their learning?

What opportunity did you offer to children to make sustainable resources? Provide photographic evidence.

Reflect on how your engagements with children about their work showed respect and sought permission to share? Why do you think this is important?

Reflect on what you noticed about the difference between process and product when children are engaging in creative experiences? Why do you think this is important to value the process and the product?

Reflect on how creativity was nurtured throughout your curriculum. What did you notice about the link between different learning areas and creativity and different dispositions and the disposition of creativity?

Reflect on a time you encouraged creative freedom and what happened?

Part 2 Task 2.4 Observation Task

Part 2 Task 2.4 Observation checklist

Instructions: Please tick Yes or No for each item in the list below. This checklist must be completed by the Workplace Supervisor Yes No

During the task, did you observe the student: 1. Implement the planned experiences as a part of the curriculum, which includes the following:

Displaying the planned curriculum in the room (notice board or wall)

Setting up the environment to ensure the facilitation of the experience is effective. E.g., the student prepared all resources required for the experiences and set it out in advance and then invited the children to join the experience

Play experiences

Routines and transitions

Indoor experiences. E.g., art and craft

Outdoor experiences. E.g., collecting leaves for collage

Aboriginal and/or Torres Strait Islander Peoples culture and/or languages. This must include the following at the minimum:

Visual art experiences: using natural materials such as ochre and nature colours for painting and drawing symbols and pictures related to Aboriginal and Torres Strait Islander Peoples culture

Workplace Supervisor must write comments as to what materials student has used with children to paint symbols and pictures related to Aboriginal and Torres Strait Island Peoples culture.

Second attempt (if first was not satisfactory)

2. Practice and demonstrate the following during the implementation of the planned curriculum:

Providing time for children to be creative and encourage efforts to extend over days or weeks

Nurturing childrens creativity and model creativity. E.g., display childrens work

Teaching children how to use and care for materials and equipment according to the nature of the activity. E.g., providing a demonstration or instruction at the beginning of the experience to support the children to engage with the experience

Planning and creating opportunities for children to collaborate creatively with each other. E.g., creating group work or encouraging children to share their ideas with each other

Encouraging children to use creativity to overcome challenges. E.g., making children question things, giving them the time and space to complete the activity, encouraging them to read

Using flexibility to respond to childrens interests and needs. E.g., being open to what children want to do and how they want to explore with the experience

Supporting children to feel a sense of ownership and responsibility for equipment and materials through encouragement and role-modelling. E.g., putting things back where they were and explaining to children why we take care of our resources

Using strategies that model creativity by improvising with equipment and materials. E.g., use of natural materials and recycled objects for creative play

Encouraging children to respect and appreciate the creative effort of their peers. E.g., teaching children about diversity creating diversity in the learning environment

Encouraging children to express their ideas, interpretations and expressions. E.g., asking open-ended questions and engaging in active listening

Responding to childrens questions and scaffolding their learning. E.g., asking clarifying questions, encouraging children to take a risk or try something new

Inviting children to talk about their creations and ask them open-ended questions. E.g., asking what they have played, arranging time to share experiences at the end of the session

Modelling and sharing enthusiasm for creative work with children.. E.g., displaying artwork, telling parents about the artwork and encouraging them to share their work

Showing respect and seeking permission from children regarding their efforts. E.g., before writing their name on the work, asking if its okay and where they would like it written or if they want to make their own mark

Using and expanding on childrens ideas in relation to creativity. E.g., providing the child time, material and space for play, providing various materials and resources to encourage creativity

Using daily interactions to promote play and learning. E.g., reading and singing together, counting together, creating art projects with the child

Second attempt (if first was not satisfactory)

3. Implement experiences that encouraged and supported the following:

Active learning. For example, Student sets up opportunities for children to make choices and participate. Such as the art station where they will able to choose to do different arts/crafts. Student also helped them to engage their thinking

Aesthetic values. For example, Student sets up the environment to invite childrens curiosity. Student encouraged use of natural resources and real items. Student hung a sheet from the ceiling, which invited the children into the space. They seemed really interested in that space

Choice. For example, Student provided children with an opportunity for different things. Student made sure the experiences designed were different and would offer different children choices as to what they played with but also how they played with things

Curiosity. For example, Student made lots of spaces as interesting as they could so the children would be curious about what had been brought in. Student brought in a lot of the resources, so they were seeing things for the first time

Literacy. For example, Student made sure there was lots of opportunities to sit and engage with the children in the learning and use language to support their play. Student also put signs with words in some of the spaces. Student knew the children couldnt read, but I would read it to them. Student also set up a drawing desk but also put some letters there for inspiration

Safety. For example, Student did a risk assessment (which the centre had) for all activities which posed a risk. Student also did one for the things that were brought into the centre. Student thought about the allergies. Student had planned some activity with egg cartons but couldnt because of an allergy

Second attempt (if first was not satisfactory)

Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor

It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.

*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date: Date: Comments:

Submission checklistEVIDENCE SUBMISSION CHECKLIST

General instructions for the student:

Ensure that all signatures/initials in your submissions must be dated.

Complete the assessment sub-tasks in the order given.

You must ensure that you read all instructions carefully before the task begins.

You MUST submit all the evidence as specified below.

Should you have any concerns, please contact Foundation Education.

The student has completed the Workplace Assessment Tasks and submitted the evidence for each Part and/or Task as specified below: Please tick mark against each evidence submitted by the student. Tick mark against each evidence submitted by the student.

Part 1: Plan for Individual Children

Part 1 Parental Consent Form template

Part 1 Collaboration template

Part 1 Analysis of Childrens learning template

Part 1 Summative Assessment template

Part 1 Planning for Childrens learning template

Part 1 Reflection learning template

Evidence of using digital media (Photograph) x 3

Photographic evidence of setting up the learning environment

Part 2: Plan and implement curriculum to nurture creativity in children

Part 2 Collaboration to inform Curriculum template

Part 2 Observation template

Part 2 Analysis of Group learning template

Part 2 Planning for group learning template

Part 2 Reflection of Curriculum template

Part 2 Reflective journal template

Workplace Curriculum template

Photographic evidence of developing curriculum and environments to support holistic learning

PAC01 Planning and curriculum clusterWorkplace Observation AssessmentWorkplace Observation Assessment

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