RTO No. 31736 | CRICOS 03010G

CHC30121 Early childhood education and care

Student workbook- Vocational placement logbook

Version controlDate Version Changes made Author

September 2022 V2.0 Update as per feedback and change to template R Beeston

Students, please complete this cover sheet. PRINT CLEARLY using Black or Blue Ink only.

Student Name Number Email Campus (tick one) Brisbane Adelaide Sydney Queensford College placement coordinator Name Email Phone Assessor (Queensford) Name Email Phone Placement centre details Details Contact details Due date for submission This logbook is due within 5 working days of placement completion.

Attempt 1: Attempt 2: Attempt 3:

Note: You must sign the student declaration for your submission to be accepted.

Student declaration of authenticityBefore you submit this Assessment Tool you must declare the work is your own. Read the text below. Sign the declaration if you agree with all the statements.

I declare:

The answers I have given in this Assessment Tool are my own work, based on my own study and research and no part of it has been copied from any other source, except where due acknowledgement/reference has been made. (Plagiarism is not permitted in any form)

A late submission fee of $150 per Unit of Competency will apply before my submission will be marked if my submission is made past the due time and date.

I have kept a copy of my Assessment Tool if I have submitted the answers in any form other than a self-marking quiz on Moodle.

Queensford College will retain this Assessment Tool as evidence of assessment for audit purposes.

I give permission for my Assessment Tool to be reproduced, communicated, compared, and archived for the purposes of detecting plagiarism or collusion and to fulfil Queensford Colleges requirements as an RTO.

Any assessment marked as unsatisfactory will require me to undergo reassessment; reassessment may involve different assessment to that originally undertaken.

I have read and understand the policies and procedures relating to assessment as outlined in the Queensford College Student Handbook (or the International Student Handbook) and the Student Assessment Guide.

Signed Dated Note: If you are completing this document electronically, use either a scanned and cropped jpg image of your signature or type your name in the space above.

For documents submitted through Moodle, the inclusion of this declaration with any form of signature, however presented, with your submission, indicates you understand and agree the declaration is true.

If you are completing this Assessment Tool as self-marking questions on Moodle, you will be required to agree to an electronic statement of authenticity at the beginning of the Knowledge questions before being able to proceed.

Contents

TOC o "1-2" h z u Student declaration of authenticity PAGEREF _Toc115276047 h 2Introduction PAGEREF _Toc115276048 h 4Student instructions and benchmarks PAGEREF _Toc115276049 h 4Part 2 - Practical tasks PAGEREF _Toc115276050 h 6HLTWHS001 Participate in workplace health and safety PAGEREF _Toc115276051 h 7CHCECE055 cross mapped PAGEREF _Toc115276052 h 7CHCECE032 Nurture babies and toddlers PAGEREF _Toc115276053 h 17CHCECE036 cross mapped PAGEREF _Toc115276054 h 17CHCECE033 cross mapped PAGEREF _Toc115276055 h 17CHCECE056 - Work effectively in childrens education and care PAGEREF _Toc115276056 h 44CHCECE030 Support inclusion and diversity PAGEREF _Toc115276057 h 54CHCECE037 Support children to connect with the natural environment PAGEREF _Toc115276058 h 78CHCECE036 cross mapped PAGEREF _Toc115276059 h 78CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples cultures PAGEREF _Toc115276060 h 86CHCECE034 Use an approved learning framework to guide practice PAGEREF _Toc115276061 h 103CHCECE036 Provide experiences to support childrens play and learning PAGEREF _Toc115276062 h 108CHCECE037 cross mapped PAGEREF _Toc115276063 h 108CHCECE031 cross mapped PAGEREF _Toc115276064 h 108CHCECE033 cross mapped PAGEREF _Toc115276065 h 108CHCECE032 cross mapped PAGEREF _Toc115276066 h 108CHCDIV001 Work with diverse people PAGEREF _Toc115276067 h 123CHCECE030 is clustered with this unit all assessment is in CHCECE030 PAGEREF _Toc115276068 h 123CHCPRP003 Reflect and improve own professional practice PAGEREF _Toc115276069 h 124CHCECE055 cross mapped PAGEREF _Toc115276070 h 124CHCPRT001 Identify and respond to young people at risk PAGEREF _Toc115276071 h 141CHCECE031 Cross mapped PAGEREF _Toc115276072 h 141CHCECE038 Observe children to inform practice PAGEREF _Toc115276073 h 159CHCECE035 Support the holistic learning and development of children PAGEREF _Toc115276074 h 174CHCECE031 Cross mapping PAGEREF _Toc115276075 h 174CHCECE031 Support childrens health, safety, and wellbeing PAGEREF _Toc115276076 h 223

IntroductionWelcome to your vocational placement.

This Vocational placement logbook uses Practical Assessments to meet the requirements of the unit.

You must have access to a regulated education and care service in Australia to complete these activities. This assessment has several parts

Part Purpose Who uses this part?

1 Signatures and attendance record This document includes:

A record of signatures of persons supervising students in the workplace.

A record of hours worked, and summary of tasks done in that shift.

Permission forms for consent Students use this to collect signature samples from workplace supervisors.

Students complete the hours worked and tasks, workplace assessor signs off as an accurate record.

This is in a separate document please print this and complete your hours, relevant signature, and consent forms

Upload into Moodle at the end of your placement.

2 Practical tasks There will be a series of practical tasks to complete the demonstrate your ability to meet all requirements of the qualification. Students complete this document as required.

Provide examples of evidence as instructed.

Observations There will be a series of observation sheets with tasks/skills to be observed. These are attached to the practical tasks. Workplace supervisor (WS) and assessors complete these sheets.

3 Final reports Assessors will record evidence and results for each part of this assessment. Workplace supervisors and assessors complete their observations and comments on student performance.

Competency conversations may be required to verify the evidence from the workplace supervisor.

Record these conversations in the resulting section of this logbook.

You will find this resource easier to use if you work with the navigation pane on the left of your screen. For Microsoft computers CTRL +F > Headings in the left-hand panel. For Mac users View>Navigation pane and click on the list icon.

Student instructions and benchmarksOnce you are ready to start work placement you must complete several steps:

Step 1 Read this document

This document contains important information about what to do during this mandatory part of your assessment for this qualification, please read it all and contact your Queensford College vocational placement coordinator if you have any questions.

Use the Student workplace information booklet to help you with this assessment.

During placement While on placement you must:

take your logbook attendance record to placement and have your shift signed off every day

seek feedback directly on your logbook and review regularly

if you have any issues while on placement, contact the College.

If you cannot attend your workplace, advise workplace first then call or email the College.

If you lose your logbook a $50 reissue fee is applicable.

An assessor/vocational placement coordinator will contact the centre while you are on placement.

Please bring your logbook into classes regularly for review with your assessor.

About this assessment

Location Complete a series of practical tasks and be observed over at least 160 hours. To submit this document:

Save a copy of this document VPLogbook _ [Your Name] _submission1 (if your first attempt, submission2 if your second etc.)Complete the cover sheet and sign the declaration of authenticity. Your submission will be rejected unless both are completed. Rejection may mean a delay in your submission and a late fee which must be paid before your work will be marked, this may be done on Moodle.

Complete all questions and parts thereof.

Submit this document when you have completed all sections.

Upload document to Moodle by clicking on the link for your logbook. You MUST keep the original of this document somewhere safe.

There are other parts to submit please follow all instructions.

Additional resources for CHCPRT003 Child Protection Legislation (Refer to the legislation from your state/territory)Your state/territorys mandatory reporting requirementsCascade Peak Policies and Procedures

Dos and Donts of Communication and Information-Gathering with Children

Your state/territorys code of ethics for educators/teachers

How to send emails from Moodle Student

Assessor resources Placement information for each student and venues Queensford will only supply one venue option. See the Student workplace information booklet for more information on this.

What you must do to achieve Satisfactory for this Assessment ToolThis assessment covers all tasks and skills to be observed in the workplace. It is a vital part of your qualification, and it covers your whole qualification.

The assessments included in this vocational placement logbook must be completed in a regulated education and care service in Australia.

Interactions with children during the completion of this assessment must be supervised by an approved early childhood educator.

This Assessment Tool is the last of the assessments for this qualification. You must achieve a Satisfactory result (correct response) for every task.

You must complete a minimum of 160 hours work placement and meet the requirements of the Vocational placement logbook as part of your Course requirements.

Note: If you do not complete all 160 hours, you will not receive a complete Certificate III in Early Childhood Education and Care.

Completing just the hours is not enough, you must also meet all the logbook requirements

You cannot achieve any competencies if you do not complete some VP hours.

If you are using this for your SACE and/or ATAR, this information is important to remember.

It can take longer than 160 hours to get everything completed. (160 is a minimum).

You are permitted three (3) attempts at this assessment.

Part 2 - Practical tasks

Purpose These are the practical tasks which must be completed by students at the workplace.

Students Read all instructions and complete tasks. Upload any additional documents as instructed.

There are both written tasks and tasks requiring observations in this logbook.

Supervisor Please support students with opportunities to achieve these tasks in the workplace.

There will be a third-party report to complete, thank you for your support.

Assessor There may be additional templates to complete, see instructions for each section for more information.

HLTWHS001 Participate in workplace health and safety

CHCECE055 cross mappedIn this Part you must locate your vocational placement WHS policy and procedures. Read the policy and procedure/s undertake a WHS safety inspection

Task 1 Conduct a WHS risk assessment

Unit Mapping Credit transfer Yes/No Assessor verified

HLTWHS001 PC1.1, 1.2, 2.1 2.3, 3.3, PE 1-3, KE 3 CHCECE036 PC 6.1, KE 5, 49 CHCECE055 PC2.1, 2.3, 3.1, FS3, PE 1, 6 CHCECE031 PC1.1, 7.1, 9.1, FS2, PE7, 8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27 You are required to undertake a safety check of the outdoor play area for 3 days. Complete the following steps:

Step 1 Complete the WHS checklist template below. Identify a minimum of 1 existing hazard and 1 potential hazard and give them a risk rating using the risk matrix.

Step 2 Take photos of the hazard and the potential hazard. (2 photos in total) and insert them into the template under the column labelled insert photo.

Step 3Use the following matrix to determine the rating.

Risk MatrixConsequencesLikelihood

Rare Unlikely Possible Likely Almost Certain

Major Moderate High High Critical Critical

Significant Moderate Moderate High High Critical

Moderate Low Moderate Moderate High High

Minor Very low Low Moderate Moderate Moderate

Insignificant Very low Very low Low Moderate Moderate

WHS checklist template

Date week beginning: Outdoor learning environment safety Daily checklist

NQS Element Person who is inspecting situation is managed X indicates an issue Explain action required Risk rating

Day of inspection M Tu W Th F Immediate Follow up Hazard identification and risk management requirements Insert photo evidence of WHS hazards + potential hazards in this column 2.2 Hazards from human activity have been managed Broken glass has been identified X High

2.2 Hazards from the natural environment have been managed 2.1.2 Weather conditions have been checked and practices for the day adjusted where appropriate 2.2 Equipment, toys and play areas such as gardens, sandpits, fixed swing structures and sandpits are in a clean and hygienic state 3.1.2 Movable outdoor equipment is in good working order and positioned according to the relevant regulations and/or national standards. 2.2 Trip and slip hazards on walkways have been managed 2.1 Bathrooms and handwashing facilities are accessible from the outdoor environment. Facilities are clean, well-stocked and in good working order. 2.1 Fresh drinking water is accessible from or in the outdoor environment. Assessor only

Complete WHS risk assessment S NS Comment if NS Task 2 Implement and rectify hazards

Unit Mapping Credit transfer Yes/No Assessor verified

HLTWHS001 PC 2.1 2.3, 3.3, PE 3, 4, KE 3, FS 1 CHCECE036 PC 6.1, KE 5, 49 CHCECE031 PC1.1, 7.1, FS2, PE7, 8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27 Now you have identified 1 hazard and 1 potential hazard from above, you need to rectify, the hazard and potential hazard so the children can play outdoors.

Step 1 Rectify hazards identified

Step 2Take photo to support rectification.

Step 3 Complete this table with what you did. Include photos here if required.

Hazard What was the hazard? What did you need to do to rectify this? Insert photo here of correcting hazard Potential hazard What was the hazard? What did you need to do to rectify this? Insert photo here of correcting hazard Assessor only

Implement and rectify hazards S NS Comment if NS Task 3A report and contribute to safe work practices

Unit Mapping Credit transfer Yes/No Assessor verified

HLTWHS001 PC 1.2,1.3, 2.1, 2.2 3.1 - 3.3 CHCECE032 KE5, 49 CHCECE055 PC2.1, 2.3, 3.1, FS2, PE1, 8 CHCECE031 PC1.1, 7.1, FS2, PE7, 8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27 In task 1 you identified one existing hazard and one potential hazard in the outdoor play area. Part of WHS and your obligations is to participate in consultation and contribute to safe workplaces. To complete this task, follow these two steps:

Arrange a time with your assessor to have a meeting to raise the issues you documented in the WHS checklist from task 1. Take 10 minutes to participate in the meeting to raise your concerns.

While having the meeting, your assessor will be looking for these skills.

T3A marking checklist - report and contribute to safe work practices

Your assessor will be looking for you to do these things in this observation.

1 Use appropriate terminology to discuss WHS issues according to organisation WHS policy and procedures

2 Identify 1 hazard and 1 potential hazard

3 Suggest and rectify the hazards

Result S NS Comment if NS Task 3B - Complete the record regarding this consultation.

Mapping HLTWHS001 PC 1.2,1.3, 2.1, 2.2 3.1 - 3.3, PE 1, 3, 4,

CHCECE055 PC2.1, 3.2, FS3, PE1, 6

CHCECE031 PC1.1, 7.1, FS2, PE7, 8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27

Consultation log 1

Date completed Recipient of communication Topic Summary of how you participated in the consultation.

Assessor only

Consultation log S NS Comment if NS Task 4 report injury to your workplace supervisor

Unit Mapping Credit transfer Yes/No Assessor verified

HLTWHS001 PC 1.3, 2.1, 2.2, 3.1 - 3.3, PE 3, FS1 CHCECE055 PC1.3, 2.1, 3.2, FS2, 3, PE2 CHCECE031 PC1.1, 2.5, 7.1, 9.5, FS1, 2, 4. PE7, 8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27 HLTWHS001 PC 1.3, 2.1, 2.2, 3.1 - 3.3, PE 3, FS1 Careful planning for childrens activities in an early education setting can minimise the risk of injury, however children do sustain minor injuries as they play. Follow these steps to complete this task:

Step 1Verbally report 1 injury to a child to your workplace supervisor

you must de-identify the child adhere to all Privacy concerns

Step 2Ask your assessor to record this conversation on the third-party verification form

Step 2Once you have reported the injury complete the below incident report form.

Incident, injury, trauma, and illness record

Details of the person completing this record

Name Position/role Service name Date of this report Who did you report to? Childs details

Full name Date of birth Gender What happened? Location of incident/ injury Witness details

Name of witness Signature Date What happened? Circumstances leading to incident/ injury/ trauma/illness, including apparent symptoms Circumstances if child appeared to be missing or otherwise unaccounted for (incl. duration, who found child, etc.) Circumstances if child appeared to have been taken or removed from service or was locked in/out of service

(incl. who took the child, duration) Abrasion/scrape Allergic reaction (not anaphylaxis Amputation

Anaphylaxis Asthma / respiratory Bite wound

Bruise Broken bone/fracture/dislocation Burn/sunburn

Choking Concussion Crush/jam

Cut/open wound Drowning (non-fatal) Electric shock

Eye injury Infectious disease -. gastrointestinal High temperature

Ingestion/inhalation/insertion Internal injury/infection/poisoning Rash

Respiratory Seizure/unconscious/convulsion Sprain/swelling

Stabbing/piercing Tooth Venomous bite/ sting

Other (please specify) Action taken

Details of action taken (including first aid, medication given, etc Medication measured and calculated correct times to be administered Medication Amount Times for administering Did emergency services attend Time of contact Time of arrival Was medical attention sought from a registered practitioner /hospital? If yes, provide details Have steps been taken to prevent or minimise this type of incident in the future? If yes, provide details Nonfictions (including attempted notifications)

Parent/guardian/carer Notification attempt Date Time Director/educator/ coordinator name Notification attempt Date Time Other agency (if applicable) Notification attempt Date Time Regulatory authority (if applicable Signature of person completing this form Assessor only

Report injury S NS Comment if NS Task 5 - Consultation

Unit Mapping Credit transfer Yes/No Assessor verified

HLTWHS001 PC 1.3, 2.1, 2.2, 3.1, 3.3, PE 3, CHCECE031 PC2.5, 7.1, 9.5 Use the consultation log template below, document the meeting you had with your workplace supervisor where you reported the injury of a child. Complete the consultation log in full.

Consultation log 2

Date of consultation Who did you consult with? Topic of consultation Summary of how you participated in the consultation. Assessor only

Consultation log S NS Comment if NS Task 6 Reflection and currency of safe work practices

HLTWHS001 PC 1.3, 2.2, 3.1, 4.1, 4.2, PE 1, 3, 4

This task requires you to reflect on your levels of stress and levels of fatigue.

For each of the items above using the reflective journal below:

Identify one possible cause.

Provide a suggestion for how to improve work conditions to address your stress and fatigue levels.

List one way you could maintain currency for each of the below:

workplace systems

equipment

process

Your assessor will read your reflective journal report.

Reflective journal

Journal entry completed by Work role Date completed Reflection on levels of stress Possible cause Suggestion for improving work conditions Reflection on levels of fatigue Possible cause Suggestion for improving work conditions List 1 way you could maintain currency for each of the following Equipment Workplace systems Processes Assessor only

Reflection S NS Comment if NS Task 7 Fire evacuation

Unit Mapping Credit transfer Yes/No Assessor verified

HLTWHS001 PC 1.1, 1.3, 2.1, PE 3, KE 4 CHCECE055 PE2, 4 This task requires you to undertake a fire evacuation at your vocational placement centre following their policy and procedures. To do this complete the following steps:

Step 1Arrange a time with your assessor to observe you undertake the fire evacuation.

Step 2Make sure you have a copy of the policy and procedure for your assessor - they will use this to make sure you follow the centres processes.

Scenario:

You are an educator working in the babys room. Your supervisor is outside playing with four children (who can walk) while you were putting Jack to sleep in the cot room. You hear the fire alarm. You have been advised by your supervisor to bring Jack out to the playground, so you all can evacuate safely to the assembly point.

Follow your vocational placement fire policy and procedures to evacuate. Complete the checklist below:

Emergency evacuation checklist Item Yes No

Were emergency services briefed on exercise prior to exercise being started? Did the person discovering the emergency alert the other occupants? Was the alarm activated? Was the emergency service notified promptly? Did staff direct persons from the building/site per the evacuation procedures? Were isolated areas searched? Was the evacuation logical and methodical? Did someone take charge? If yes, who? Did occupants act as per instructions? Was a roll call conducted for:

Children

Staff

Visitors (including contractors and volunteers) Was someone appointed to liaise with the emergency service/s? Was someone appointed to liaise with the parents/community? Was the emergency service given the correct information? Did anyone re-enter the premises before the all clear was given? Did anyone refuse to leave the building/site? Area of Emergency plan tested by current exercise: T7 marking checklist fire evacuation

Your assessor will be looking for you to do the following

1 remain calm when hearing the fire alarm

2 get Jack from the cot

3 Bring the emergency kit

4 Confine the door to the babies room

5 Leave the room in an orderly manner

6 Meet at the correct assembly point

7 Sign the evacuation sheet

8 Follow procedures and instructions as given at the centre.

Result S NS Comment if NS

CHCECE032 Nurture babies and toddlersCHCECE036 cross mapped

CHCECE033 cross mappedResources needed

To complete this assessment, you need access to the following resources:

An Australian regulated education and care service vocational placement provider allowing you access to:

A workplace supervisor: must have a qualification equivalent to/above a Diploma of Early Childhood Education and Care and be in a position of authority to provide you guidance and supervision

Fellow educators

Children in the centre - At least 2 children (0 - 12 months) and at least 2 children (1323 months).

Families of children in the centre: At least 2 families with children (012 months) in the centre and at

least 2 families with toddlers (1323 months) in the centre.

Service documents relevant to these procedures, standards, and other protocols:

Procedures for:

communicating with the families of children in the centre

preparing sleeping/rest areas and equipment

preparing and settling children for sleep

monitoring children while they sleep and play

encouraging children to practise their gross motor skills

feeding children

changing nappies or helping children with toileting

Documents for logging childrens needs, sleep, eating, and nappy changing/toileting

Standards for storing and preparing childrens food and for cleaning equipment and utensils used for mealtimes

Protocols relevant to breastfeeding

Task 1 gather information about children

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE032 PC 1.1, 2.1, 2.4, 3.1, 4.5, FS1, 2, 3, 6, PE14, AC10, 12, 38-43 CHCECE033 PC2.3, 2.4, 2.8, 3.1, 3.2, FS3. PE3 You are required to gather information about four children child (2 children 0-12 months and 2 children 13-23 months), to help in the transition from home to the centre, while working within all required policies, procedures, standards.

Complete the following steps to do this task.

Step1 Work with your supervisor to select the children you will work with the same four children (2 children 0-12 months and 2 children 13-23 months) throughout this assessment.

Always adhere to all identified policy, procedures, and standards.

Step 2 Confirm with your supervisor to get the Permission to observe children form completed by the parent/s.

Note: This is in your printed documents given to you at the VP session or print it out from here

Step 3 Your assessor will be looking for the following in your interactions:

Collect information from the families of the identified children to make the transition from home to the centre easy as possible.

When collecting the information your supervisor must be present. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator. Collect the required information from:

families in line with your supervisor and procedures in the centre

other educators.

NOTE: ensure the privacy and confidentiality of children, do not include real names or aliases replace childrens names with Child A, Child B, etc. Ask questions to understand using active listening.

Interact with families to build trust and rapport and provide care for each child

Work within all required policies, procedures, standards of the centre and interpret them correctly. Work with assessor to demonstrate an understanding of the below:

Service policy/procedure - relationships with children

Service policy/procedure - childrens health and safety

Service standard - relationships with children

Service standard - childrens health and safety

Step 4 Use the gathered information to complete a Child needs report for each of:

2 children 0-12 months

2 children 13-23 months.

this information will be used throughout this assessment

Step 5 Provide/upload at least two (2) relevant workplace documents to demonstrate information collected enter this at the bottom of the Child needs report

e.g., screen shots, written communication related to the children. Adhere to privacy and de-identify all names etc.

Child needs report - child aged 0-12 months

Child 1 - 0 -12 months Child 2 - 0-12 months

Date Childs name Childs age Who did you speak to, to get this information If any of the following do not apply to the child, write N/A in the spaces provided.

Childs comfort item(s) Familys cultural practices to be considered Childs medical background Allergies including food related issues Medications required Recent illnesses Eating How much the child usually eats in one meal Kind of food the child prefers Specific requests/instructions from family regarding childs mealtimes Sleeping How many times the child sleeps/rests during the day How long the child usually sleeps per sleep/rest time Toileting Childs nappy routine Childs toileting routine and learning Explain the (at least) two other sources of information you used Child needs report - child aged 13-23 months

Child 1- 13-23 months Child 2 - 13-23 months

Date Childs name Childs age Who did you speak to, to get this information If any of the following do not apply to the child, write N/A in the spaces provided.

Gather information child needs report 1 S NS Gather information child needs report 2 S NS Comment if NS Task 2 - Interact with children on arrival at the centre

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE032 PC 1.2, 1.3, 1.4, 2.2, 2.3, 2.4, 6.4, FS 1, 2, 3, 6, PE 4, 9, 12, 14, KE 37, AC 6, 9, 11, 12, 38-43 CHCECE033 PC2.5, 2.7, 2.82.8, 3.3, FS2, FS3. PE7, 8, 11 In this task you are to welcome 2 children 0-12 months and 2 children 13-23 months and their family to the centre for the day. Have a conversation with them to share information and prepare to safely look after their children.

Follow these steps to prepare for this task:

Step1 Work with your supervisor to select the children use the same four children as task 1

Always adhere to all identified policy, procedures, and standards.

Make sure your Permission to observe children form applies.

Step 2 Work with your assessor to observe you interacting at least once.

Step 3 Use the observation forms below to report on the outcomes of your interactions.

Your assessor will be looking for the following in your interactions:

Initiate communication with children to support their wellbeing on arrival at the centre

Ask questions to confirm understanding of child and family

Communicate with families with respect in line with centre communication requirements

Use appropriate verbal and non-verbal communication, listening and questioning as required

Recognise and respond to interactions with children to develop attachment and trust providing comfort and reassurance to calm them where required

Recognise and respond to stress in children and families and provide support including while the family is still at the centre

Model own behaviour to help children/families cope with stress

Share information with the family and other educators as required to build trust and build effective relationships.

Adhere to relevant service policies/procedures for interacting and communicating with families and children assessor confirm these service requirements.

T2 Observation arrival at the centre children - 0 to12 months

Interaction Child 1 0-12 months Child 2 0-12 months

Date Child name Child age Date Time observed Child signs/cues/stress

What stressors did you notice in the child on separation from their family during drop off time at the centre? What signs/cues did you notice in the child at the time of separation from their family during drop off time at the centre? How did you physically comfort and reassure the child? How did you respond to the child? What communication did you use?

Include sharing information Explain how your communication gave opportunity to support learning and development in the child Family stress

What signs of stress did you notice from the family at the time of separation from their child during drop off at the centre? How did you respond to the family and their stress? What communication did you use? Overall for the interaction

Reflect on what happened, what could be better? Especially related to better relationship building opportunity, positive personal care routines, and wellbeing, learning and development, supporting parents and transitions while families are still present. Discuss this with your supervisor/assessor paying attention to your understanding of the child and their development. Make notes here: T2 Observation - arrival at the centre - children 13 to 23 months

Interaction Child 1 13-23 months Child 2 13-23 months

Date Child name Child age Date Time observed Child stress What signs/cues or stressors did you notice in the child on separation from their family during drop off? What signs or cues did you notice in the child? How did you physically comfort and reassure the child? How did you respond to the child and their stress? What communication did you use?

Include sharing of information Explain how your communication gave opportunity to support learning and development in the child. Family stress What signs of stress did you notice from the family at the time of separation from their child during drop off at the centre? How did you identify these signs of stress? How did you respond to the family and their stress? What communication did you use? Overall, for the interaction

Interact on arrival - observation 1 S NS Interact on arrival - observation 2 S NS Comment if NS Task 3 monitor and encourage activities

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE032 PC 1.1, 1.2, 1.3, 1.4, 2.4, 6.4, FS, 1, 2, 3, 6, PE 4, 6, 9, 11, 12, 14, AC 6, 9, 11, 12, 19, 36, 38-43 Other than feeding, sleeping and toileting you need to help children lead and develop, through age-appropriate activities.

You now need to provide for the needs of four children assigned to your care in the centre while you are supervising them.

To do this task complete the following steps:

Step 1 Arrange a time with your assessor and your supervisor to observe these activities

Your assessor must observe you monitor and encourage age-appropriate physical activity at least once.

Step 2 Review the child needs reports in task 1 to be familiar with the needs of the four children 2 children 0-12 months and 2 children 13-23 months from previous tasks

Step 3 Identify an opportunity for communication to support the childs learning and development.

Develop an activity for children to help with their learning, development, and wellbeing and encourage age-appropriate physical exploration and gross motor skills.

set-up the play and learning opportunities

consider developmental and environmental factors, and age-appropriate resources according to service curriculum and safety procedures

encourage children to explore and practise their gross motor skills through play

supervise children according to developmental and environmental factors consider age-appropriate exploration, rolling, sitting, crawling, walking, and gross motor skills.

Your assessor will be looking for the following:

Initiate opportunities during the day to communicate and support the child and monitor and encourage age-appropriate physical exploration and gross motor skills

Provide safe options for children to practice gross motor skills

Comply with information regarding the childs needs documented in the Child needs report

Identify communication opportunities to support learning, development, and wellbeing

Respond to childrens interactions positively and consistently

Create a calm safe environment to encourage relaxed exploration response to the individual

Use age-appropriate verbal and non-verbal communication, listening and asking questions to understand and build rapport

Respond to interactions use appropriate actions to calm and reassure the children, watching for signs and cues.

Reflect on the outcomes and discuss with the supervisor to learn for future interactions and opportunities with children.

Step 4 Complete the below observation forms to record the outcomes and reflections on how the activity worked for the children.

Step 5 Discuss the reflection with your supervisor.

T3 Observation children - age 0 - 12 months

Child 1 0-12 months Child 2 0-12 months

Childs name/age Date of observation Activity for age-appropriate physical and gross motor skills Identify developmental factors and supervision considered to address these 1 2 Identify environmental factors and supervision considered to address these 1 2 Identify age-appropriate resources provided and how these allowed them to practise their gross motor skills? 1 2 Reflection How did the activity/ opportunity support the childs learning, development, and wellbeing? How did you respond to the opportunity to support the childs learning and development How did this activity/opportunity support the childs wellbeing? Reflect on observations of other educators with the children. Provide an area for improvement in own relationship-building skills. How have you noticed a relationship between an educator and child develop? T3 Observation children - age 13 - 23 months

Child 1 13-23 months Child 2 13-23 months

Childs name/age Date of observation Activity for age-appropriate physical and gross motor skills Identify developmental factors and supervision considered to address these 1 2 Identify environmental factors and supervision considered to address these 1 2 Identify age-appropriate resources provided and how did these allow them to practise their gross motor skills? 1 2 Reflection How did the activity/ opportunity support the childs learning, development, and wellbeing? How did you respond to the opportunity to support the childs learning and development How did this activity/opportunity support the childs wellbeing? Reflect on observations of other educators with the children. Provide an area for improvement in own relationship-building skills. How have you noticed a relationship between an educator and child develop? Assessors use only

Monitor and encourage activities- observation 1 S NS Monitor and encourage activities - observation 2 S NS Comment if NS Task 4 daily communication with families

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE032 PC 1.4, 2.4, 3.1, 6.1, 6.2, 6.3, FS1, 23, 6, PE4, 9, 14, KE37, AC 6, 9, 11, 19, 38-43 As you spend time with the children you met in Task 1 and 2 part of your role is to let the family know about activities which have happened over time since you first met them.

Daily communication with families of the children you care for is an important part of your job. This task requires you to communicate with two (2) families of children in the centre. Use the same families as prior tasks.

Your assessor will be looking for you to:

use open and respectful language

work on developing rapport with children and families with regular and clear communication including open-ended and closed questions to understand and use of non-verbal cues and signs to confirm understanding of what the families are saying

communicate daily with families, providing updates and gathering information to maintain an effective relationship with the family in line with the centre policies and procedures

share information with the family to provide consistent and positive care

recognise and respond to the childrens interactions providing comfort where required

discuss your reflection with the supervisor and/or assessor

work within service policies, procedures and standard as applicable.

Do the following:

Step1 Work with your supervisor and assessor to observe your daily communication with the families chosen. Your supervisor must be present. If they are unavailable, you may be supervised by any other qualified early childhood educator.

Your assessor must observe at least one communication.

Your assessor will be looking for the following in your interactions:

Work on developing rapport with children and families with regular and clear communication including questioning to understand - use open and respectful language, open and closed questions, non-verbal cues, and signs to confirm understanding.

Communicate with families daily, providing updates and gathering information to maintain an effective relationship with the family.

Share information with families to provide consistent and positive care to children and families.

Recognise and respond to the childrens interactions providing comfort where required.

Discuss the reflection with the supervisor and/or assessor.

Work within service policies, procedures and standard as applicable

Service policy/procedure followed re: relationships with children

Service policy/procedure followed re: childrens health and safety

Service standard followed re: relationships with children

Service standard followed re: childrens health and safety

Step 2 Complete the communications log below to report on the outcomes of your family communication

Communication family

Date completed Date of communication Childs name Childs age Mode of communication Who did you speak to? Relation to the child: Information about two (2) activities the child joined in the centre: How the activity supported physical learning and gross motor skills development Information about how the child has been sleeping in the centre: Information about how the child has been eating in the centre: Communications log 2

Date completed Date of communication Childs name Childs age Mode of communication Who did you speak to? Relation to the child: Information about two activities the child joined in the centre: Information about how the child has been sleeping in the centre: Information about how the child has been eating in the centre: Reflection Reflect on how you followed service procedures identified? Assessors use only

Communication log 1 S NS Communication log 2 S NS Comment if NS Task 5 Prepare and monitor sleep

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE032 PC.1.1, 1.3, 2.4, 3.1, 3.2, 3.3, FS1, 2, 3, 6, PE5, 14, AC7, 9, 12, 18, 37-43 CHCECE036 PC1.1, 1. 3, 2.1, 2.8, 2.9, FS1. 2, PE1 outdoor, 2 individual, 2 2-6yo, 4, KE1, 6, AC1, 6, 11 Promoting safe sleep is a critical part of your job. For this task you need to:

prepare the area for sleep and rest

settle children for sleep

monitor them as they sleep

share information with families about their childrens sleep.

Refer to the child needs report and details related to sleep for each of the 4 children you have been working with.

Please note in all cases you must use:

relevant information from the centres internal documents and applicable national regulations

specific requests or instructions from the childs family (these may come from your previous tasks and interactions with each child).

Provide your assessor with a copy of the information you accessed and reviewed. They will use this as their basis for assessing your performance while settling children for sleep.

Step 1 Work with your supervisor and the same four children (2 children 0-12 months and 2 children 13-23 months) throughout this assessment.

Always adhere to all identified policy, procedures, and standards.

Your assessor must observe you doing the following at least once. Your supervisor must observe you for each child.

Prepare the area for sleep/rest

Settle children for sleep

Monitor the sleeping children

Use the observations below to record your outcomes

Your assessor will be looking for the following

Confirm sleep needs from interactions with families (task 1).

Follow hygiene and safety procedure/sand standards to prepare childs cot and bedding, including mattresses.

Follow regulatory requirements to prepare children for sleep requirements determined by each child

Follow centre procedure to prepare, settle and monitor children for sleep - requirements determined by each child.

Use age-appropriate verbal and non-verbal communication and open and respectful language.

Provide comfort and reassurance as required to children including use of comfort items

Step 2 Share information about sleep with families

Your assessor will be looking for the following

Speak to families about the outcomes of childrens sleep as per Child needs report (task 1)

Work on developing rapport with families with regular and clear communication including questioning to understand.

Step 1 prepare, settle, and monitor sleep

Complete the following observation for each child

Observation - children 0-12 months

Child 1 - 0-12 months Child 2 - 0-12 months

What did you do to manage how many times the child needs to sleep/rest during the day when setting up bedding? How did you accommodate the requests/instructions from the family of the child when setting up bedding? What did you do to take into consideration specific requests or instructions from the childs family regarding the childs sleep/rest arrangements? Describe how you took into consideration how long the child sleeps per sleep/rest time. Time the child settled for sleep Where the child slept How long the child slept Observations of the sleeping child Observation - children 13-23 months

Child 1 13-23 months Child 2 13-23 months

You need to share details about children and their sleep with the families. Arrange a time with your supervisor to discuss the report with each family. Complete the following log of the communication.

Communication log - Discuss the above with the family of children 0-12 months

Child 1 0-12 months Child 2 0-12 months

Date Child name How did you speak to them Who did you talk to Summary of conversation .

Communication log - Discuss the above with the family of children 13-23 months

Child 1- 13-23 months Child 2 - 13-23 months

Date Child name How did you speak to them Who did you talk to Summary of conversation .

Assessors use only

Prepare settle and monitor observation 1 S NS Prepare settle and monitor observation 2 S NS Comment if NS Task 6 Provide positive nappy changing and toileting

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE032 PC 1.1, 1.2, 1.3, 1.4, 4.1, 4.2, 4.3, 4.5, 6.4, FS 1, 6, PE 1, 4, 7, 9, KE37, AC 1, 2, 9, 11, 12, 20, 27-35, 38-43 This task requires you to change nappies for the two children (0-12 months) and help two children (13-23 months) children with their toileting.

Before you start this task revisit information gathered on nappy changing and toileting in task 1 to help you meet the needs of each child. Then complete the following steps:

Step 1 Complete the observations in conjunction with supervisor and assessor and discuss outcomes

Your supervisor must be present. If they are unavailable, you may be supervised by any other qualified early childhood educator.

Your assessor must observe you:

change the nappy of a child 0-12 months at least once

assist one child (13-23 months) at least once.

Step 2 Change nappies 2 children (0-12 months)

Your assessor will be looking for the following

Use regulatory requirement to assist children with nappy changing including relevant hygiene requirements

Use centres policy and procedure for assisting children with toileting including using all appropriate equipment e.g., handwashing, stool, aids for child?

Use centres policy and procedure for nappy changing including using all appropriate equipment e.g., handwashing, wipes, creams, change table, waste disposal etc?

Use age-appropriate verbal and non-verbal communication.

Complete observations in conjunction with supervisor and assessor and discuss outcomes.

Adapt to childs needs.

Respond to childs signs/cues regarding the experience and provide support.

Work on creating an environment safe for learning, development, and wellbeing.

Change nappies while:

working on good relationships with children and families to give positive experiences

make changes according to the child and their needs/stage of development

work with others to provide these experiences and support children

Step 3 Help children with toileting 2 children (13-23 months)

Your assessor will be looking for the following

Use regulatory requirement to assist children with toileting

Use centres policy and procedure for assisting children with toileting including using all appropriate equipment e.g., handwashing, stool, aids for child?

Use age-appropriate verbal and non-verbal communication

Complete the observations in conjunction with supervisor and assessor and discuss outcomes

Adapt to childs needs

Respond to childs signs/cues regarding the experience and provide support.

Work on creating an environment safe for learning, development, and wellbeing.

Help with toileting and:

work on good relationships with children and families to give positive experiences

make changes according to the child and their needs/stage of development

work with others to provide these experiences and support children

Step 1 - change nappies

This task requires you to change nappies of two children 0-12 months assigned to your care at work. You must:

follow the relevant procedures in the centre

adapt procedures to suit the childs routines

provide a positive experience for the child.

Nappy change log - child 1 (0-12 months)

Name of child Date Time Type of change (tick as required) Student initials

1 Wet Bowel movement Dry 2 Wet Bowel movement Dry How did you support the childs toilet learning? How did the positive nappy change experience enhance your relationship with the child? How did the positive nappy changing experience support the learning for the child? How did you adapt to/address the individual routines of the child? Nappy change log - child 2 (0-12 months)

Name of child Date Time Type of change (tick as required) Student initials

This task requires you to assist two (2) children 13- 23 months in your care with their toileting. You need to:

follow the relevant procedures in the centre

adapt procedures to suit the childs routines

provide a positive experience for the child.

Toileting log - child 1 (13-23 months)

Name of child Date Time Type of change (tick as required) Student initials

1 Urinated Bowel movement Dry 2 Urinated Bowel movement Dry How did you support the childs toilet learning? How did the positive toileting experience support the child sensitively? How did the toileting experience support the child positively How did you adapt to/address the individual routines of the child? Toileting log - child 2 (13-23 months)

Name of child Date Time Type of change (tick as required) Student initials

Step 1 change nappies 0-12 months S NS Step 2 help children 13-23 months S NS Comment if NS Task 7- eating and mealtimes

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE032 PC 5.1, 5.2, 5.3, 5.4, 5.5, FS 1, 3, 4, PE 2, 3, 8, 9, KE 26, 40, AC 3, 4, 5, 6, 9, 10, 11, 12, 16, 17, 21-26, 38 43 This task focuses on encouraging and managing eating and meals for children in your care while following standards for safe storage, preparation, heating and serving (formula, breast milk, pre-prepared food, and drinks). It is important to:

promote positive mealtimes

adapt to individual needs of children.

Check the Child needs report (task 1) for information on each child and their specific needs.

Work with your supervisor and the same four children (2 children 0-12 months and 2 children 13-23 months).

Your supervisor must be present. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator

Your assessor must observe you do the following at least once:

prepare bottles and feed children (0-12 months) and clean equipment

prepare solid food and feed children (0-12 months)

assist children (12-23 months) with meals.

Always adhere to all identified policy, procedures, and standards.

Step 1 Prepare food for children: this includes:

bottles and bottle feed children while properly storing food for four children (2 children 0-12 months and 2 children 13 23 months)

Gather and comply with centre information. Access and review standards for storing:

formula, expressed breastmilk, pre-prepared solid food, and drinks - liquids other than breastmilk consumed by the child during mealtimes, e.g., dairy, or non-dairy milk, fruit juices, water, etc.

Note This may include items brought from home or food prepared in the centres kitchen.

Comply with at least one requirement from the National Regulations for each of the following:

Preparing formula

Preparing solid food

Manufacturer instructions for preparation of formula. Provide your assessor with a copy of the information you accessed and reviewed. They will use this as their basis for assessing your performance.

You must store each of the four items at least once. If you cannot store each item for children in your care, look for other children in the centre whose food and drinks you can store.

Your assessor will be looking for the following

Your use of the centres standard and procedures for:

storing formula and expressed breastmilk

storing pre-prepared solid food and drinks

preparing solid food, for drinks other than breastmilk

cleaning equipment and utensils used in mealtime preparation.

Step 2 Feed each of the four children during mealtimes includes bottle feeding and solid food.

Your assessor will be looking for the following

Prepare and bottle feed children adhering to all requirements including formula, expressed breastmilk and other drinks

Use manufacturer instructions to prepare formula including correct amount of water and formula

Heat food safely in line with procedures and food items

Attend to the individual needs of the child by working with childs preferences and relevant medical history as outlined in Childs needs report (task 1)

Create a positive experience encouraging eating of foods/beverages as required.

Provide supporting evidence workplace documents - Upload with this assessment.

Only feed one child (0-12 months) at a time making sure the environment allows for appropriate exploration by hands, mouths, and bodies including appropriate highchairs and utensils

Take note of childrens cues through the meal

Address signs of distress from children

Use age-appropriate verbal and non-verbal communication

Step 3 Clean equipment following approved standards for cleaning equipment and utensils

Your assessor will be looking for you to clean all equipment and utensils as per procedures and standards.

Step 4 Provide a supportive environment for breastfeeding

Your assessor will be looking for you to create a calm supportive environment for mothers who choose to breastfeed in the centre.

Step 1 - prepare and store food

Arrange a suitable time for you to prepare the food for the children placed under your care and for your assessor to observe you as you conduct your preparations they must observe you at least once.

Observation child 0-12 months

Part A Child 1 0-12 months Child 2 0-12 months

Date/time observation Child name Childs age Childs food and drinks

Tick one of the following: Formula

Expressed breastmilk

Pre-prepared solid food

Drinks Formula

Expressed breastmilk

Pre-prepared solid food

Drinks

Explain the storage method for the food item selected If any of the following do not apply to the child, write N/A

How did you consider childs relevant medical history? How did you consider how much the child usually eats in one meal? How did you consider what kind of food the child prefers? How did you consider any specific requests from the family regarding meals? What heating equipment did you use to prepare the food? Part B Explain your process for at least one of these children

Outline your process for heating food. Add more lines if required. 1 2 3 What process did you follow to prepare and store the food? 1 2 3 4 What process did you follow to prepare a bottle? If the child will not eat or drink anything from a bottle, write N/A 1 2 3 Observation child 13-23 months

Part A Child 1 13-23 months Child 2 13-23 months

Date/time observation Child name Childs age Childs food and drinks

Tick one of the following: Formula

Expressed breastmilk

Pre-prepared solid food

Drinks Formula

Expressed breastmilk

Pre-prepared solid food

Drinks

Explain the storage method for the food item selected If any of the following do not apply to the child, write N/A

Outline your process for heating food. Add more lines if required. 1 2 3 What process did you follow to prepare the food? 1 2 3 4 What process did you follow to prepare a bottle? If the child will not eat or drink anything from a bottle, write N/A 1 2 3 Step 2 - feeding children

This task requires you to feed each of the four (4) the children under your care while complying with requirements from the centre and relevant national regulations. Complete the Feeding Log below

Feeding log

Age Date of feeding Time of feeding What did the child eat? Note your observations of the child eating the meal

Child 1 (0-12 months) Child 2 (0-12 months) Child 3 (13-23 months) Child 4 (13-23 months) How did you create a positive environment for the babies during mealtimes? How did you create a positive environment for the toddlers during mealtimes? Step 3 cleaning up after meals

Now you need to clean up after feeding the children in your care in the centre. You must adhere to centre standards for cleaning utensils and equipment used for mealtimes.

Clean utensils, equipment, and any other materials you used when preparing childrens food or feeding children comply with information gathered.

Arrange a suitable time with your assessor to observe you clean up after at least one mealtime

Access and review:

1 requirement from National Regulations Re: cleaning equipment for meal preparation

One standard in the centre for cleaning:

equipment used for mealtime preparation

utensils used during mealtimes

Provide your assessor a copy of this information. They need this to assess your performance

Step 4 - support breastfeeding mothers

This task requires you to offer a supportive environment for parents of children in the centre who choose to breastfeed their children. Specifically, you need to:

identify service protocols relevant to breastfeeding

create a supportive environment for breastfeeding parents

make sure the parents follow breastfeeding protocols.

Family members name (add more if required) Date Observation time Describe how you informed the family about the centres protocols regarding breastfeeding. How did you confirm their understanding of the protocols? How did you ask the family if there was anything the centre could provide or do to make their breastfeeding experience more comfortable? Assessors use only

Step 1 prepare and store food S NS Step 2 feed children S NS Step 3 cleaning up S NS Step 4 support breastfeeding S NS Comment if NS Task 8 safe areas for children

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE032 PC 6.1, 6.2, FS 1, PE 6, 11, KE 5, 49, AC 9, 11, 12, 19, 38- 43 Consult with your supervisor regarding opportunities for you to assess two (2) areas in the centre where children stay. These may include playrooms, changing rooms, etc. areas where children stay.

Area use can be combined, but one must be used by babies (children 0 - 12 months), and one by toddlers (children 1323 months).

This is so children can safely play, interact, and explore their environment.

Your assessor will be looking for you to do the following:

Monitor areas considering how children can explore physically

Share information with others about safe, quality areas

Ensure the areas were safe for children to explore

Remove hazards and adhere to policies and procedures for notifying responsible persons

Complete the area assessment template below and:

identify at least two (2) hazards for the area, and likely issue/danger posed by this issue

manage the hazard to a make the area safe

identify conditions

meet with your supervisor to update them on your observations and plans to address.

Always adhere to all identified policy, procedures, and standards.

Area assessment 1

Part A Area safety

Hazard Identify and describe danger posed How was the hazard addressed

Hand Mouth Body Hand Mouth Body Part B Area quality

Criteria Yes No If no, how was the gap addressed

Room layout is not too crowded or too bare Lighting is bright enough that childrens eyes will not be strained during activities Area is big enough for number of children to be kept in the area Noise levels are kept to a minimum Part C Meet with supervisor to discuss issues, rectifications, and other findings.

Date of meeting Provide a summary of what you discussed

Area assessment 2

Part A Area safety

Hazard Identify and describe danger posed How was the hazard addressed

Hand Mouth Body Hand Mouth Body Part B Area quality

Criteria Yes No If no, how was the gap addressed

Area assessment 1 S NS Area assessment 2 S NS Area assessment 3 S NS Comment if NS CHCECE056 - Work effectively in childrens education and careTask 1 Research information on work in childrens education and care

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE056 PC1.2, 1.3, 1.4, FS 1, 3, 5, PE 1, KE3, AC 4, 5, CHCECE031 PC1.3, When you work in the childrens education and care services sector in Australia, it is critical you know how to access and interpret information relating to your role. This task requires you to access a range of information sources and document what you find. To do this, complete the steps below:

Step one

Using a computer or other device, and access the following documents:

Employment information including:

Your job description

Staff handbook

Knowledge, skills, and experience needed for different roles

Service policies, procedures and standards relating to your role

Source providing information on the National Quality Framework and what you must know about working in childrens education and care. Start research here ACECQA NationalQualityFrameworkPoster

Step two

Take some time to review each document and document your interpretations using the work information template provided. You need to document the following

Documents/information you accessed to respond to this task

Your role in your workplace (i.e., in the early years learning centre)

Two rights and two responsibilities of a person working in your role

One skill and one knowledge requirement of a person working in your role

One skill and knowledge requirement of a person working a senior role

Work information template

Date Information sources accessed Policies, procedures, standards accessed Employment information Research findings

Briefly explain your role in the workplace. List two (2) rights of a person working in your role 1 2 List two (2) responsibilities of a person working in your role 1 2 List one (1) knowledge area and one skill that are required in your role. Knowledge Skill Based on your research, document a role more senior to yours and one knowledge area and one skill they must have. Senior role Knowledge Skill Provide a summary of policies and procedures relevant to internal written reporting Provide a summary of policies and procedures relevant to external verbal communication. Access the National Quality Framework and provide at least two (2) key pieces of information to be considered when working in childrens education and care Assessors use only

Work information template S NS Comment if NS Task 2 determine daily work activities

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE056 PC1.2, 1.3, 1.4, FS 1, 3, 5, PE 1, KE3, AC 4, 5, CHCECE056 PC1.2, 1.3, 1.4, FS 1, 3, 5, PE 1, KE3, AC 4, 5, This task requires you to determine daily work activities which could be run with the children. The activities must be suitable to your work role.

Consider these example daily work activities you might use:

Example daily work activities You can choose your own activity, or from these options.

Easter egg hunt Craft with recycled materials Building with wooden blocks

Scavenger hunt Painting with natural materials Pretend play shops

Science experiment sandpit volcano Craft with collage Step 1Develop a list of five (5) daily work activities you would like to run with the children and make note of specific considerations based on:

resource use and requirements

support required by you

specific requirements to meet special needs

other considerations to do with service standards, presentation etc.

Step 2Make a time with your supervisor, Discuss the activities you would like to plan to make sure they are suitable.

Step 3Record notes below based on your conversation.

Daily work activity chosen - title Considerations to discuss with supervisor Supervisor comments about the suitability

1 2 3 4 5 Supervisor initials Date T2 marking checklist

This is what your assessor is looking for you to do:

1 Seek advice on suitability of activities planned

2 Plan appropriate activities for the children and in line with service standards

3 Act on the recommendations and instructions based on supervisor feedback

4 Discuss plans and indicate levels of resource use, supervision and other support as needed

5 communicate all requirements clearly and confirm understanding

6 Access information from T1 and other sources to support the recommended activities

Result S NS Comment if NS Task 3 plan each activity

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE056 PC2.3, 2.4, 3.1, 3.2, 4.1, FS3, 5, PE1, 2 CHCECE031 PC1.1, 1.3, 3.2, 6.1, PE7*, PE8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27 Now you have confirmed your five (5) daily work activities with your supervisor its time to plan for them. Document your planning using the template provided and consider effective work practices you have learned in this unit (e.g., prioritisation, designated timelines, following policies and procedures etc.). Complete each of the 5 plans for daily work activities.

Work activity plan 1

Name of activity Date planned for activity Short description of activity Desired outcome Resources required (minimum two (2)) 1 2 Tasks Add rows as required, provide at least two (2) Instructions for each task Add rows as required (minimum of two (2) for each task

1 1 2 2 3 Provide any three (3) policies/ procedures which will be relevant to the daily work activity chosen 1 2 3 For each of these Quality areas provide one (1) main consideration for this activity

Educational program and practice Health and safety Physical environment Relationships with children Collaboration with families and community Work activity plan 2

1 1 2 2 1 2 3 1 2 Provide any three (3) policies/ procedures which will be relevant to the daily work activity chosen 1 2 3 For each of these Quality areas provide one (1) main consideration for this activity

Educational program and practice Health and safety Physical environment Relationships with children Collaboration with families and community Work activity plan 3

Educational program and practice Health and safety Physical environment Relationships with children Collaboration with families and community Work activity plan 4

Educational program and practice Health and safety Physical environment Relationships with children Collaboration with families and community Work activity plan 5

Educational program and practice Health and safety Physical environment Relationships with children Collaboration with families and community Assessors use only

Work activity plan 1 S NS Work activity plan 2 S NS Work activity plan 3 S NS Work activity plan 4 S NS Work activity plan 5 S NS Comment if NS Task 4 communicate your plan

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE056 PC2.2, 2.3, 3.1, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, FS2, CHCECE031 PC1.3, 2.2 With your activities planned, meet with your supervisor to discuss each plan, and determine any areas where you may need additional help. During this meeting, you must ensure you:

clearly explain your work activities and how you prioritised tasks

request any additional help needed

demonstrate clear communication and confirm understanding

Document the outcomes of your meeting in the meeting minutes template provided.

Meeting minutes

Arrange a meeting with your supervisor to discuss each daily work activities record the minutes from the meeting here.

Meeting called Confirming additional help

Date and time of meeting Location Notetaker Agenda Item 1 Present the plans and let your supervisor know if you need additional help

If no help is needed, supervisor still needs to be informed.

If help is needed, include details of the help you need, e.g., resources and time needed.

Daily work activity 1

Inform supervisor if additional help in implementing plans is needed Daily work activity 2 Daily work activity 3 Daily work activity 4 Daily work activity 5 Agenda item 2 - Managing confidentiality

Agenda Item 2 - Next steps

T4 marking checklist communicate your plans

This is what your assessor will be looking for you to do:

1 Ask for advice to plan for the right activities

2 Communicate the plans and clarify tasks to implement

3 Use verbal and non-verbal communication to arrange the activity delivery and confirm assistance required

4 Act on suggestions to meet requirements

5 Share information for maximum cooperation and high-quality outcomes

6 Communicate with colleagues to implement the plans

7 Communicate presence of competing priorities with plans and provide solutions, respond to questions politely with respect.

8 Maintain confidentiality in all discussions.

Result S NS Comment if NS Task 5 implement activities

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE056 PC3.4, 4.1, 4.4, 4.5, 4.6, FS4, PE2 CHCECE031 PC1.1, 1.3, 6.1, PE7*, 6, 8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27 Now its time to implement the activities from your five work activity plans.

Arrange a time for your assessor to observe you completing each activity. Complete the following evaluation form after each work activity:

SupervisorProvide opportunity for student to conduct activity as planned. You may need to assist.

Evaluation form 1

Date completed Did you start the activity as planned?

If not, explain why. Activity Yes No Explain your response what worked/ what didn't?

1 2 3 4 5 Do you have more information to share about any of the activities?

Explain your response.

Yes

No Did any of your tasks have competing schedules? How did you/would you prioritise the conflicting tasks to determine what to do first?

If there were no competing priorities, discuss this with your supervisor. Explain how you responded to situations where health or safety of children was compromised or potentially compromised. Comments/feedback/remarks from observer T5 marking checklist implement activities

This is what your assessor will be looking for you to do:

1 communicate clearly through the activities listening and asking questions to understand

2 Maintain calm in conflict situations to avoid issues escalating

3 Adhere to confidentiality guideline

Result S NS Comment if NS

CHCECE030 Support inclusion and diversityCHCDIV001 is clustered with this unit

Task 1 journal entry

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE030 PC1.1, 1.2, 1.3, 2.1, FS2, 3, 4,5, PE1, KE11 CHCECE033 PC3.4 This task requires you to reflect on your personal values and biases that may affect your work as an early childhood educator. Specifically, reflect on:

your life experiences or history, and how they may influence your:

values

beliefs

attitudes

your life experiences and their potential impacts on your:

interactions with people from different backgrounds and cultures

relationships with people from different backgrounds and cultures

You must also identify:

Ways to develop self-awareness

How your own behaviours may contribute to inclusive practice

Issues that may cause communication misunderstandings or other difficulties

Step 1Complete the table your reflective journal.

Step 2as per the table, arrange to meet your workplace supervisor or your assessor to:

discuss your reflection and notes

ask them for feedback to improve your reflection

ask for their initials to say you have had this discussion.

Supervisor Your supervisor must be present while you take care of each child. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you as you take care of each child.

Reflective journal

Provide at least two (2) of your values as part of this reflection 1 2 Provide at least two (2) of your biases as part of this reflection 1 2 Identify at least two (2) impacts of inclusion and diversity at work. 1 2 Two aspects of your life experiences or history 1 2 How might these experiences influence your values? 1 2 How might these experiences influence your beliefs 1 2 How might these experiences influence your attitudes 1 2 Describe how your life experiences impact how you interact with people from different backgrounds and cultures How does the above affect your relationships with people from different backgrounds and cultures Reflect and explain the impact of your values on your practises as an early childhood educator

Your reflection needs to focus on families and children.

1 2 Reflect and explain the impact of your biases on your practises as an early childhood educator

Your reflection needs to focus on families and children, explain two (2) occasions you experienced while on placement to use to reflect on

Note: in column under Occasion briefly describe the interaction you are reflecting on - include what happened and who was involved make note of specific needs of the child/family in your interaction e.g., persons with a disability, language issues

Occasion Reflection

1 2 Identify and explain two issues you have experienced that caused communication misunderstandings or other difficulties. Your reflection needs to focus two (2) occasions you experienced while on placement to use to reflect on. For each issue, you need to document:

A brief explanation of the issue

The impact of social diversity of the issue/misunderstanding

The impact of cultural diversity of the issue/misunderstanding

How the issue was sensitively resolved considering diversity considerations

Who you sought assistance from or who you couldve sought assistance from if the issue escalated

Reflection Issue 1 Issue 2

1 A brief explanation of the issue 2 The impact of social diversity of the issue/ misunderstanding 3 The impact of cultural diversity of the issue/misunderstanding 4 How the issue was sensitively resolved considering diversity considerations. 5 Who you sought assistance from or who you couldve sought assistance from if the issue escalated? Reflect on the above learnings

How did your behaviour, (belief, attitude, biases, social and cultural perspectives) affect the interactions described above? Was there a positive/negative response to you in these interactions? Explain Provide an example of how you can develop self and social awareness to address your own limitations, explain your response you may wish to research this Provide an example of how you can develop your understanding - you may wish to research this Record of discussion with workplace supervisor/assessor provide a summary of feedback from supervisor.

Workplace supervisor initials Date of discussion

Assessor initials Assessor only

Complete journal entry S NS Comment if NS Task 2 reflect on outcomes

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE030 PC1.2, 1.3, FS3. 4, 5, PE1, CHCECE033 PC1.1 This part of the assessment requires you to act on the outcomes of your reflection in Task 1.

Specifically, you need to act on the ways you identified to develop your self-awareness and understanding of how your behaviour contributes to inclusive practice.

Complete the tasks outlined in this Observation Form according to the quality standards set by your organisation and in compliance with the industry standards in early childhood education and care.

Read the tasks required and plan to act on your learnings. Arrange a time with both your assessor and supervisor to discuss this- enter your notes/outcomes in the observation form.

Assessor Your assessor must discuss your reflections with you.

T2 marking checklist reflect on outcomes

This is what your assessor is looking for you to do:

1 Implement the way to develop self-awareness of how their own behaviour can contribute to inclusive practice. By:

discussing the best ways to implement their learnings

asking for feedback from supervisor and assessor on what they learned

prepare resources required to implement what they learned

review own performance to evaluate areas for improvement

research how to improve further.

2 Implement the way to develop understanding of how their own behaviour can contribute to inclusive practice.

3 Work within the standards as required.

4 Share information with persons as required

5 Demonstrate a willingness to embrace changes required to manage self-awareness and social awareness

6 Use reflection outcomes to work inclusively and with understanding of others in peer-to-peer situations, with families and children in a way that demonstrates value and respect for diversity and inclusion.

Result S NS Comment if NS Task 3 communicate for inclusion and diversity

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE030 PC2.2, 2.3, 2.4, FS2, 4, PE2, AC1 CHCECE033 PC1.1, FS1, 2, PE2, 13, 14, 16AC2 Now it is time to demonstrate culturally safe work practices and communication techniques with children, families, and colleagues while being observed by your assessor in an early years learning centre.

Demonstrate the following with at least two (2) children. You may involve the same child in more than one instance of communication if you involve at least two children. Demonstrate one technique for each of the following:

open communication

inclusive communication

ethical communication.

Use these techniques with at least two (2) families, two (2) colleagues and use at least two inclusive work practices that support the following:

Cultural safety

Gender safety

Safety for people with disabilities

Safety for other forms of diversity.

Complete the following table to record your responses and what happened.

Supervisor Your supervisor must be present while you take care of each child. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you.

Observation 1 children

Date Time of observation Location Demonstrate one technique for open communication with at least two children in the centre:

Child 1 Child 2 What technique for open communication did you use? How did you demonstrate open communication skills with the child? How did you use verbal communication to establish, develop and maintain effective relationships, mutual trust and confidence with the child? How did you use non-verbal communication to establish, develop and maintain effective relationships, mutual trust, and confidence with the child? Demonstrate one technique for inclusive communication with at least two children in the centre:

Child 1 Child 2 What technique for inclusive communication did you use? How did you demonstrate inclusive communication with the child? Demonstrate one technique for ethical communication with at least two children in the centre:

Child 1 Child 2 What technique for ethical communication did you use? How did you demonstrate ethical communication with the child? Observation 2 families

Date Time of observation Location You must communicate with the families in the presence of the children.

Demonstrate one technique for open communication with at least two families in the centre:

Child 1 Child 2 Family 1 Family 2 What technique for open communication did you use? How did you demonstrate open communication skills with the family? How did you use verbal communication to establish, develop and maintain effective relationships, mutual trust, and confidence with the family? How did you use non-verbal communication to establish, develop and maintain effective relationships, mutual trust and confidence with the family? Demonstrate one technique for inclusive communication with at least two families in the centre:

Child 1 Child 2 Family 1 Family 2 What technique for inclusive communication did you use? How did you demonstrate inclusive communication with the family? Demonstrate one technique for ethical communication with at least two families in the centre:

Child 1 Child 2 Family 1 Family 2 What technique for ethical communication did you use? How did you demonstrate ethical communication with the family? Observation 3 colleagues

Date Time of observation Location You must communicate with your colleagues in the presence of the children.

Demonstrate one technique for open communication with at least two colleagues in the centre:

Child 1 Child 2 Colleague 1 Colleague 2 What technique for open communication did you use? How did you demonstrate open communication skills with your colleague? How did you use verbal communication to establish, develop and maintain effective relationships, mutual trust and confidence with your colleague? How did you use non-verbal communication to establish, develop and maintain effective relationships, mutual trust, and confidence with your colleague? Demonstrate one technique for inclusive communication with at least two colleagues in the centre:

Child 1 Child 2 Colleague 1 Colleague 2 What technique for inclusive communication did you use? How did you demonstrate inclusive communication with your colleague? Demonstrate one technique for ethical communication with at least two colleagues in the centre:

Child 1 Child 2 Colleague 1 Colleague 2 What technique for ethical communication did you use? How did you demonstrate ethical communication with your colleague? Observation 4 inclusive work practices

You may use the same inclusive work practice to support more than one form of diversity, if all forms of diversity are supported, and you use at least two inclusive work practices.

Work practice 1 Work practice 2

Describe a work practice you use/used to support cultural safety How did you use this practice to support cultural safety? Describe a work practice you use/used to support gender safety How did you use this practice to support gender safety? Describe a work practice you use/used to support safety for people with disabilities How did you use this practice to support safety for people with disabilities? Describe a work practice you use/used to support people when a language barrier exists? How did you use this practice to support people when a language barrier exists? Observation 5 other area of diversity

Work with another area of diversity identify it here

This must be different from the other forms of diversity explicitly mentioned in the task Describe a work practice you use/used to support one other area of diversity How did you use this practice to support one other area of diversity? T3 marking checklist communicate for inclusion and diversity

This is what your assessor is looking for you to do:

1 Use their reflections and implement their learnings using open, inclusive, and ethical interactions

2 Implement a way to develop understanding of how their own behaviour can contribute to inclusive practice.

3 Work with children, families, and colleagues to model your learnings.

4 Use inclusive work practice

5 Use inclusivity to support cultural, gender, ability, and other forms of safety

6 Positively respond to challenging self-awareness activities

7 Use opportunities to encourage children and others to engage and participate in cross-cultural and diverse communication including questions to learn and understand

8 Respond with respect and sensitivity to all childrens communications

Result S NS Comment if NS Task 4 opportunities to participate

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE030 PC 3.1, FS2, 5, PE2, CHCECE033 PC1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.4, 2.6, 2.9. FS1, 2, 3, PC2, 6, 13, 14, 16, AC2 Now you need to interact with individuals and groups in an early years learning centre to encourage and promote participation, and support inclusion and diversity.

Specifically, complete these tasks:

Use and support opportunities to encourage and promote participation by individuals and groups in the centre

Work with these children/groups to support and respect each one regardless of their capabilities, confidence, and knowledge.

Identify and use opportunities to support inclusion and diversity with children in daily practice in relation to routines and play experiences.

Complete the Observation Form to document your performance during these tasks.

Complete these tasks according to quality standards set by your organisation and in compliance with the industry standards in early childhood education and care.

This Observation Form outlines practical skills you need to demonstrate as you interact with individuals and groups in the above scenarios.

Record how you completed this task.

Record important details relevant to your completion of this task, where required.

Hand over your responses to your assessor so they can review your responses.

Have your assessor write their comments/feedback on your performance.

Have your assessor complete and sign the Observed By section.

For evidence, you only need to record encouragement and promotion with:

two (2) individuals

two (2) groups.

Supervisor Your supervisor must be present while you interact. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you as you.

Observation individuals

Date Time of observation Location Brief description of activity being observed Use and support opportunities to encourage and promote participation by individuals and groups in the centre

Individual 1 Individual 2 Describe the individual in this instance What opportunity did you use to encourage and promote participation? How did you use this opportunity to encourage and promote their participation? How did you support this action? How did this opportunity support the individual and encourage their participation? How did this opportunity promote the individuals participation? Provide at least two (2) examples of what you did to sustain conversations with children about things which interested them Assessor notes/comments Observation groups

Answers will vary depending on the group selected. Indicative responses are provided below

Date Time of observation Location Use and support opportunities to encourage and promote participation by individuals and groups in the centre

Group 1 Individual 2 Describe the group in this instance What opportunity did you use to encourage and promote participation? How did you use this opportunity to encourage and promote their participation? How did you support this action? How did this opportunity support the individual and encourage their participation? How did this opportunity promote the group participation? Assessor notes/comments T4 marking checklist - opportunities to participate

This is what your assessor is looking for you to do:

1 communicate clearly through the activities listening and asking questions to understand

2 Encourage sustained conversation using personal interests to maintain communication

3 Maintain a relaxed routine to encourage engagement and sharing.

4 Watch for the cues from children to guide the involvement in play opportunities

5 Model positive behaviour and interactions to maintain positive communication

6 Provide support and practices to allow children to actively participate in their own lives/interactions

7 Demonstrate interest in all children and their ideas whether in the group or as individuals

8 Respond to all children regardless of abilities, ages, confidence levels

9 Respond to all children and acknowledge their abilities, and confidence

10 Let all children make choices and experience the outcomes of those choices

11 Provide support to children using strategies to encourage participation and support their needs

Result S NS Comment if NS Task 5 opportunities to support inclusion in daily practice

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE030 PC3.1, FS5, 6, PE2, AC1 CHCECE033 2.2, 2.3, 2.7, 2.8 FS3, PE4, 5, AC2 For this task you must identify and use opportunities to support inclusion and diversity with children in daily practice including:

Routines

Play experiences

You must use three (3) different opportunities (with at least one routine and one play experience) with a minimum of two (2) different children involved.

Supervisor Your supervisor must be present while you interact. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you.

Opportunity 1

Daily practice Routine Play experience

Child involved Identify the specific daily practice involved in this task i.e., what kind of routine or play experience Managing spaces, routines, and resource for this activity has several benefits explain two (2) Identify the opportunity to support inclusion and diversity in the daily practice. How did you use this opportunity How did this opportunity support inclusion with the child involved? How did this opportunity support diversity with the child involved? In the case where the child did not manage their emotions how did you support them? Provide at least three (3) ways you can do this Opportunity 2

Daily practice Routine Play experience

This is what your assessor is looking for you to do:

1 Create spaces to reduce frustration and ensure children feel they can make decisions about their interactions in play and in routines

2 Support children who need help managing their emotions via:

reassurance

calm gentle language

diffuse situations of frustration, distress/anger to prevent escalation

3 Encourage children to recognise and name their emotions

4 Support individual children and those in the group with strategies to meet their needs.

Result S NS Comment if NS Task 6 support childrens understanding

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE030 PC3.2, 3.3, 3.4, 3.5, FS1, 2, 6, PE2, AC1 CHCECE033 PC3.1, 3.2, 3.3 This part of the assessment requires you to support children and their families diverse backgrounds, teach concepts of inclusion and diversity to children, and engage with others to address childrens needs.

Complete the following tasks: Use opportunities to build on the backgrounds of culturally and linguistically diverse (CALD) children and their families

Provide children with opportunities to learn about similarities and differences between people in the world around them

Engage children in collaborative discussions about respectful and equal relations

Observe childrens interactions and participation to identify any need for additional support to improve inclusive relationships

Engage fellow educators, mentors, and other relevant people to support individual children with specific diversity-related needs

Supervisor Your supervisor must be present while you interact. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you.

Observation form

Date Time of observation Location Use opportunities to build on the backgrounds of CALD children and their families: At least two CALD children and their families must be involved in this task.

Child 1 Child 2 Describe the child and their family background Collect information on the childs community How does this information influence the behaviour of the individual child? Explain this in terms of the following areas

temperament development personality What opportunity did you use to build on the child and their family background? How does this opportunity build on their background? Observation similarities/differences

Date Time of observation Location Provide children with opportunities to learn about similarities and differences between people in the world around them. Work with at least two children and two opportunities

An opportunity may involve both similarities and differences with at least 2 similarities and 2 differences across opportunities

temperament development personality How does this opportunity build on their background? Opportunity involves Similarity Difference

Name similarity/difference? Identify the opportunity you used to teach the children about similarities and/or differences between people in the world around them How did you teach the group about similarities and/or differences using this opportunity? Date Time of observation Location Provide children with opportunities to learn about similarities and differences between people in the world around them. Work with at least two children and two opportunities

An opportunity may involve both similarities and differences with at least 2 similarities and 2 differences across opportunities

temperament development personality What opportunity did you use to build on the child and their family background? How does this opportunity build on their background? Opportunity involves Similarity Difference

Date Time of observation Location Engage children in collaborative discussions about respectful and equal relations. At least two children must be involved across at least two discussions.

Respectful relations Child 1 Child 2 How did you engage in a collaborate discussion about respectful relations? How did you engage in a collaborate discussion about equal relations? Observe childrens interactions and participation to identify any need for additional support to improve inclusive relationships. Observe the interactions and participations of at least two children

Interactions Child 1 Child 2 What interaction did you observe between this child and at least one other person? Describe childs participation in one activity you observed Based on your observations what additional support could be given to improve the childs inclusive relationship? T6 marking checklist - support childrens understanding

This is what your assessor is looking for you to do:

1 Gather and use information on the environment the child comes from family and community and social and physical

2 Consider behaviour of the child based on the information on social and physical environment the child comes from

3 Determine and describe the individual stages of each child in terms of:

temperament

development

personality

use this information to help with childs behaviour.

Result S NS Comment if NS Task 7 Engage others to support children

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE030 PC3.6, FS1, 3, 4, 5, 6, PE2 CHCECE033 PC6.1, 6.2, FS4, PE14, 16 You now need to engage fellow educators, mentors, and other relevant people to support individual children with specific diversity-related needs

The children involved in this task must be the same children involved in Task 6

Across all instances of engagement, student must engage with at least two (2):

fellow educators

mentors

interpreters

other relevant people

The engagement must be done through oral communication.

Follow these steps:

Step 1 Identify the three persons you will be interacting with

Step 2Make a time to meet with them

Step 3 Complete each template as provided below

Step 4 Arrange to connect with your supervisor to discuss your reflections.

Engagement person 1

Date Time of observation First person engaged Fellow educator Mentor Interpreter

Other (If other specify job title) What additional support required for inclusive relationships did you communicate to persons engaged? What diversity-related need does the child have? How did you engage with the first person involved to improve the childs inclusive relationships How did you engage with the first person involved to improve the childs diversity need Describe the suggestions/ comments on how best to improve inclusive relationships for the child. Describe the suggestions/ comments on how best to improve diversity need for the child. Describe how you prevented or managed misunderstandings (or issues) related to diversity, considering the social and cultural impacts on the child. Reflect on your own performance based on your observations. What will you change to enhance your skills based on this reflection? Provide at least 2 actions you can take Engagement person 2

Date Time of observation Second person engaged Fellow educator Mentor Interpreter

Other (If other specify job title) What additional support required for inclusive relationships did you communicate to persons engaged? What diversity-related need does the child have? How did you engage with the second person involved to improve the childs inclusive relationships How did you engage with the second person involved to improve the childs diversity need Describe the suggestions/ comments on how best to improve inclusive relationships for the child. Describe the suggestions/ comments on how best to improve diversity need for the child. Describe how you prevented or managed misunderstandings (or issues) related to diversity, considering the social and cultural impacts on the child. Reflect on your own performance based on your observations. What will you change to enhance your skills based on this reflection? Provide at least 2 actions you can take Engagement person 3

Date Time of observation Third person engaged Fellow educator Mentor Interpreter

Other (If other specify job title) What additional support required for positive, inclusive relationships did you communicate to persons engaged? What diversity-related need does the child have? How did you engage with the second person involved to improve the childs inclusive relationships How did you engage with the second person involved to improve the childs diversity need Describe the suggestions/ comments on how best to improve inclusive relationships for the child. Describe the suggestions/ comments on how best to improve diversity need for the child. Describe how you prevented or managed misunderstandings (or issues) related to diversity, considering the social and cultural impacts on the child. Reflect on your own performance based on your observations. What will you change to enhance your skills based on this reflection? Provide at least 2 actions you can take T7 marking checklist - Engage others to support children

This is what your assessor is looking for you to do:

1 Use the interactions to develop ways of managing positive relationships

2 Describe ways of improving diversity and inclusivity for children

3 Develop actions to improve own skills

4 Interacts with other educators to determine how relationships are developed in the workplace, these will impact own performance and ways of interacting in the future.

Result S NS Comment if NS Task 8 - Consult with community members

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE030 PC3.6, FS6, PE2, AC1 This part of the assessment requires you to consult with community members to gain knowledge about the following groups, while complying with relevant community protocols:

Local cultural group - is made up of people who share values, practices, and behaviours. These include Aboriginal and/or Torres Strait Islander groups/communities.

Ethnic group - Ethnicity is the state of belonging to a specific social group based on their similarity in terms of religion, culture, language, nationality, etc.

Gender diverse group - represent individuals who do not express themselves or identify as strictly male or female

Disability group - represent individuals with disabilities.

Specifically, you need to meet with relevant community members to:

share your current knowledge about their groups

obtain knowledge about their groups

While engaging with community members, you must demonstrate you have followed at least one community protocol per group for engaging with them.

Community protocols include customs, etiquette, and rules of conduct to be strictly followed when engaging with community members.

Supervisor Your supervisor must be present while you interact. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you.

You must ensure privacy and confidentiality of all (e.g., community members, groups). Do not include real names, use placeholders. Do not use aliases as this might cause unintended breaches of privacy and confidentiality. Content must always be real and factual.

Community engagement notes

Date completed Group Cultural Ethnic Gender diverse Disability

Part A Identify community members to consult with

Name Relevant community Protocol 1 Relevant community Protocol 2 Part B Consultation to obtain and knowledge of the group

Date and time of meeting Location Notetaker Attendees Agenda

Your discussion of your current knowledge of the group The knowledge shared by community member/s about their group Student declaration I confirm I have completed the tasks outlined in this template according to the descriptions provided above. The information above is true and accurate.

Signed Date Assessor declaration I confirm I have observed the tasks outlined in this template according to the descriptions provided above. The information above is true and accurate.

Signed Date Assessor only

Complete WHS risk assessment S NS Comment if NS CHCECE037 Support children to connect with the natural environmentCHCECE036 cross mappedResources required for assessment

To complete this practical assessment, you will need access to the following resources:

Documentation and physical resources Service templates for creating lesson plans

Relevant documents, e.g., reference books, etc

Resources about the environment and impact of activities on natural environments, e.g., childrens books, info sheets, online resources such as websites, etc.

Service standards, policies, and procedures relevant to:

physical environment

relationships with children

Service guidelines relevant to use of natural and recycled materials in learning environments

Resources needed to implement the lesson plans, e.g., access to natural and constructed environments, materials, etc.

Natural materials, e.g., rocks, leaves, shells, etc.

Recycled materials, e.g., paper bags, plastic bottles, etc.

Human resources Service-based staff to promote use of natural and recycled materials to, e.g., educators, colleagues, etc.

Relevant personnel to coordinate with in implementing lesson plans, e.g., educators, colleagues, etc.

Supervisor for guidance

Children to participate in tasks including children to:

provide access to resources about the environment and the impact of activities on natural environments

promote the use of natural and recycled materials to

implement lesson plans for

The vocational placement provider must be a regulated early childhood education and care service in Australia.

Supervisor Your supervisor must be present while you take care of each child. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you as you take care of each child.

Task 1 create lesson plans

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE037 PC1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, 3.3, FS3, 4, KE2, 4, AC1, 3, 4, 5, 6, 7 CHCECE036 PC1.1, 1.2, 2.1, 2.2, 2.3, FS1, 2, PE1, 2, 4, KE1, 6, 7, 13, AC1, 4, 6, 7, 9, 11 An important part of your job is to create lesson plans and provide opportunities for children to learn about the natural environment. For this task you need to create three (3) lesson plans:

1 One indoor opportunity

2 One natural outdoor opportunity in a natural environment which must involve Aboriginal and/or Torres Strait Islander Peoples use of the natural environment.

3 One natural outdoor opportunity in a constructed environment must be in the childrens local community

Use the template below for each lesson plan or use a template from your placement however, each of the following sections must be addressed.

Lesson plan 1 indoor opportunity

Indoor activity description Date Time Location Number of participants # Children # Educators Objectives for the lesson include at least one for each Explore natural environment Growth and care of living things Interdependence between people, plants, animals, and the land. To reduce impact on the environment How to develop care and respect for the environment Resources and information for children?

Use this section to plan, what you need, and how you them

Note any added resources e.g., information, worksheets etc, must be included with this lesson plan, upload these separately Natural materials include how you will use them Recycled materials include how you will use them Human resources- who you need to do this lesson Information provide samples for children and to support this lesson Digital media used for research provide URLs How does this activity address exploration and senses/skills? How will you promote the use of natural and recycled materials in this lesson? Explain steps for the lesson add more space if required. 1 2 3 4 How you will manage safety in this lesson What organisational documents did you use which are relevant to this task? Note you only need to complete this section for the first lesson plan.

Standard relevant to childrens physical environment Standard relevant to relationships with children Policy relevant to childrens physical environment Policy relevant to relationships with children Procedure relevant to childrens physical environment Procedure relevant to relationships with children Lesson plan 2 Outdoor opportunity natural environment plus Aboriginal and/or Torres Strait Islander connection with the natural environment

Outdoor natural environment activity description Outdoor activity in involving Aboriginal and/or Torres Strait Islander connection with the natural environment explain this aspect for this lesson Identify the connection Aboriginal and/or Torres Strait Islander people have with the natural environment Location Date Time Number of participants Children Educators Objectives for the lesson include at least one for each Explore natural environment Growth and care of living things Interdependence between people, plants, animals, and the land. Children to reduce their impact on the environment Work with the local community Resources and information for children?

Use this section to plan, what you need, and how you them

Note any added resources e.g., information, worksheets etc, must be included with this lesson plan, upload these separately Natural materials include how you will use them Recycled materials include how you will use them Human resources- who you need to do this lesson Information provide samples for children and to support this lesson Digital media How does this activity address exploration and senses/skills? How will you promote the use of natural and recycled materials in this lesson? Explain steps for the lesson add more space if required. 1 2 3 4 How you will manage safety in this lesson Lesson plan 3 Outdoor opportunity constructed environment in the local community

Outdoor activity in local community explain the local community aspect for this lesson Location Date Time Number of participants Children Educators Resources and information for children?

Use this section to plan, what you need, and how you them

Note any added resources e.g., information, worksheets etc, must be included with this lesson plan, upload these separately Natural materials include how you will use them Recycled materials include how you will use them Human resources- who you need to do this lesson Information provide samples for children and to support this lesson Digital media Objectives for the lesson include at least one for each Explore constructed environment Explore natural environment Growth and care of living things Interdependence between people, plants, animals, and the land. Children to reduce their impact on the environment How does this activity address exploration and senses/skills? How will you promote the use of natural and recycled materials in this lesson? Explain steps for the lesson add more space if required. 1 2 3 4 How you will manage safety in this lesson Assessor only

Create 3 x lesson plans S NS Comment if NS Task 2 Implement your three lesson plansUnit Mapping Credit transfer Yes/No Assessor verified

CHCECE037 PC1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, 3.3, FS1, 2,3, 4, KE2, 4, AC1, 3, 4, 5, 6, 7 CHCECE036 PC1.1, 1.2, 2.1, 2.2, 2.3, 2.5, 2.6, 2.7, 2.8, 2.9, FS2, PE1, 2, 4, KE1, 6, 7, 13, AC1, 46, 7, 11 While being observed by the assessor, implement the lesson plans you created in Task 1. Remember there must be three lesson plans for three learning opportunities including:

1 indoor learning opportunity

1 outdoor learning opportunity in a natural environment involving Aboriginal and/or Torres Strait Islander Peoples use of the natural environment.

1 outdoor learning opportunity in a constructed environment in the childrens local community

You will be assessed on:

practical knowledge relevant to supporting childrens knowledge and understanding of the natural environment

practical skills relevant to implementing lesson plans.

Before starting this task, review the marking checklist which lists what you need to while completing this task. Your assessor will:

confirm and where required provide relevant service-based documents i.e., standards, policies, and procedures relevant to implementing lesson plans

organise workplace resources required for you to complete this assessment

discuss all requirements with you and address any queries and concerns.

Always ensure privacy and confidentiality of children of this assessment. Do not include real names - use placeholders. Replace names with Child A, Child B, etc. Do not use aliases - this might cause unintended breaches of privacy and confidentiality. Although using placeholders, observations must always be factual.

T2 marking checklist - Implement your three lesson plans

Your assessor is observing the implementation of the three (3) lesson plans from Task 1

This is what your assessor will be looking for you to do for the above lesson plans

1 deliver a lesson plan for each of the 3 areas

2 use each opportunity (lesson plan) to discuss the natural environment with the children

3 use each opportunity (lesson plan) to discuss the interdependence between people, plants, animals, and the land with the children

4 demonstrate and encourage respect and care for the environment natural and constructed

5 Provide resources for each lesson to guide children and encourage respect and appreciation for the opportunity and the natural environment

6 developing lesson plan/s involve identifying Aboriginal and/or Torres Strait Islanders peoples connection to the natural environment

7 support children and their understanding of the natural environment including:

interactions

respect for living things

8 work with natural materials in line with lesson plan and the requirements of the centre

9 work with recycled materials in line with lesson plan and the requirements of the centre

10 explain benefits of using recycled materials in childrens learning environment to other staff of the service.

11 use each opportunity to allow children to explore all environments including

natural, constructed and the local community

growth and care of living things

12 model how to reduce impact on the natural environment involving:

explaining sustainability and how actions relate.

discussing which actions are positive and/ or negative on nature

explaining how children reduce their impact via:

routines, e.g., energy conservation by turning off the lights when theyre not in use, etc.

projects, e.g., children set-up recycling bins in their neighbourhood, etc.

13 Engage with all children to build rapport using:

intentional teaching and stories

use positive language

tell children what they can do not what they cant do, etc.

ask clarifying questions to demonstrate reflective listening.

use childrens names when addressing not sweetie, or dear.

use non-verbal techniques including using:

getting down to childs level when speaking

friendly facial expressions

body language to demonstrate active listening

give children time to respond.

14 use learning materials to reinforce the lesson:

objectives

learnings

natural environment

15 use digital media sources to reinforce the lesson and opportunity to connect with the natural environment

16 explain activity to be used for the lesson including:

specific activity for the children to do

how activity allows children to explore the environment the lesson is held in

specific environmental aspects to explore

how childrens senses and skills engaged

how safety requirements were complied

the intended outcome of the activity

17 prepare resources for the lesson including

required people resources (human)

required physical resources, including digital

compile and set up resources for the children

18 consider age group of children in choosing natural and recycled materials to use, e.g., avoid small materials susceptible to swallowing, etc.

19 show how natural materials can be used in:

play, e.g., twigs to make stick figures, etc.

in learning experiences, e.g., counting with pebbles and twigs, etc.

practical routines, e.g., finding different leaves while cleaning, etc.

20 adhere to requirements of the service including:

how the physical environment will be set up

how interactions with children will be handled

child safety requirements and how they will be met

model behaviour used to help children learn

Result S NS Comment if NS CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples culturesResources required for assessment

To complete this practical assessment, you will need access to the following resources:

Documents and physical resources Organisational documents relevant to:

Practical routines and Learning experiences

The curriculum used in your centre

1 each policy, procedure, service standard in your centre relevant to:

collaborative partnerships with Aboriginal and/or Torres Strait Islander families and communities

educational program and practicerelationships with children

Information sources relevant to Aboriginal and/or Torres Strait Islander peoples cultures, histories, and ways of learning

The approved learning framework used in your centre

Human resources Opportunities to do the following:

Conduct a meeting with fellow educators in the centre

Implement ways of improving awareness of Aboriginal and/or Torres Strait Islander cultures in the centre

Embed Aboriginal and/or Torres Strait Islander cultures in the centre

Promote Aboriginal and/or Torres Strait Islander languages in the centre

Facilitate the learning experiences of children in the centre

Support the learning experiences of children in the centre

Model respect for Aboriginal and/or Torres Strait Islander ways of knowing and communication

Encourage children to reflect on and engage with Aboriginal and/or Torres Strait Islander ways of learning

Local Aboriginal and/or Torres Strait Islander communities

The vocational placement provider must be a regulated early childhood education and care service in Australia.

Supervisor Your supervisor must be present while you take care of each child. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you as you take care of each child.

Task 1 Identifying different perspectives and improve cultural awareness

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE054 PC 1.1, 1.2, FS3, 4, PE1, 2, AC3 In this task, you need to identify and reflect on perspectives about Aboriginal and/or Torres Strait Islander peoples cultures and the experiences that have informed them. You must then discuss your reflection with your supervisor. Based on your reflection, create an action plan to identify ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples cultures. The final part of this task will require you to implement the tasks outlined in your action plan.

To complete this task, follow these steps:

Step 1: Identifying and reflecting on perspectives, discussing outcomes with supervisor

Step 2: Identify ways to improve awareness

Step 3: Implement ways to improve awareness

Templates and instructions have been provided in each step.

Step 1: Identifying and reflecting on perspectives

Identify two Aboriginal and/or Torres Strait Islander groups in your community. If there are no Aboriginal and/or Torres Strait Islander groups in your community, you may identify groups from a different community that is closest to yours (but still within the same state/territory).

Take some time to reflect on perspectives about Aboriginal and/or Torres Strait Islander peoples cultures and the experiences that have informed them. Document the outcomes of your reflection using the template provided on the next page.

Once you have completed your reflective journal, meet with your supervisor, and discuss the outcomes. Document the details of the meeting in the meeting minutes template. Your supervisor must sign the declaration at the end of the meeting minutes template.

Reflective journal template

Date completed State/territory Community groups chosen: 1 2 Question Community group 1 Community Group 2

What do you think of the groups culture? What is your experience that shaped this perspective? How do you feel about working with someone from this group? What is your experience that shaped this perspective? How would you react if one of the children assigned to your care came from this group? What is your experience that shaped this perspective? Do you think you would have different perspectives if you had different experiences? Assessor only

Complete reflective journal S NS Comment if NS Meeting minutes template

Date and time of meeting Location Note taker Name of meeting attendees Agenda Item 1 Reflection process

How you identified your perspectives in your reflection: How you identified the experiences that shaped your perspectives How you arrived at your conclusions regarding potentially different perspectives if you had different experiences: Agenda Item 2 Actual reflection outcomes

Workplace supervisor declaration

Students, please note, ask your supervisor to signed this off in the TPV document

I have observed these tasks according to the descriptions above. The information is true and accurate.

Name Signed Date Assessor only

Complete meeting minutes S NS Comment if NsSStep 2: Identify ways to improve awareness

Now you have completed your reflection, you must now identify ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples cultures in the centre. To do this, complete each section of the action plan provided.

Action plan

Workplace/organisation Date completed State/territory Community groups chosen: 1 2 Question Community Group 1 Community Group 2

Explain one way you can improve awareness of the groups culture Outline the steps for how to implement your chosen improvement. Assessor only

Complete action plan S NS Comment if NsSStep 3: Implement ways to improve awareness

Now you have completed your action plan, it is time to implement your improvements. To complete this step, arrange a time and date with your assessor so they can observe you implementing ways to improve awareness in accordance with your action plan.

To prepare for your observation, ensure you:

read the observation checklist so you understand what your assessor is looking for

check with your supervisor you will have an opportunity to implement the ways of improving awareness you identified in your action plan

confirm the date and time with your assessor.

During your observation, implement your ways of improving awareness, following steps in your Action Plan.

T1 marking checklist Identifying different perspectives and improve cultural awareness

This is what your assessor will be looking for you to do:

1 Followed the steps outlined in the Action Plan for implementing the way to improve awareness of the first Aboriginal and/or Torres Strait Islander groups culture (Group 1).

2 Followed the steps outlined in the Action Plan for implementing the way to improve awareness of the second Aboriginal and/or Torres Strait Islander groups culture (Group 2).

3 Provide at least two workplace documents showing the above tasks. These can include but will not be limited to anecdotal records, learning stories, jottings, audio, correspondence, screenshots or other approved by your assessor

Result S NS Comment if NS Task 2 Investigating local contexts

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE054 PC2.1, 2.2, 2.3, 4.2, FS2, 3, 4, PE1, 2, AC3, This task requires you to conduct research on Aboriginal and/or Torres Strait Islander peoples cultures and histories in your community and complete a research report. Once you have completed your report, then reflect on the current impact of historical issues relevant to local Aboriginal and/or Torres Strait Islander groups. To complete this task, follow these steps:

Step 1: Researching local Aboriginal and/or Torres Strait Islander cultures and histories

Step 2: Reflecting on research findings

Templates and instructions have been provided in each step.

Step 1: Research local Aboriginal and/or Torres Strait Islander cultures and histories

This step requires you to conduct research on Aboriginal and/or Torres Strait Islander peoples cultures and histories in your community. Specifically, you need to:

conduct research on two local Aboriginal and/or Torres Strait Islander cultures and histories using credible sources

handle the information you gathered in a culturally sensitive way.

For you to gather credible information, arrange a suitable time for you to visit two Aboriginal and/or Torres Strait Islander groups in your community. Your assessor must be present to observe you during your visit. During each visit, ask the group about:

their customs and/or traditions including one (1) cultural topic and one (1) historical topic

how information about their culture and history can be shared

who information about their culture and history can be shared with.

During the visits, ask open and closed questions and actively listen to seek information and confirm understanding. You will need to demonstrate to your assessor that you can interact and engage with community members to build a genuine, trusting rapport in a culturally sensitive manner.

To prepare for your visits, ensure you:

read the observation checklist so you understand what your assessor is looking for

arrange visits with the community groups and confirm the date and time with your assessor

prepare questions you would like to ask

review the research report template to have a clear understanding of what your report requires.

During your observation, you will need to:

discuss a cultural topic relevant to the Aboriginal and/or Torres Strait Islander group (customs/traditions)

discuss a historical topic relevant to the Aboriginal and/or Torres Strait Islander group (customs/traditions)

ask how information about their culture and history can be shared

ask who information about their culture and history can be shared with

thank the people you meet with for their time and understanding.

After your observation, you will need to:

complete each section of the research report template based on your findings

T2 marking checklist (Group 1 and Group 2) - Investigating local contexts

This is what your assessor will be looking for you to do:

1 use the proper terms and titles for people and objects.

2 phrase their needs as requests and not demands.

3 answer any questions the Aboriginal and/or Torres Strait Islander people ask and demonstrates respect for Aboriginal and/or Torres Strait Islander peoples cultural knowledge.

4 avoid using behaviours considered offensive by Aboriginal and/or Torres Strait Islander people.

5 makes sure Aboriginal and/or Torres Strait Islander people understand them.

Result S NS Comment if NS Research report template

Date completed State/territory Community groups chosen: 1 2 Cultural topic

Question Community Group 1 Community Group 2

Which cultural topic did you discuss with the Aboriginal and/or Torres Strait Islander group? Provide a summary of key information relevant to the topic Document the source of information accessed regarding the cultural topic relevant to the Aboriginal and/or Torres Strait Islander group in your community. Briefly explain how you determined the credibility of the source you accessed. Briefly explain how information you gathered can be shared, based on the customs and/or traditions of the relevant group. Briefly explain how you complied with the requirement of how the information can be shared. Identify with whom the information you gathered can be shared, based on the customs and/or traditions of the relevant group. Briefly explain how you complied with the requirement of whom the information can be shared with. Historical topic

Question Community Group 1 Community Group 2

Which historical topic did you discuss with the Aboriginal and/or Torres Strait Islander group? Provide a summary of key information relevant to the topic Document the source of information accessed regarding the historical topic relevant to the Aboriginal and/or Torres Strait Islander group in your community. Briefly explain how you determined the credibility of the source you accessed. Briefly explain how information you gathered can be shared, based on the customs and/or traditions of the relevant group. Briefly explain how you complied with the requirement of how the information can be shared. Identify who the information you gathered can be shared, based on the customs and/or traditions of the relevant group. Briefly explain how you complied with the requirement of who the information can be shared with. Assessor only

Research local contexts S NS Comment if NS Step 2: Reflect on research findings

This task requires you to reflect on the implications of your research outcomes in the previous step. Take some time to reflect on the current impact of historical issues relevant to local Aboriginal and/or Torres Strait Islander groups. Document the outcomes of your reflection using the template provided:

Reflective journal

Date completed Community groups chosen: 1 2 Question Community Group 1 Community Group 2

What is the current-day impact of the historical topic you discussed with this group? How does the current-day impact of the historical topic affect your work as an educator? Assessor only

Reflect on research findings S NS Comment if NS Task 3 Improving service practices

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE054 PC3.1, 3.2, 3.3, FS1, 3, PE2, 3, AC2, 3, 4, 5, 6 This task requires you to improve service practices in your workplace. To do this, meet with fellow educators in the centre to identify and evaluate opportunities for embedding Aboriginal and/or Torres Strait Islander peoples cultures in the centres routines and learning experiences. Once you have held your meeting, you need to implement the chosen opportunities. To complete this task, follow these steps:

Step 1: Identify and evaluate opportunities for embedding Aboriginal and/or Torres Strait Islander peoples cultures in the centres routines and learning experiences

Step 2: Implement opportunities for embedding Aboriginal and/or Torres Strait Islander peoples cultures in the centres routines and learning experiences

Step 1: Identify and evaluate opportunities to embed Aboriginal and/or Torres Strait Islander peoples cultures in the centres routines and learning experiences

This step requires you to meet with fellow educators (a minimum of one) in the centre to identify and evaluate opportunities for embedding Aboriginal and/or Torres Strait Islander peoples cultures in the centres routines and learning experiences.

You will tailor these opportunities to one (1) of the groups/communities you researched in Task 2.

Specifically, you need to:

work with your fellow educators to identify a total of three (3) opportunities to embed local Aboriginal and/or Torres Strait Islander peoples cultures into daily practices in culturally safe and sensitive ways

review and determine consistency of information accessed

work with your fellow educators evaluate opportunities and develop an implementation plan.

Each opportunity must be consistent with information you accessed and reviewed. Document the outcomes of the identification and evaluation in the template provided. Your assessor must observe you during the meeting. Provide your assessor with a copy of the Observation Checklist for them to complete and sign the Assessor Declaration.

To prepare for your meeting:

read the marking checklist (below) so you understand what your assessor is looking for

arrange the meeting and confirm the date and time with your colleagues and assessor

access and have copies of the following documents (these must be submitted):

approved learning framework used in your centre

following organisational documents:

curriculum used in your centre

one policy, one procedure, and one service standard for each of the following:

Collaborative partnerships with Aboriginal and/or Torres Strait Islander families and communities

Educational program and practice

Relationships with children.

have sources of information about the culture of each Aboriginal and/or Torres Strait Islander group this may include parts of your research report or other sources

During your observation, complete each section of the Opportunity identification and evaluation template by ensuring you and your co-worker(s):

review the approved learning framework used in your centre and organisational documents and confirm knowledge of the fellow educators aligns with the content

discuss one (1) cultural topic relevant to the Aboriginal and/or Torres Strait Islander group (customs/traditions)

identify a total of three (3) opportunities, one of each of the following:

embed the groups culture in a routine in the centre

embed the groups culture in a learning experience in the centre

promote childrens understanding of the groups language

evaluate the opportunities and create an implementation plan for each opportunity

T3 marking checklist identify and embed

This is what your assessor will be looking for you to do:

1 discuss a cultural topic with their colleague/s and collaboratively identify three (3) opportunities to embed local Aboriginal and/or Torres Strait Islander peoples cultures into daily practices in culturally safe and sensitive ways, reviewing information sources to support the opportunities.

2 collaborate with colleague/s to develop an implementation plan for the three (3) opportunities identified.

3 seek information from their fellow educators by:

asking open-ended questions

asking closed questions

using non-verbal cues

4 confirm they understand what fellow educators are saying and vice versa.

5 Submit a completed copy of the Opportunity identification and evaluation template and supporting documentation, including:

approved learning framework used in your centre

curriculum used in your centre

1 policy, 1 procedure, 1 service standard for:

Collaborative partnerships with Aboriginal and/or Torres Strait Islander families and communities

Educational program and practice

Relationships with children

Result S NS Comment if NS Opportunity identification and evaluation template

Meeting minutes and identification and evaluation

Date and time of meeting Location Attendees: Aboriginal and/or Torres Strait Islander peoples group Relevant information sources accessed and reviewed Areas Opportunities identified:

Embed the groups culture in a routine 1 Embed the groups culture in a learning experience 2 Promote childrens understanding of the groups language 3 Review of information sources

How are these opportunities consistent with the approved learning framework used in the centre? How are these opportunities consistent with the curriculum used in the centre? How are these opportunities consistent with the community cultural protocol relevant to the group? Assessor only

Complete Opportunity identification and evaluation template S NS Comment if NS Evaluation

Implementation plan Opportunity 1 Opportunity 2 Opportunity 3

How much time will it take to implement this opportunity? Where will this opportunity take place? (Location in the centre, online etc.) List the steps needed to implement this opportunity. List the resources needed to implement this opportunity. How difficult it would be to carry out the steps for this opportunity? Assessor only

Complete evaluation S NS Comment if NS Step 2: Implement opportunities

Now you have completed your evaluation and developed an implementation plan, it is now time to implement the opportunities identified. To complete this step, you arrange a time and date with your supervisor to discuss the practicalities of implementing the opportunities and gain their approval.

Once you have received approval, you must implement the opportunities in accordance with the implementation plans you developed in step 1. Complete the implementation record template with:

the date and time you received approval from your supervisor

each opportunity you implemented and:

give a summary of the process you took to implement each opportunity

indicate whether the implementation plan was followed

provide comments relating to how the implementation went.

Once you have completed the implementation record, ask your supervisor to verify you successfully implemented opportunities by signing the supervisor declaration.

Implementation record

Approval date and time: Opportunity Summary Was implementation plan followed? Comments

Yes No 1

Assessor only

Implement opportunities S NS Comment if NS Task 4 Supporting childrens understanding and respect

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE054 PC4.1, 4.2, 4.3, 4.4, FS2, 4, PE3, AC7 This task requires you to facilitate and support the learning experiences of children in the centre that involve Aboriginal and/or Torres Strait Islander cultures, languages, and ways of learning. To complete this task, facilitate three (3) meaningful and culturally appropriate learning experiences that teach children:

the value of one (1) Aboriginal and/or Torres Strait Islander groups culture

about one (1) Aboriginal and/or Torres Strait Islander language

about the different Aboriginal and/or Torres Strait Islander peoples ways of learning

For each of the above learning experiences, there must be a minimum of three (3) children participating. For each experience, document a brief explanation of:

the learning experience you facilitated

how the Aboriginal and/or Torres Strait Islander groups culture/language/way of learning was integrated into the learning experience

opportunities you used to encourage children to reflect on and engage with different Aboriginal and/or Torres Strait Islander peoples culture/language/way of learning

how you supported the children to encourage their understanding of local Aboriginal and/or Torres Strait Islander peoples culture/language/way of learning during the learning experience

how you valued, modelled respect, and positively portrayed Aboriginal and/or Torres Strait Islander peoples culture and cultural knowledge during the learning experience

Your supervisor must observe you facilitate these sessions and sign the supervisor declaration to verify you have competently facilitated each learning experience. Document the outcomes of these learning experience in the templates provided.

Learning experience 1: The value of culture

Date Time Number of children Location Aboriginal and/or Torres Strait Islander group Provide a summary of the learning experience that you facilitated How was the Aboriginal and/or Torres Strait Islander groups culture integrated into the learning experience? What opportunities did you use to encourage the children to reflect on and engage with different Aboriginal and/or Torres Strait Islander peoples culture? How did you support the children to encourage their understanding of local Aboriginal and/or Torres Strait Islander peoples culture during the learning experience? How did you value, model respect, and positively portray Aboriginal and/or Torres Strait Islander peoples culture and cultural knowledge during the learning experience? Learning experience 2: Language

Date Time Number of children Location Aboriginal and/or Torres Strait Islander group Provide a summary of the learning experience that you facilitated How was the Aboriginal and/or Torres Strait Islander groups language integrated into the learning experience? What opportunities did you use to encourage the children to reflect on and engage with different Aboriginal and/or Torres Strait Islander peoples language? How did you support the children to encourage their understanding of local Aboriginal and/or Torres Strait Islander peoples language during the learning experience? How did you value, model respect, and positively portray Aboriginal and/or Torres Strait Islander peoples language? Learning experience 3: Ways of learning

Date Time Number of children Location Aboriginal and/or Torres Strait Islander group Provide a summary of the learning experience that you facilitated How was the Aboriginal and/or Torres Strait Islander groups ways of learning integrated into the learning experience? What opportunities did you use to encourage the children to reflect on and engage with different Aboriginal and/or Torres Strait Islander peoples ways of learning? How did you support the children to encourage their understanding of local Aboriginal and/or Torres Strait Islander peoples ways of learning during the learning experience? How did you value, model respect, and positively portray Aboriginal and/or Torres Strait Islander peoples language? Workplace supervisor declaration

Students, please note, ask your supervisor to signed this off in the TPV document

I confirm I have observed these tasks according to the descriptions provided above. The information above is true and accurate.

Name Signed Date Assessor only

Complete 3 x learning experience templates above S NS Comment if YS CHCECE034 Use an approved learning framework to guide practice

Task 1 identify learning framework

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE034 PC1.1, 1.2, 1.3, 1.4, 2.1, FS1, 2, PE1, KE1, When you start your vocational placement there are many things to learn. One of the most important is to understand the use of the approved learning framework to guide your practice. In consultation with your workplace supervisor discuss the function of an approved learning framework in care and education of children. Complete the table below.

Date of discussion with workplace supervisor about learning framework in the centre What is the approved learning framework in your centre? What is the purpose of this learning framework in the centre you work in? What is the relationship between the framework at your centre and other legislations/ regulations? Workplace supervisor declaration

Students, please note, ask your supervisor to signed this off in the TPV document

I confirm I have observed these tasks according to the descriptions provided above. The information above is true and accurate.

Name Signed Date Assessor only

Identify learning framework S NS Comment if NS Task 2 learning outcomes

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE034 PC1.3, 2.1, 2.2, KE5, AC3, 4 Learning frameworks operate with specific learning outcomes. Complete the table below providing the five (5) learning outcomes from the Early Years Learning Framework. These learning outcomes are a measure of successful implementation of the EYLF in your practice. In Provide at least one strategy to achieve each of the five (5) learning outcomes.

You may use the document linked below for reference: The Early Years Learning Framework for AustraliaUsing the framework and learning outcomes provide a strategy to support childrens development, learning and wellbeing.

EYLF learning outcome Strategy you performed to achieve each outcome

1 Children have a strong sense of identity 2 Children are connected with and contribute to their world 3 Children have a strong sense of wellbeing 4 Children are confident and involved learners 5 Children are effective communicators. Assessor only

Identify learning outcomes for EYLF S NS Comment if NS Task 3 using vision, principles, and practices

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE034 PC1.3, 2.1, 2.2, FS2, PE1, 2, 3, 4, KE2, 3, 4, 13, You have been asked to help implement the learning framework at your centre. Your director has asked you to develop a poster to help explain the framework to other new students like you. Use the template below or create your own (your template must include these sections/ information).

Using the approved learning framework in our centre insert the centre name/logo here.

In our centre this is how we use the learning framework vision - provide an example In our centre this is how we use the learning framework principles - provide an example In our centre this is how we use the learning framework practices - provide an example Assessor only

Use vision, principles, practices S NS Comment if NS Task 4 implementation and reflection

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE034 PC2.2, 3.2, 3.3, FS3, PE5, 6, KE13, AC1, 7, 8 Using the approved learning framework as an educator is critical.

Complete three (3) observations using your own experience (positive examples). Use the templates provided.

Assessor Your assessor must discuss the observation with you.

Observation 1

Childs name Age Student as observer Date of observation Date of observation

What did you observe Evaluation what is this child learning or developing? Follow up what can you do to develop this child per the Framework? When will you do this Follow up? Day/date How does your observation/Follow up link to the principles of the Framework? How does your observation/Follow up link to the practices of the Framework? How does your observation/Follow up link to the outcomes of Framework? Discuss the Follow up with your supervisor and get their signature here approving this.

Note to Supervisor please ensure this activity suits your schedule. Work with this student to deliver this experience. This may be an opportunity for others to contribute and this student to implement the observation.

Evaluation of extension Date of extension Supervisor initials Provide details of the extension reflect on what went well/what might be done better next time. Identify areas to improve own skills Work with your supervisor and develop at least two (2) actions you can take 1 2 Observation 2

Childs name Age Student as observer Date of observation What did you observe Evaluation what is this child learning or developing? Follow up what can you do to develop this child per the Framework? When will you do this Follow up? How does your observation/Follow up link to the principles of the Framework? How does your observation/Follow up link to the practices of the Framework? How does your observation/Follow up link to the outcomes of Framework? Discuss the Follow up with your supervisor and get their signature here approving this.

This is what your assessor will be looking for you to do:

1 use the framework to support learning, development, and wellbeing at least three times

2 support childrens development, learning and wellbeing by using the framework

3 work on improvements using 3 positive examples of interaction.

4 work on enhancing own skills using reflection learning from observations.

5 develop actions for improvement with supervisor

6 deliberately seek opportunities to improve own practice and conduct

7 take part in implementing a learning framework using own practice

8 reflect on use of the learning framework in the service

9 discuss the reflection process + outcome with a workplace supervisor twice

Result S NS Comment if NS CHCECE036 Provide experiences to support childrens play and learningCHCECE037 cross mapped

CHCECE031 cross mappedCHCECE033 cross mappedCHCECE032 cross mappedResources required for assessment

To complete this practical assessment, you will need access to the following resources:

Documentation and physical resources Organisational documents relevant to:

curriculum used in the centre

resources used to support childrens play and learning experiences

1 policy, 1 procedure, and 1 service standard in your centre relevant to:

childrens health and safety

educational program and practice

the physical environment

relationships with children

The following environments:

Outdoor environment (this one is mapped to this unit)

Sun protection materials

The approved learning framework and curriculum used in your centre

Human resources Opportunities to conduct work activities while being observed by the assessor and while being supervised by their workplace supervisor that include outdoor play and learning

The vocational placement provider must be a regulated early childhood education and care service in Australia.

Supervisor Your supervisor must be present while you take care of each child. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you as you take care of each child.

Task 1 Provide outdoor experiences to support play and learning run over multiple days

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE036 PC1.1 (S2, 3, 5), 1.2 (S2, 3, 5), 1.3 (S3, 5), 1.4(S1), 1.5 (S2, 3, 5, 2.1 (S3, 5), 2.2 (S3, 5), 2.3 ((S3, 5), 2.4 (S3, 5), 2.5 (S3, 5), 2.6 (S3, 5),, 2.7 (S3, 5),, 2.8 (S3, 5),, 2.9 (S3, 5),, 3.1 (S4, 6),3.2, (S4, 4),, 3.3 (S4,6), 3.4 (S4, 6) FS1(S1,2), 2 (S3, 5), 3(S2, 5), PE1, PE3 (S4, 6) PE4, KE1, 2, 5, 6, 7, 8, 9. 10, 11, 12, 13, AC1, 4, 5, 6, 7, 8, 9, 10, 11 CHCECE037 PC1.1, 1.2, 2.3, 2.5, 2.6, 2.7, 2.8, 2.9, FS1, PE1, 2, 3, 4, KE1, 6, 7, 13, AC1, 4, 6, 7, 911 In this task, you will be required to plan, implement, and evaluate a group outdoor play and learning experiences over multiple days. To decide on the experiences, you must first select a minimum of three (3) children (two to six years of age) who will participate and then identify and analyse information from observations and reflection to inform your choice of experience. If you plan on having more than three (3) children participating, that is fine, however; you only need to focus on three (3) children for this assessment.

Once you have decided on the outdoor experiences, you will then develop lesson plans. After DAY 1 of the learning and play experience, you will need to reflect and evaluate on the outcomes of the day and discuss this with your supervisor.

You will then incorporate further learning and development opportunities into the lesson plan for DAY 2. Once you have implemented DAY 2, you will reflect and have a final discussion with your supervisor to discuss your reflection process and outcomes.

To complete this task, you will need to follow these steps:

Step Instruction

1 Select children, gather, and analyse observations to determine outdoor learning and play experiences

2 Develop lesson plans for both days of the outdoor learning and play experiences

3 Run day one of the outdoor learning and play experience

4 Reflect on the outcomes of day one and discuss with your supervisor, amending the lesson plan for day two to incorporate learning and development opportunities

5 Run day two of the outdoor learning and play experience

6 Holistically reflect on the outcomes the entire learning and play experiences and discuss with your supervisor

Templates and instructions have been provided in each step.

Step 1: Select children, gather, and analyse observations to determine outdoor learning and play experiences

Identify three (3) children who will be participating in the learning and play experiences. For each child, access and review the following:

reflections of other educators regarding each childs play and learning

records of observation for each childs play and learning.

In the Learning and play experiences template provided, document the reflections, observations, and learning/play opportunities for each child. Once you have analysed this information, decide on and document experiences that are run over a minimum of two (2) days appropriate for the needs and preferences of the group. The learning and play experiences must consider:

resources and materials to suit different kinds of outdoor play according to service curriculum and safety procedures

use of real, natural, and recycled materials in play environments

opportunities to engage children in developmentally appropriate discussion about their outdoor play and learning, which supports their creativity, competency, and confidence

intentional and spontaneous outdoor play and learning.

Once you have completed this template:

seek approval from your supervisor for your proposed learning and play experiences

once approval is given from your supervisor, ask each childs family for permission for children to participate in future tasks. You must use the consent form from the centre and ensure records are kept according to service standards

document your supervisors approval and the family permissions obtained in the template.

Note: You may also like to review the observation checklist in step 3 to see what your assessor will be observing during each outdoor play and learning experience. This may also help you make decisions on the most appropriate experiences.

Learning and play experiences template

Workplace/organisation Date completed State/territory Reflection and observations Child A Child B Child C

Age of the child Summary of reflections obtained relating to outdoor play Summary of observations obtained relating to outdoor play Based on the reflections and observations, select, and explain the outdoor learning and play experiences (run over a minimum of two (2) days) that will be appropriate for the needs and preferences of the group:

Summary of experience Nature of activities Day 1 Day 2 Proposed location(s) Proposed dates and times Number of educators (minimum two) List of resources required (minim of three for each) Real Natural Recycled How do the outdoor learning and play experiences follow the service curriculum? How are the outdoor learning and play experiences age-appropriate? Summarise how the chosen experiences meet the needs and preferences of each child.

Child A Child B Child C Document appropriate strategies to support each childs needs (a minimum of two for each)

Child A Child B Child C Approvals

Children consent forms obtained and filed appropriately? Child A Child B Child C

Yes No Yes No Yes No

Assessor only

Complete template S NS Comment if NS Step 2: Develop lesson plans for both days of outdoor learning and play experiences

Unit Mapping Credit transfer Yes/No Assessor verified

CCHECE031 PC 3.1, 3.2, 3.3, 7.1, FS7, PE8 CHCECE037 PC1.1, 1.2, 2.3, 2.5, 2.6, 2.7, 2.8, 2.9, FS1, PE1, 2, 3, 4, KE1, 6, 7, 13, AC1, 4, 6, 7, 9,11 Now your outdoor learning and play experiences have been approved and consent has been sought, you must now develop a lesson plan for each day. To assist you, a lesson plan template has been provided. If you choose, you may also use a template from your placement however, each of the following sections must be addressed. Once you have completed your lesson plans, ask your supervisor to review and approve.

Lesson plan (DAY 1)

Date Time Location Number of participants # Children # Educators Objectives for the lesson include at least one for each Explore natural environment Growth and care of living things Interdependence between people, plants, animals, and the land. To reduce impact on the environment How to develop care and respect for the environment Encourage play Resources and information for children?

Use this section to plan, what you need, and how you them

Note any added resources e.g., information, photos etc, must be included with this lesson plan, upload these separately Natural materials include how you will use them Recycled materials include how you will use them Human resources- who you need to do this lesson Information provide samples for children and to support this lesson Digital media used for research provide URLs How does this activity address exploration and senses/skills? How will you promote the use of natural and recycled materials in this lesson? Explain steps for the lesson add more space if required. 1 2 3 4 How will you manage safety in this lesson? How will you support unhurried opportunities for play, while ensuring priority tasks are achieved? What organisational documents must you use for the outdoor play and learning experiences for what is planned for this day?

Area Policy Procedure Standard

Childrens health and safety Educational program and practice Physical environment Relationships with children. Lesson plan (DAY 2)

Use this section to plan, what you need, and how you them

Area Policy Procedure Standard

Childrens health and safety Educational program and practice Physical environment Relationships with children. Workplace supervisor declaration

Students, please note, ask your supervisor to signed this off in the TPV document

I confirm I have reviewed and approved the lesson plans above. The information above is true and accurate.

Name Signed Date Assessor only

Complete lesson plans day 1 and day 2 S NS Comment if NS Step 3: Run DAY 1 of the learning and play experience

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE036 PC1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.0, FS2, PE1, 2, 4, KE1, 2, 5, 6, 7, 8, 9, 10, 12, 13, AC1, 3, 6, 7, 8, 9, 11 CHCECE033 PC1.1, 1.2, 1.2, 1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 5.1, 5.2, 5.3, 5.4, 5.6, 5.7, 5.7, FS1, 2, 3, 4, PE2, 4, 6, 7, 8, 13, 14, 15, 16, AC2, 3, 4, 5, 6, 7, 8. 9. 10, 11 CCHECE031 PC1.1, 3.1, 3.2, 3.3, 6.1, 6.2, 6.3, 6.4, 7.1, 8.3, FS3, 6, PE6, 7, 8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27 In this step, you will run DAY 1 of the outdoor learning and play experience in accordance with your lesson plan. You will be assessed on practical:

knowledge relevant to supporting childrens play and learning experiences

skills relevant to implementing lesson plans, including selecting and setting up areas.

Before starting this task, review the observation checklist as it lists what you need to demonstrate while completing this task. Your assessor will:

confirm and where required provide relevant service-based documents i.e., standards, policies, and procedures relevant to implementing lesson plans

organise workplace resources required for you to complete this assessment

discuss all requirements with you and address any queries and concerns.

S3 DAY 1 marking checklist learning and play experience

Your assessor is observing the implementation of the lesson plan for DAY 1 from step 2.

This is what your assessor will be looking for you to do:

1 Effectively set-up the learning and play area and deliver and ran the experience using teamwork and collaboration with other educators as a way of enhancing play experiences and allowing children to participate in decisions.

2 Explain activity to be used for the lesson including:

specific activity for the children to do including instructions and guidance to establish good behaviours

how activity allows children to explore the environment the lesson is held in

specific environmental aspects to explore

how childrens senses and skills engaged

how safety requirements were complied with during exploration, including sun protection

the intended outcome of the activity

communicate expectations on behaviour and involve children in determining appropriate behaviour

3 Use each opportunity (lesson plan) to discuss the natural environment with the children and enhance their learning, using routines to undertake intentional teaching and spontaneous learning that are age appropriate and consistent within the learning framework.

4 Initiate play with children and follow their lead based on the activity, the needs and preferences of individual children and encouraged participation where an experience is new or unknown.

5 Work with real, natural, and recycled materials and resources in line with lesson plan and the requirements of the centre.

6 Respond to the childrens engagement to encourage each child to remain interested and challenged, prompting extensions of play through flexible use of experiences, resources, and materials.

7 Assist children to participate in a variety of experiences and support them to choose those which support their creativity, competency, and confidence based on their own interests

8 Support unhurried opportunities for play by organising and allowing sufficient time, demonstrating respect for childrens choice not to participate in accordance with Article 31 of the UN Convention on the Rights of the Child.

9 Interact and engage with all children to build rapport using:

intentional teaching and stories and encourage them to share

positive language

tell children what they can do not what they cant do, etc.

clarifying questions to demonstrate reflective listening.

childrens names when addressing not sweetie, or dear.

non-verbal techniques including:

getting down to childs level when speaking

friendly facial expressions

body language to demonstrate active listening

give children time to respond.

enthusiasm, playfulness, and enjoyment.

10 Adhere to requirements of the service including:

How the physical environment will be set up

How interactions with children will be handled

How the experiences enhanced each childs learning and development

Child health and safety requirements and how they will be met

11 Respond sensitively to all children when they communicate. Showing genuine care for each child especially when discussion behaviour with them

12 Guide childrens behaviour to promote self-regulation and promote wellbeing and self esteem

13 Where children did not cope with the activity or other incident did the student:

comfort them in an appropriate way

help the child to label their emotions and manage frustrations

use positive responses to help the child with differing levels of confidence and capacity

provide gentle calm behaviour to model self-regulation

support children to make choices and help them manage the outcomes of those choices

14 Use strategies to diffuse a situation which is difficult and get assistance as and when required

Result S NS Comment if NS Step 4: Reflect on outcomes of day one and discuss with your supervisor, amending the lesson plan for day two to incorporate learning and development opportunities

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE036 PC3.1, 3.2, 3.3, 3.4, FS2, 3, PE3, KE11, AC10 CHCECE033 PC 3.4, 3.5, 4.1, 4.2, 4.3, 6.1, 6.2 FS4, Congratulations! Now you have completed DAY 1 of your outdoor play and learning experiences, you must now take some time to reflect on how the day went and identify improvements to be incorporated into your day two lesson plan. Document the outcomes of your reflection using the Reflective journal template provided.

Once you have completed your reflective journal:

meet with your supervisor, and discuss the outcomes

make sure your supervisor signs the declaration at the end of the template after your meeting

make changes to your original lesson plan

submit a copy of your revised lesson plan to your assessor and demonstrate these changes in Step 5 when you run DAY 2 of the outdoor learning and play experience.

Reflective journal template

Workplace/organisation Date completed State/territory Reflection and observations (Outdoor play and learning experience implementation)

Area Response

What do you think went well during the outdoor learning and play experience? List a minimum of three (3) areas. What do you think could have been done better in the outdoor learning and play experience? List a minimum of three (3) areas. Were the objectives of your experience met? Justify your response. Was the set-up of the area effective? Justify your response. Did you work well with other educators to enhance learning and play activities? Justify your response. Educator A and Educator B were a great help, and they supported the children by working alongside them. We had many moments where we discussed curiosities, and everyone was enthusiastic, playful and engaged.

Reflection and observations (Children)

Area Child A Child B Child C

List two (2) examples of how the child was engaged in the experiences. List two (2) examples of how the child played during the experiences. Did the child respond to prompts for extension to play? Justify your response. How did you support each child throughout the experiences? Justify your response. List a minimum of two (2) learning and development outcomes for the child based on the experiences. List a minimum of two (2) further learning and development opportunities for the child you will incorporate into the DAY 2 lesson plan. Provide a summary of changes to make to DAY two lesson plan based on opportunities you identified:

Identify two (2) factors which influenced the group Consider the gender of the group and provide two (2) comments on how this influenced how the lesson went. Reflection and observations (pedagogical practice in childrens play and learning)

Area Response

Play Identify and briefly describe your pedagogical practice in childrens play What do you think is the role of your pedagogical practice in childrens play? Based on your reflection on your pedagogical practice, what do you think is the role of educators in childrens play? Learning Identify and briefly describe your pedagogical practice in childrens learning What do you think is the role of your pedagogical practice in childrens learning? Based on your reflection on your pedagogical practice, what do you think is the role of educators in childrens learning? Based on your reflection what can you say about at least one childs behaviour? Workplace supervisor declaration

Students, please note, ask your supervisor to signed this off in the TPV document

I confirm I have discussed these reflections with the student and their reflective process. I approve these changes to their DAY 2 lesson plan. All information is true and accurate.

Name Signed Date Assessor only

Complete reflections and observations template S NS Complete reflective journal template S NS Comment if NS Step 5: Run day two of the learning and play experience

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE036 PC1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.0, FS2, 3, PE1, 2, 4, KE1, 2, 5, 6, 7, 8, 9, 10, 12, 13, AC1, 3, 6, 7, 8, 9, 11 CHCECE033 PC 31.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9. 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, FS1, 2, 3 PE2 4, 6, 7, 8, 11, 13, 13, 15, AC2 CCHECE031 PC1.1, 3.1, 3.2, 3.3, 6.1, 6.2, 6.3, 6.4, 7.1, 8.3, FS3, 6, PE6, 7, 8, AC7, 9, 10, 15, 17, 20, 24, 25, 26, 27 In this step, you will run DAY 2 of the outdoor learning and play experience in accordance with your lesson plan. You will be assessed on practical:

knowledge relevant to supporting childrens play and learning experiences

skills relevant to implementing lesson plans, including selecting and setting up areas.

Before starting this task, review the observation checklist as it lists what you need to demonstrate while completing this task. Your assessor will:

confirm and where required provide relevant service-based documents i.e., standards, policies, and procedures relevant to implementing lesson plans

organise workplace resources required for you to complete this assessment

discuss all requirements with you and address any queries and concerns.

S5 DAY 2 marking checklist - Run day two of the learning and play experience

Your assessor is observing the implementation of the lesson plan for DAY 2 from step 4.

This is what your assessor will be looking for you to do:

1 Effectively set-up the learning and play area and deliver and ran the experience using teamwork and collaboration with other educators to enhance play experiences.

2 Explain activity to be used for the lesson including:

specific activity for children to do including instructions and guidance which establish good behaviours

how activity allows children to explore the environment the lesson is held in

specific environmental aspects to explore

how childrens senses and skills are engaged

how safety requirements were complied with during exploration, including sun protection

the intended outcome of the activity

communicate expectations on behaviour and involve children in determining appropriate behaviour

4 Initiated play with children and follow their lead based on the activity, the needs and preferences of individual children and encouraged participation where an experience is new or unknown.

5 Work with real, natural, and recycled materials and resources in line with lesson plan and the requirements of the centre.

6 Respond to the childrens engagement to encourage each child to remain interested and challenged, prompting extensions of play through flexible use of experiences, resources, and materials.

7 Assist children to participate in a variety of experiences and support them to choose those which support their creativity, competency, and confidence.

9 Interacted and engaged with all children to build rapport using:

intentional teaching and stories allowing them to share

positive language

tell children what they can do not what they cant do, etc.

clarifying questions to demonstrate reflective listening.

childrens names when addressing not sweetie, or dear.

non-verbal techniques including:

getting down to childs level when speaking

friendly facial expressions

body language to demonstrate active listening

give children time to respond.

enthusiasm, playfulness, and enjoyment.

10 Adhere to requirements of the service including:

How the physical environment will be set up

How interactions with children will be handled

How the experiences enhanced each childs learning and development

Child health and safety requirements and how they will be met

11 Respond sensitively to all children when they communicate. Showing genuine care for each child

12 Guide childrens behaviour to promote self-regulation and promote wellbeing and self esteem

13 Where children did not cope with the activity or other incident did the student:

comfort them in an appropriate way

help the child to label their emotions and manage frustrations

use positive responses to help the child with differing levels of confidence and capacity

provide gentle calm behaviour to model self-regulation

support children to make choices and help them manage the outcomes of those choices

14 Use strategies to diffuse a situation which is difficult and get assistance as and when required

Result S NS Comment if NS Step 6: Reflect on the outcomes for the entire learning and play experiences and discuss with your supervisor

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE036 PC3.1, 3.2, 3.3, 3.4, FS2, PE3, AC5, 10 CHCECE033 PC 3.4, 3.5, 4.1, 4.2, 4.3, 6.1, 6.2 FS4, You must now take some time to reflect on DAY 2 of the experience. Document the outcomes of your reflection using the Reflective journal template provided.

Once you have completed your reflective journal, meet with your supervisor, and discuss the outcomes. Ensure your supervisor signs the declaration at the end of the template once you have had the meeting.

Reflective journal template

Workplace/organisation Date completed State/territory Reflection and observations (Outdoor play and learning experience implementation)

Area Response

What do you think went well during the outdoor learning and play experience? List a minimum of three (3) areas. Based on the entire experience, what will you change next time? List a minimum of three (3) areas. Were the objectives of your experience met? Justify your response. Was the setup process effective? Justify your response. Did you work well with other educators to enhance learning and play activities? Justify your response. Reflection and observations (Children)

Area Child A Child B Child C

List two (2) examples of how the child was engaged in the experiences. List two (2) examples of how the child played during the experiences. Did the child respond to prompts for extension to play? Justify your response. How did you support each child throughout the experiences? Justify your response. List a minimum of two (2) learning and development outcomes for the child based on the experiences. Identify two (2) factors which influenced the group Consider the gender of the group and provide two (2) comments on how this influenced how the lesson went. Reflection and observations (pedagogical practice in childrens play and learning)

Area Response

Students, please note, ask your supervisor to signed this off in the TPV document

I confirm I have discussed these reflections with the student and their reflective process. I approve the changes to DAY 2 lesson plan. The information above is true and accurate.

Name Signed Date Assessor only

Complete reflections and observations template S NS Complete reflective journal template S NS Comment if NS CHCDIV001 Work with diverse people

CHCECE030 is clustered with this unit all assessment is in CHCECE030

CHCPRP003 Reflect and improve own professional practiceCHCECE055 cross mappedThis assessment requires you to reflect on and improve own performance in three parts:

reflect on your own practice

enhance your own practice

facilitate your ongoing professional development.

Read all instructions carefully before proceeding.

Purpose This assessment is designed to assess your ability to reflect on and enhance your own professional practice. It will be carried out in the workplace.

Where this is not possible conduct this assessment in an environment where conditions are typical of those in a workplace. The environment must provide access to all resources required to complete this assessment.

Resources supplied by your assessor A workplace or a similar environment allowing you access to:

workplace supervisors

clients, organisations, or others to provide feedback on work performance

peers and/or co-workers to provide feedback on work performance

opportunities for you to:

gather feedback from clients, organisations, supervisors, peers, and/or co-workers

develop and implement a Personal Development Plan (PDP).

facilitate ongoing professional development, including performance reviews.

Workplace information and resources to develop and implement your PDP and facilitate ongoing professional development, including but not limited to:

information on support networks to help you achieve your PDP goals

specialist advice to help you achieve your PDP goals

further training to help you achieve your PDP goals

professional development opportunities/activities you can access

information on support to access in your organisation re: self-care requirements

your role and responsibilities, knowledge and skills required for this role.

Assessment forms and templates are provided in each task

Task 1 Determine where you are now

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRP003 PC1.1, 2.1, 3.1, 3.2, 3.4, PEPE1, KE1, CHCECE055 PC2.1 This unit is all about reflecting on and improving professional practice. Part of that is being clear on what you need to do to meet the needs of your work role.

To get started it is important to know where you are now. What skills and knowledge do you have to do this work?

To determine this complete the following steps:

Step 1 Access and review information on current and emerging developments in your industry. Complete the table below.

Step 2 Consider your own practice in terms of how to meet the legal and ethical requirements and opportunities complete the table for this section.

Step 3 Arrange a time to speak to your assessor

Step 1 Industry development assessment

Part of managing your development is to maintain connection with industry developments, complete this section about current and emerging industry developments

Industry developments

Current industry development/s to help you provide an overview Provide a link if you sourced online information Date accessed Outline the steps you took to apply this industry development to improve your professional practice 1 2 3 4 How did this industry development improve your practice? Emerging industry development to help you provide an overview Provide a link if you sourced online information Date accessed Outline the steps you took to apply this industry development to improve your professional practice 1 2 3 4 How did this industry development improve your practice? Identify ways to incorporate both areas of development into your practice

Assessor only

Industry development template S NS Comment if NS Step 2 Legal and ethical practice

Ethical and legal practice is a major part of your role in the industry. Complete this table:

Ethical requirements

Ethical requirement applicable to your work role and industry How you are currently meeting this requirement in your professional practice identify at least 1 strength One area for improvement in your professional practice in relation to this requirement One opportunity you can engage in to address area for improvement Legal requirements

Legal requirement applicable to your work role and industry How you are currently meeting this requirement in your professional practice identify at least 1 strength One area for improvement in your professional practice in relation to this requirement One opportunity you can engage in to address area for improvement Supervisors input and/or advice Assessor only

Legal and ethical practice S NS Comment if NS Step 3 discuss current state of own practice

Make a time to discuss the current situation with your supervisor. Make sure you address the following:

evaluate your skills and knowledge about current and emerging developments in your industry

determine how you can integrate these into your practice

confirm your current capability and practice in terms of legal and ethical requirements

determine how you can integrate these into your practice

discuss areas to work on in terms of your own practice (improvements required).

T1 marking checklist Determine where you are now

This is what your assessor will be looking for you to do:

1 Determine and review information on current industry development which can apply and be integrated into their practice

2 Determine and review information on emerging industry development to apply integrate into own practice

3 Discuss ways and opportunities to use both current and emerging developments in their practice

4 Discuss both ethical and legal requirements

5 Discuss both ethical and legal opportunities

6 Discuss legal and ethical requirements and identify opportunities to improve practice and implementation of the use of these

7 Discuss the legal and ethical requirements and the implementation of these

8 Discussed areas to incorporate into a personal development plan, including:

areas to improve

opportunities for future development

Result S NS Comment if NS Task 2 performance review

Mapping CHCPRP003 PC1.4, 2.1, 3.3 PE1,

Part of establishing your performance is to undertake regular reviews with your supervisors. To do this task arrange a time with your supervisor and discuss the sections in the template below. Record your responses as you progress through the review.

Use this as a starting point for your practice, identify areas you need to improve on, or learn more about, identify the steps and record the responses to refer to at your next review. In this assessment this review will take place at Task 7 (discuss the timing with your supervisor and/or assessor but it must be within the placement period for this course). The review process usually follows a regular schedule (monthly, 6 monthly etc.) depending on the needs and the organisations requirements.

Work with your supervisor to:

review your current knowledge and skills (take the results of Task 1 into consideration)

identify at least 1 knowledge and 1 skill requirement needed for your work

review your current knowledge/skills where are you now

identify at least 1 knowledge/skill to acquire by your second review

determine steps to take to achieve each knowledge/skill by the second review.

Performance review 1

Current knowledge/skill review

Knowledge goal desired Current knowledge Knowledge goal by next review Steps to be taken to achieve this knowledge goal 1 2 3 Skill goal desired Current skills Skills goal by next review Steps to be taken to achieve this skill goal 1 2 3 Assessor only

Complete performance review S NS Comment if NS Task 3 - Collect feedback on own performance

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRP003 PC1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.4 Having identified some areas to work on, it is now time to collect more information. An important part of managing you possessional development is to seek feedback on your performance. In this task you must seek feedback from people you work with about the job you are doing. To complete this, follow these steps:

Step1 Collect feedback using the forms from:

peer/s

client/s

other organisations suppliers or contractors

your supervisor.

Step 2 Complete the self-reflection template

Step 3 Discuss the feedback from all parties (including your own reflection) to determine more areas for improvement

Step 1 feedback from others

Ask others for feedback on your performance. The feedback you gather must be relevant to your work performance and role and responsibilities.

Use the feedback form to record feedback from:

one of your peers/co-workers

a client (could be a parent/guardian)

an organisation (contractor, supplier etc.)

your supervisor.

You must have completed four (4) forms.

How you gather feedback from the people listed will vary. You can choose to collect this feedback via the following methods:

informal question and answer sessions via a face-to-face meeting or phone call

giving the form in paper or via email.

Feedback form - peers

A peer/co-worker providing you feedback

Name Date of feedback Phone Email Summary of feedback please provide feedback on these areas

Criteria - Tick the relevant box Excellent Good Needs work

Communication skills Understanding of responsibilities/compliance Develop secure, respectful, and reciprocal relationships with all children. Provide a warm, safe, and inviting learning environment that promotes childrens wonder and sense of agency, giving the foundation to provide experiences for children to explore and achieve their learning outcomes Contribute to the positive image of the centre. Please provide further information on what areas are working well Suggestions to improve Other comments Feedback form - client

A client providing you feedback

Name Date of feedback Phone Email Summary of feedback please provide feedback on these areas

Criteria - Tick the relevant box Excellent Good Needs work

Feedback from an organisation (supplier, contractor etc.)

Name Date of feedback Phone Email Summary of feedback please provide feedback on these areas

Criteria - Tick the relevant box Excellent Good Needs work

Your supervisor feedback

Name Date of feedback Summary of feedback please provide feedback on these areas

Criteria - Tick the relevant box Excellent Good Needs work

Complete feedback forms peers, clients, organisation and supervisor S NS Comment if NS Step 2 self reflection

Once you have collected this feedback complete the self-reflection form.

Self-reflection form

Self-evaluation

Criteria - Tick the relevant box Excellent Good Needs work

Did you agree/disagree? How does this help improve you practice? What steps will you take to address the feedback? 1 2 3 4 Reflect on feedback from client

Did you agree/disagree? How does this help improve you practice? What steps will you take to address the feedback? 1 2 3 4 Reflect on feedback from organisation

Did you agree/disagree? How does this help improve you practice? What steps will you take to address the feedback? 1 2 3 4 Reflect on feedback from supervisor

Did you agree/disagree? How does this help improve you practice? What steps will you take to address the feedback? 1 2 3 4 What are you most proud of in your performance? What area/s would you like to improve? What values, beliefs and behaviours do you hold in this job? Values Beliefs Behaviours Reflect and comment on how your values, beliefs and behaviours impact your practice use examples to explain Other comments Complete this section after you speak to your supervisor about this reflection

Comments based on your meeting with your supervisor. Assessor only

Complete self-reflection S NS Comment if NS Step 3 discuss feedback with supervisor

Arrange a time with your supervisor regarding this feedback. Discuss your reflection and next steps, add note and comments to your reflection as required based on your discussion.

You will be developing a personal development plan in the next task, consider what you want to develop as you reflect on your performance.

Ask you supervisor to complete and sign this declaration.

Workplace supervisor declaration

Students, please note, ask your supervisor to signed this off in the TPV document

I confirm I have discussed the feedback. The information above is true and accurate.

Name Signed Date Assessor only

Discuss feedback with supervisor S NS Comment if NS Task 4 share feedback

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRP003 PC1.3, 1.4, 2.1, 3.3, PE1, Part of your practice is being able to give and receive feedback. For this task you need to work with at least two (2) peers/co-workers. Follow these steps:

Step 1 Arrange an activity which can be observed, and feedback taken, complete the observation forms during the activity/work task.

Step 2 Hold a feedback session (or sessions) to discuss how the activity/work task went, share, and receive feedback based on the observations and forms completed. Your assessor will be part of this task.

Step 1 activity to observe

Arrange an activity with your supervisor and your assessor to:

observe two peers/co-workers while they undertake their workplace tasks.

have each person observe you as you undertake your workplace tasks.

conduct a feedback session with each person to share feedback on each others performance.

Important: For privacy and confidentiality, do not use real names. Use placeholders.

Supervisor Your supervisor may be present while perform the work task or activity. If your supervisor is unavailable, another qualified early childhood educator and supervise.

Assessor Your assessor must observe you in the feedback session.

Student being observed - Form to be completed by peer/colleague

Student is observed in what role Summary of observation

What tasks were performed? Provide at least two (2) key points during the observation or review. Provide at least one (1) area of strength or highlight in the students performance or workplace output. Provide at least one (1) area for improvement in the students performance or workplace output. Observers comments, suggestions, recommendations on the students performance or workplace output Co-worker/peer 1 being observed - Form to be completed by student

Peer/co-worker is observed in what role Summary of observation

What tasks were performed? Provide at least two (2) key points during the observation or review. Provide at least one (1) area of strength or highlight in the peer/co-worker performance or workplace output. Provide at least one (1) area for improvement in the peer/co-worker performance or workplace output. Observers comments, suggestions, recommendations on the students performance or workplace output Co-worker/peer 2 being observed - Form to be completed by student

Peer/co-worker is observed in what role Summary of observation

Activities to be observed co-worker 1 S NS Activities to be observed co-worker 2 S NS Comment if NS Step 2 feedback session

Hold the feedback session with the student and peer/co-worker as above. There can be one session with everyone sharing or two different sessions. Record the outcomes below.

Your assessor needs to observe this session.

Date of the feedback session Attendees Student Peer/co-worker 1 Peer/co-worker 2 Two-way evaluative feedback given and received

Student performance Co-worker/peer performance

At least one strength in their performance or workplace output was explained At least one area for improvement in their performance or workplace output How well did they deliver the feedback? T4 marking checklist Share feedback

This is what your assessor is looking for you to do:

1 Share feedback about observations taken in an open manner

2 Share feedback about observations taken to support and evaluate performance

3 Receive feedback on observations from co-worker/peer openly and as intended.

4 Student appreciated the feedback and acknowledged the evaluative nature of it.

Result S NS Comment if NS Task 5 - enhance your practice

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRP003 PE2.2, 2.3, 3.4, 2.5, PE1 As a professional, work on your practice is constant, especially once you receive feedback.

In this task complete a personal development plan (PDP). To do this use the feedback from peers, clients, other organisations, your supervisor, and your own reflection (from task 1 and 2)

Complete the template below. There are several sections:

Section 1 Identifying areas and actions for improvement

Section 2 Support networks, specialist advice self-care, additional support to help you with your plan

Section 3 Professional development opportunities

Personal Development Plan (PDP)

Section 1 Areas for improvement

Area for improvement 1 How did you identify this? Self-evaluation Feedback from others Goal Timeframe Objective Steps to take

Use the steps you need 1 2 3 4 5 Key indicator/s to measure performance Outcome Did you achieve this? Yes No When did you achieve this? Summary of outcomes Area for improvement 2 How did you identify this? Self-evaluation Feedback from others Goal Timeframe Objective Steps to take

Use the steps you need 1 2 3 4 5 Key indicator/s to measure performance Outcome Did you achieve this? Yes No When did you achieve this? Summary of outcomes Section 2 Support networks and specialist advice to help you with your plan.

How could this help you meet your goals? What training might you need to support your development How could this training help you meet your development goals? Self-care is an important part of achieving your plans provide two (2) requirements 1 2 Do you have other support requirements? Section 3 Professional development opportunities

Opportunity 1

Description How will this help me? Date/timeframe Opportunity 2

Description How will this help me? Timeframe Where you have undertaken either opportunity provide relevant documentation Once you have completed this form make a time to discuss this with your supervisor. You must discuss the implementation of this plan and make any changes in the below table; you can update the PDP, but a record of the changes is required.

If you have evidence of having completed these activities/opportunities include this in your discussion with your assessor.

T5 marking checklist PDP

This is what your assessor is looking for you to do

1 Discuss each section specifically regarding realistic goals and targets

2 Identify available support both internal and external to the organisation

3 Document all steps in the PDP and allow for ways to measure progress

4 Seek specialist advice or further training as required

5 Identify and recognise the self-care requirements to enhance own practice

6 Discuss implementation and steps already taken.

7 Provide additional documentation of evidence of completion of improvements or opportunities, this can include:

meeting minutes, agendas, certificates of completion etc. this is not essential but is an important part of development and improving practice. Plans must be put into place to achieve the goals set.

Result S NS Comment if NS Task 6 review of PDP with supervisor

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRP003 PC3.4, PE1, After your meeting with your supervisor regarding your PDP. Record changes you made to the PDP and explain why.

Changes made Why are the changes recommended?

Assessor only

Review PDP with supervisor S NS Comment if NS Task 7 review

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRP003 PC3.4, PE1 Supervisor Your supervisor may be present while you interact. If your supervisor is unavailable, you may be supervised by another qualified early childhood educator.

Assessor Your assessor must observe you.

This task requires you to undergo a follow up performance review based on your development to date.

This performance review must be related to the last review (undertaken in Task 2 and based on conversations regarding your PDP in task 5 and 6). Make sure you use this opportunity to review knowledge and skills relevant to your current work role.

This must be done within the period of your study of this unit of competency

Use the Performance Review template:

consult with your supervisor regarding opportunities to undergo this performance review

coordinate with them to schedule when the review will take place.

Review Work with your supervisor to:

review your current knowledge and skills

identify at least 1 knowledge and 1 skill requirement relevant to your work

review your current knowledge/skills, does it meet identified requirements

tick YES or NO if your current knowledge/skill meets the requirement

identify at least 1 knowledge/skill to acquire by your second review

determine steps to take to achieve each knowledge/skill by the second review.

Have your supervisor complete and sign the Supervisor Declaration section of the Performance Review template. Their signature must be handwritten.

Performance review 2

Use the template below if your organisations performance review template does not cover or address the requirements for this task. Whether youre using your organisations template or the template below, you must submit each completed performance reviews at the end of this task.

Current knowledge/skill review

Knowledge goal identified in the previous review Current knowledge Have you achieved this standard? Knowledge goal by next review Steps to be taken to achieve this knowledge goal 1 2 3 Skill goal identified in the previous review Current skills Have you achieved this standard? Skills goal by next review Steps to be taken to achieve this skill goal Assessor only

Performance review undertaken S NS Comment if NS CHCPRT001 Identify and respond to young people at riskCHCECE031 Cross mappedTo complete this assessment, you need access to the following resources:

Computer with Internet and email access and a working web browser

At least four volunteers to participate in a role play

State or Territorys - Child Protection Legislation, Code of ethics for educators or teachers, mandatory reporting requirements, and Code of ethics for health care workers

A workplace allowing access to:

Supervisor for meetings and guidance

At least two children and at least two young people

Opportunities to do the following while being observed by your assessor:

employ work practices to children and young people

provide services to children and young people

Documents required Cascade Peak - Responding to Risk of Abuse and Neglect_V2.0

Cascade Peak Primary School- Dos and Donts_V2.0

CHCPRT001 Roleplay guide Jaxon

CHCPRT001 Roleplay guide - Sophie

Task 1 Case study 1 respond to young people at risk

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRT001 PC1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, FS1, 2, PE1, 2, AC CHCECE031 PC2.5, 9.5, Part of your obligation as an educator, is to identify and respond to young people at risk. This involves looking for signs and symptoms of abuse and neglect; applying communication and information-gathering techniques to establish objective assumptions; and working in accordance with Child Protection Legislation relevant to your state/territory, and your organisations policies and procedures and service standards.

Review the case study carefully and respond appropriately by completing each step.

To assist you in completing this assessment, access, read, and review the following resources:

Required documents Child Protection Legislation (Refer to the legislation from your state/territory)Your state/territorys mandatory reporting requirementsCascade Peak Policies and Procedures

Dos and Donts of Communication and Information-Gathering with Children

Your state/territorys code of ethics for educators/teachers

How to send emails from Moodle Student

You will also need access to one volunteer for each scenario, to role play as the child

For this assessment, this case study scenario is based on your state/territory.

Follow these steps to meet the requirements of this task:

Step 1 Read the case study and answer the questions

Step 2 Undertake a roleplay conversation with Jaxon to understand and help him.

Step 3 Complete the Record for specific circumstances form

Step 4 Respond to obligations to child protection

Step 5 Collaborate with others to ensure report is effective send email per policies and procedures

Step 6 Complete the reporting general circumstances form

Step 7 Respond to questions regarding reporting general circumstances

Step 8 Complete the Report form for abuse

Step 9 Respond to obligations to child protection

Step 1 - Case study 1

You have been working with Jaxon Brough, a 12-year-old child enrolled in Cascade Peak Primary School. Cascade Peak Primary School is an institution providing quality care and education for the children of Cascade Peak.

Jason rarely talks to anyone and did not seem to be interested in playing with other children. But you have helped him with various activities, and he seems to be more communicative as a result. Jaxons development into being a friendly and communicative kid continued until one day, he started to be distant again towards his classmates.

Yesterday morning, when Jaxon arrived at school, he was distraught. He has bruises and scratches in different parts of his body and blood clotting in his eyes. When you tried talking to him about this, he said he just had an accident and doesnt want to talk about it, then walked away.

Today, before classes starts, you tried to talk to Jaxon again, this time he tells you he feels anxious around his father, and sometimes has pain in his stomach for no reason. He says his father started heavily drinking four days ago and is always angry at home. Jaxon adds since his father started drinking again, his father beats him especially when his father gets very drunk.

Question/observation Response

Provide one sign of abuse you observed in the scenario Provide one symptom of abuse you observed in the scenario Is there a protective issue present in the scenario? Briefly explain your answer. Refer to Cascade Peaks Policies and Procedures - is there is a need to follow the child protection procedures in this case? Briefly explain your answer. Explanation must have details on how your answer is within Cascade Peak Primary Schools Service Procedures. Assessor only

Respond to case study S NS Comment if NS Step 2 - roleplay case study 1

Supervisor Your supervisor must be present. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

In this roleplay ask the child, Jaxon, at least one open and one non-leading question to gather more information about what he disclosed to you in the scenario.

Note: in this roleplay, your volunteer will provide responses to the open, and the non-leading question you ask. You will be assessed in your skill in following Cascade Peak Primary Schools policies and procedures and the Dos and Donts of Communication and Information-Gathering with Children.

Roleplay title Conversation with Jaxon

Scenario Gathering more information about what Jaxon disclosed to you in the scenario.

Participants Student + 1 classmate/assessor to play the role of Jaxon

Date/time/location Trainer/assessor to advise

Roleplay length Approximately 5 minutes

Prior to the role play

Required resources Ensure you are well versed with the Dos and Donts of Communication and Information-Gathering with Children and Cascade Peak Primary Schools Policy and Procedures,

Confirm your trainer/assessor has provided the roleplay participant with their guide

Interaction objectives During the meeting, you must ensure you:

ask open questions (at least one) to gather more information and determine how you can support Jaxon - you are specifically looking to assess Jaxons current feelings/emotions and why he feels anxious about his father.

ask at least one non-leading question looking for information on dates of abuse and frequency of abuse.

employ at least one communication technique and one information gathering technique in accordance with current recognised good practice

T1/S2 marking checklist respond to young people at risk

This is what your assessor is looking for you to do:

1 Ask Jaxon one open question

2 Ask Jaxon at least one non-leading question

3 Employed at least one communication technique in accordance with current recognised good practice.

4 Employed at least one information-gathering technique in accordance with current recognised good practice.

5 Protect the rights of the child when providing services

6 Make decisions within the scope of their role

7 Use child-focused work to uphold the rights of this child/young person.

8 Maintain open unbiased language in your interactions.

9 Maintain confidentiality each time you discuss a child.

Result S NS Comment if NS Step 3 recording

Complete the Record for specific circumstances form below and answer the questions which follow.

Record for specific circumstances This report must be completed 24 hours after the conversation with the child identified as being at risk.

Date completed Time completed Risk of harm indicator observed in the scenario Specific circumstances surrounding risk of harm observed in the scenario Question Response

Is completing this form (a record of a risk-of-harm indicator and specific circumstance surrounding the risk of harm) within your level of responsibility? Yes/no, explain your response Assessor only

Record the special circumstances S NS Comment if NS Step 4 obligations to child protection

Answer the following questions in relation to case study 1 and your obligations to child protection.

Questions Responses

How does this record meet the child protection legislation in your state? State Response How does recording specific circumstances surrounding the risk of harm meet requirements of the code of ethics for teachers of your state or territory? Explain how recording a risk-of-harm indicator and specific circumstance was done in accordance with Cascade Peak Primary Schools service policies Explain how recording a risk-of-harm indicator and specific circumstance was done in accordance with Cascade Peak Primary Schools service procedures Considering what you know of Jaxons situation do you consider he is at risk? Explain your answer. Does this situation require creation of a mandatory report? Explain your response based on your role state/territory Assessor only

Complete obligations for child protection. S NS Comment if NS Step 5 Collaborate with others to ensure report is effective

Report your concern per the policies and procedures for Cascade Peak Primary School. Follow the steps below:

Step 1

Write an email to collaborate with your school principal, Chap Davy, and Mary Keen - Child services officer, to ensure an effective report is made. Your email must include:

a brief description of the situation

a request for information needed for the creation of an effective report as stated in the Cascade Peak Primary Schools policies and procedures.

Before you send your email, check you have used effective communication, the correct greeting, and have met all the criteria listed above.

When sending an email - follow the instructions in How to send emails from Moodle Student

Include the unit number (CHCPRT001) in your subject line

Complete your email draft in this template. Copy and paste content from here into your email in Moodle to send.

Send

To Chapdavy@CascadePeakPrimary.edu.au, mkeen@CascadePeakPrimary.edu.au

From Subject Suspicious of abuse Jaxon

Step 2

Send your email to your assessor in Moodle.

Note: you are not sending this email to the principal, this is a simulated activity, send this to your assessor who represents the school

Step 3

After sending your email, take a screenshot of the sent email and paste it below.

Assessor only

Send the email S NS Comment if NS Step 6 reporting general circumstances

You have received the following information from your centre manager.

Complete this form within 24 hours.

Record for general circumstances This report must be completed 24 hours after the conversation with the child identified as being at risk.

Date completed Time completed Risk of harm indicator observed in the scenario General circumstances surrounding risk of harm observed in the scenario Questions Responses

Is completing this form (a record of a risk-of-harm indicator and general circumstance surrounding the risk of harm) within your level of responsibility? Yes/no, explain your response Assessor only

Report special circumstances S NS Comment if NS Step 7 Reporting general circumstances

Answer the following questions in relation to case study 1 and your obligations to child protection.

Questions Responses

How does recording general circumstances surrounding the risk of harm meet requirements of the code of ethics for teachers of your state or territory? Explain how recording a risk-of-harm indicator and specific circumstance was done in accordance with Cascade Peak Primary Schools service policies Explain how recording a risk-of-harm indicator and specific circumstance was done in accordance with Cascade Peak Primary Schools service procedures Assessor only

Report general circumstances S NS Comment if NS Step 8 Report form for abuse

In accordance with Cascade Peak Primary Schools service policies and procedures, a Report Form for Abuse will need to be duly accomplished by the reporter of the abuse.

Complete the required information in the Report Form for Abuse template below to create an effective report.

Report form for abuse

Child information complete for the child in question

Given name Family name Date of birth Gender Cultural background Address Contact phone Carer information

Name of Parent/Carer 1 Address of Parent/Carer 1 Contact number of Parent/Carer 1 Name of Parent/Carer 2 Address of Parent/Carer 2 Contact number of Parent/Carer 2 Incident detail

Who do you believe is responsible for the alleged abuse/neglect Details of the incident Assessor only

Report abuse S NS Comment if NS Step 9 respond to case study 1

Answer the following questions in relation to case study 1 and your obligations to child protection.

Questions Responses

Refer to your state or territorys child protection legislation and determine if the action to create a report, is in accordance with the child protection legislation of your state or territory.

Briefly explain your answer. State Response Briefly explain how reporting risk-of-harm indicators, including circumstances surrounding the risk of harm was done in accordance with Cascade Peak Primary Schools service policies and procedures. Policies Procedures Assessor only

Respond to case study 1 S NS Comment if NS Task 2 case study 2 respond to child at risk

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRT001 PC1.1, 1.2, 1.3, 1.4, 1.5, 3.1, FS2, PE1, 2, AC CHCECE031 PC2.5, 9.5, Part of your obligation as an educator, is to identify and respond to children at risk. This involves looking for signs and symptoms of abuse and neglect; applying communication and information-gathering techniques with children to establish objective assumptions; and working in accordance with Child Protection Legislation relevant to your state/territory, and your organisations policies and procedures and service standards.

Review the case study carefully and respond appropriately by completing each step.

To assist you in completing this assessment, access, read, and review the following resources:

Required documents Child Protection Legislation (Refer to the legislation from your state/territory)Your state/territorys mandatory reporting requirementsCascade Peak Policies and Procedures

Dos and Donts of Communication and Information-Gathering with Children

Your state/territorys code of ethics for educators/teachers

How to send emails from Moodle Student

You will also need access to one volunteer for each scenario, to role play as the child

For this assessment, this case study scenario is based on your state/territory.

Follow these steps to meet the requirements of this task:

Step 1 Read the case study and answer the questions

Step 2 Undertake a roleplay conversation with Sophie to understand and help her.

Step 3 Respond to obligations to child protection

Step 1 - Case study 1

Sophie (10 years old) is an energetic and friendly young girl. Whenever able, you can see her running around and playing with her friends. Two weeks ago, she almost bumped into you while running in the hallway after her classes ended.

A week ago, you noticed she was having a hard time walking. When she sits down on her chair during class, her behaviour shows signs of pain. You ask her what was wrong and says her back still hurts from when she accidentally fell while playing at home from a day ago. She also said she was embarrassed to tell anyone else, and she and her mother will go to a doctor soon to get it checked.

Earlier today, you see her in the same clothes she was wearing from yesterday, and she still walks as if she was in pain. During your class, you caught her eating in class, even though she says she just ate. You suspect Sophie might be at risk of neglect.

Question/observation Response

Respond to case study 2 S NS Comment if NS Step 2 - roleplay case study 1

Supervisor Your supervisor must be present. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

In this roleplay ask the child, Sophie, at least one open and one non-leading question to gather more information about what she disclosed to you in the scenario.

Roleplay title Conversation with Sophie

Scenario Gathering more information about what Sophie disclosed to you in the scenario.

Participants Student + 1 classmate/assessor to play the role of Jaxon

Date/time/location Trainer/assessor to advise

Roleplay length Approximately 5 minutes

Prior to the role play

Required resources Ensure you are well versed with the Dos and Donts of Communication and Information-Gathering with Children and Cascade Peak Primary Schools Policy and Procedures,

Confirm your trainer/assessor has provided the roleplay participant with their guide

Interaction objectives During the meeting, you must ensure you:

ask open questions (at least one) to gather more information and determine how you can support Sophie - you are specifically looking to assess Jaxons current feelings/emotions and why he feels anxious about his father.

ask at least one non-leading question looking for information on dates of abuse and frequency of abuse.

employ at least one communication technique and one information gathering technique in accordance with current recognised good practice

T2/S2 marking checklist respond to child at risk

Assessor to complete

This is what your assessor will be looking for you to do:

1 Ask Sophie at least one open question

2 Ask Sophie at least one non-leading question

3 Employed at least one communication technique in accordance with current recognised good practice.

4 Employed at least one information-gathering technique in accordance with current recognised good practice.

5 Protect the rights of the child when providing services

6 Make decisions within the scope of their role

7 Use child-focused work to uphold the rights of this child/young person.

8 Maintain open unbiased language and verbal and non-verbal communication in your interactions.

9 Maintain confidentiality each time you discuss a child/young person.

Result S NS Comment if NS Task 3 employ child focused work practices

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRT001 PC1.3, 1.4, 1.5, 3.1, PE1, 2, Wherever possible, do this task in your own workplace, including the gathering of evidence.

Read all instructions and check the observation form to know what your supervisor/assessor is looking for. This task is about providing appropriate child-focused work practices to children/young people undertaking tasks related to the work practices.

Follow these steps:

Step 1 Prepopulate each of the 8 worksheets for this task prior to the observation. Specifically:

decide on a task for each part, these tasks do not need to be complex and can include:

asking a child to lead their favourite game or share the job with another child

encouraging children to help each other

including children in setting up an area for an activity

arrange an outdoor/indoor activity and let children choose to participate, cheer, or observe.

Note: you are not limited by the above examples, choose a simple task to focus on when responding to these tasks

Determine the child-focused work practice you will be using for each.

Step 2 Arrange a time with your supervisor to discuss the following:

suitable times to complete these tasks in the organisation

selecting 2 children and 2 young people from your workplace - these children/young people can participate in all tasks.

Step 3 Seek permission from the family members of the children and young people chosen to participate in the task to record the results of the child or young persons participation

Step 4 Complete each part of the 8 worksheets to prepare for the tasks and your observations

Step 5 Arrange a time for your assessor to observe you as you complete these tasks

IMPORTANT: Your assessor will not sign off on the task if the information you have recorded is not true and factual (i.e., if it contradicts what they have observed, or if there are missing details in your response)

Step 1 worksheets

This task is in eight parts. Complete these sheets before you run and observe the activity with the children. Prepare by doing the following:

Determine the activity/task for each of the 8 parts.

Identify the child-focused work practice for each.

Once these sheets are complete it is time to discuss them with your supervisor.

Part 1 Routinely employ a child-focused work practice to uphold the rights of children.

identify 2 children to whom a child-focused work practice will be employed

Routinely employ 1 child-focused work practice that upholds rights of children to 2 children.

Consider 1 right of children to be upheld when employing child-focused work practice.

Task description Child A Child B

Identify the right of the child considered when routinely employing a child-focused work practice. How does this child-focused work practice uphold the rights of the child?

Include how it was routinely done Part 2 Routinely employ a child-focused work practice to uphold the rights of young people

Identify 2 young people to whom the child-focused work practices will be employed

Employ 1 child-focused work practices to uphold the right of young people to 2 young people. Consider 1 right of young people when providing each service.

Task description Young person A Young person B

Identify the right of young people considered when routinely employing a child-focused work practice. Describe how was the child-focused work practice that upholds the rights of young people employed. Briefly explain how the child-focused work practice upholds the rights of the young person. Part 3Routinely employ a child-focused work practice to encourage children to participate in age-appropriate decision-making.

Identify 2 children to whom the child-focused work practice will be employed.

Routinely employ 1 child-focused work practice to encourage children to participate in age-appropriate decision-making.

Task description Child A Young person B

Describe how the child-focused work practice that encourages children to participate in age-appropriate decision-making was employed. Description must have details on how it was employed routinely. Briefly explain how the child-focused work practice encourages the child to participate in age-appropriate decision-making. Part 4 Employ ethical and nurturing practices to children

Identify 1 child/1 young person each

Employ 1 ethical practice and 1 nurturing practice with each

Task description Child Child A Young person B

Describe how the ethical practice was employed. Describe how the nurturing practice was employed. Part 5 Observe professional boundaries when working

Identify 1 child/young person for each instance of observing professional boundaries.

Observe professional boundaries.

Task description Instance 1 Child A Young person B

Describe how the instance of observing professional boundaries was done. Part 6 Implement work practices that comply with regulations.

Identify 1 child and 1 young person to whom work practices will be implemented.

Implement 1 work practice each child and young person. For each work practice, consider 1 regulation complied with while implementing the work practices.

Task description Work practice Child A Young person B

What regulation was complied with while implementing the work practice? Describe how the work practice was implemented. Description must have details on how the work practice complies to the regulation. Part 7 Implement work practices that comply with legislations

Identify 1 child and 1 young person to whom work practices will be implemented.

Implement 1 work practice each to one child and one young person.

For each work practice, consider 1 legislation you complied with

Task description Work practice Child A Young person A

What legislation was complied with while implementing the work practice? Describe how the work practice was implemented. Description must have details on how the work practice complies to the legislation. Part 8 Implement work practices that comply with the duty of care responsibilities

Implement 1 work practice each to 1 child and 1 young person.

For each work practice, consider 1 duty of care responsibility you complied with

Task description Work practice Child A Young person A

What duty of care responsibility did you comply with while implementing the work practice? Describe how the work practice was implemented. Description must have details on how the work practice complies to the duty of care responsibility. Assessor only

Populated all 8 worksheets accurately S NS Comment if NS T3 marking checklist employ child focused work practices

Your assessor will use this section of the Observation Form to assess your performance.

This is what your assessor is looking for you to do:

1 Routinely employ a child-focused work practice to uphold the rights of children/young people.

2 Routinely employ a child-focused work practice that encourages children to participate in age-appropriate decision-making

3 Employ ethical and nurturing practices to children

4 Observe professional boundaries when working

5 Implement work practices that comply with regulations

6 Implement work practices that comply with legislations

7 Implement work practices that comply with the duty of care responsibilities

Result S NS Comment if NS Task 4 Protecting children and young peoples rights while providing a service

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRT001 PC3.2, 3.3, 3.4, PE1, 2, Follow these instructions while providing services and protecting the rights of the child/young person. Services include actions provided to children or young people in different contexts that consider and cater to their rights. i.e., conducting physical check-ups, promoting the use of their native language, etc.

You do not need to do the tasks in the order they appear. You can even do multiple tasks at once.

Complete these tasks according to the quality standards set by your organisation and complying with the industry standards of your workplace.

The observation outlines practical skills you need to demonstrate as you interact with children in your workplace.

Arrange suitable times with your supervisor to complete these tasks in the organisation and for your assessor to observe you as you complete the tasks

Seek assistance from your supervisor to select two children and two young people from your workplace

Seek permission from the family members of the children and young people you have chosen to participate in the task to record the results of the child or young persons participation.

Part 1 Protect the rights of children in the provision of service. To do this you must:

Identify 2 children to whom each service will be provided

Provide 1 service to 2 children. Consider 1 right of children when providing each service.

Service Child A Child B

Identify the right of the child considered when providing the service Describe how the service was provided. Briefly explain how the service provided protects the considered the right of children. Part 2 Protect the rights of young people in the provision of service. To do this you must:

Identify 1 young people to whom each service will be provided

Provide 1 service to 2 young people. Consider 1 right of each child when providing each service.

Service Young person A Young person B

Identify 1 right of young people considered when providing the service. Describe how the service is provided. Briefly explain how the service provided protects the considered right of young people T4 marking checklist Protecting children and young peoples rights while providing a service

This is what your assessor will be looking for you to do:

1 Protect the rights of children in the provision of service

2 Protect the rights of young people in the provision of service

Result S NS Comment if NS Task 5 - Identify and seek supervision support

Unit Mapping Credit transfer Yes/No Assessor verified

CHCPRT001 PC3.3, 3.4, PE1, 2, CHCECE031 PC6.3, 6.4 Identify ethical concerns when working with children and young people. Contact your supervisor and have a meeting to discuss support for dealing with issues of ethical concern with them.

Meeting minutes

Date and time of meeting Attendees Location Notetaker Issue of ethical concern in the practice with children Indicator for potential ethical concern Strategy to solve issues of ethical concern in practice with children -seeking support Issue of ethical concern in the practice with young people Indicator for potential ethical concern Strategy to solve issues of ethical concern in practice with young people seeking support Assessor only

Complete meeting minutes S NS Comment if NS T5 marking checklist Identify and seek supervision support

This is what your assessor will be looking for you to do:

1 Raise appropriate ethical concerns for children and young people and present strategies to manage and support children and young people.

2 Seek support for managing ethical issues with children and young people

3 Provide appropriate responses when protecting children and young people.

4 Comply with legislation, regulations, and duty of care responsibilities

Result S NS Comment if NS CHCECE038 Observe children to inform practiceTask 1 determine observation techniques

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE038 PC1.2, 1.3, 1.4, FS1, 2, 3, PE1, 2, AC2, 4, 6 This task requires you to identify and define three observation techniques appropriate for interactions with children. Follow the steps below:

Step 1 Complete the observations technique form by identifying three observation techniques to use for future tasks. They must be appropriate for the centre you work for.

Step 2 Make a time to discuss this form with your supervisor and arrange a meeting with at least two other educators about observation techniques.

Hold the meeting and complete the minutes on the observation techniques recommended and processes for how to use them

Step 3 Speak with your supervisor about the children you can work with you must select 3 different children:

1 must be under 23 months

2 between 23 months and 6 years of age.

Complete step 3 table to allocate children and observation techniques

Step 1 identify observation techniques

Observation techniques include but are not limited to

Anecdotal records Work samples Time samples Sociograms Learning stories

Jottings Event samples Photographs Running records Observation technique Brief explanation of implementation Why each technique is appropriate for use in the centre

Explain considerations for observations based on service policies and procedures

Procedures for observing children Procedures regarding use of information technology Workplace supervisor declaration

Students, please note, ask your supervisor to signed this off in the TPV document

I have observed the student, complete the roleplay and this information is true and accurate.

Supervisor name Supervisor signature Date signed Assessor only

Identify observation techniques S NS Comment if NS Step 2 - Seek guidance from other educators regarding observation tools and processes

Hold a meeting with two other educators to seek their guidance regarding observation tools and processes.

Use the Meeting Minutes template to record the meeting, check with your supervisor regarding:

times, places, and opportunities to meet

confirm the educators to meet.

Conduct the meeting with the two educators you have chosen. In the meeting:

choose two of the three techniques you identified to discuss or ask each educator for observation techniques not identified

ask for their guidance regarding the chosen observation technique, and ask:

what the process is for implementing the chosen observation technique

which observation tools must be used for the chosen observation technique?

Have your assessor review the minutes and sign the Assessor Declaration.

Meeting minutes

Meeting purpose Discuss observation techniques

Location Date of meeting Note taker Time of meeting Attendee name/s Signature Signature Agenda item Process for implementing observation technique

Educator 1 Educator 2 Educator 1 Tools needed for implementing observation technique

Educator 2 Assessor only

Complete meeting minutes S NS Comment if NS Step 3 select children and assign the observation technique

Discuss the selection of children with your supervisor.

Child 1

Child A Age of child Context Observation technique Explanation for using observation technique Centre has own template

The family has given their permission for their child to participate in future assessments

Child 2

Child B Age of child Context

Observation technique Explanation for using observation technique Centre has own template

The family has given their permission for their child to participate in future assessments

Child 3

Child C Age of child Context

Observation technique Explanation for using observation technique Centre has own template

The family has given their permission for their child to participate in future assessments

Workplace supervisor declaration

By signing this declaration, I confirm I have observed the student, complete the roleplay and the information above is true and accurate.

Supervisor name Supervisor signature Date signed Assessor only

Select children and assign observation technique x 3 S NS Comment if NS Task 2 Observe and interact with children

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE038 PC 1.1,3.1, 3.3, FS2, 3, PE1, 2KE5, AC2, 4 Having selected children, it is now time to observe and interact with children to gather information. Specifically, the childs interests, ideas, knowledge, skills, and strengths. Complete the following observation/interactions

First observation/interaction

Child Child A Child B Child C

Date Time Context - describe task to be observed Observation technique used Observation details

If centre has its own template, place the digital copy of the template here. Do not re-write the information already in the template Describe the interaction

Information must include nature of interaction and a narrative of events during the interaction. Second observation/interaction

Child Child A Child B Child C

Date Time Context - describe task to be observed Observation technique used Observation details

If centre has its own template, place the digital copy of the template here. Do not re-write the information already in the template Describe the interaction

Information must include nature of interaction and narrative of events during the interaction. Third observation/interaction

Child Child A Child B Child C

Date Time Context - describe task to be observed Observation technique used Observation details

If centre has its own template, place the digital copy of the template here. Do not re-write the information already in the template Describe the interaction

Information must include nature of the interaction and a narrative of events that happened during the interaction. Observation and interaction outcomes

Provide one interest of the child discovered during observations or interactions Basis for the response e.g., first observation/interaction

Interests Ideas Topic the child is knowledgeable about Skills Strengths Cultural practices Needs T2 marking checklist Observe and interact with children

This is what your assessor will be looking for you to do:

1 Build rapport with children through the interactions and observations.

2 Ask questions to clarify

3 Remain open minded and refrain from using bias and negative labelling

Result S NS Comment if NS Task 3 seek information from secondary sources

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE038 PC 2.3, 3.3, FS1. FS2. FS3. PE1, 2, KE5, AC2, 3, 4, 5, 6, 7, 8 This task requires you to use information from childrens records and family to assist in curriculum planning.

Records may include but are not limited to: Childs attendance record Childs enrolment records Record of visitors to the centre

Child assessments or evaluations for delivery of the educational program Incident, injury, trauma, and illness record Medication record Other - anecdotal records, jottings, learning stories, running records, narratives, etc.

Follow these steps:

Step 1 Working with the children you used previously identify two records of each child

Step 2 Access and review records identified to get information relevant to curriculum planning

Step 3 Ask your supervisor regarding opportunities for you to meet with one family member of each child to gather information from them about the child. Arrange suitable times and places to meet family members and for your assessor to observe meeting with the families.

Step 4 Conduct a meeting with each family member/s you have chosen. You must meet with each family member individually.

Complete the information review template and collect the following information:

Identify the type of the records you reviewed

Document information identified in the records relevant to curriculum planning

Identify the family member you met with

Document information you obtained from the family relevant to curriculum planning

Step 5 Have your supervisor review your completed Information Review template and sign the Supervisor Declaration at the end. Your supervisors signature must be handwritten

Information Review Child A

Type of record accessed and reviewed Information relevant to curriculum planning from the records accessed Family member consulted Information from the family relevant to curriculum planning Information Review Child B

Accurately completed the information review for 3 children S NS Comment if NS T3 marking checklist seek information from secondary sources

This is what your assessor will be looking for you to do:

1 Build rapport with families through the interactions and observations.

2 Ask questions to clarify

3 Remain open minded and refrain from using bias and negative labelling

Result S NS Comment if NS Task 4 collaborate with others to gather information

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE038 PC 2.2, 3.1, 3.2, 3.3, FS2. 3, PE1, AC Consult with your supervisor regarding opportunities for you to meet with two other educators in the centre to gather information from each educator about each of the children from your observations.

Review the instructions here and the contents of the Meeting Minutes template with your supervisor to prepare before the meeting.

With your supervisor, arrange suitable times and places for you to meet with the educators and for your assessor to observe you as you meet with the educators.

Conduct the meeting with the two educators you have chosen.

During the meeting each educator must identify one of the following for each child need, interest, skill, cultural practice.

Complete a set of minutes for the outcomes of each educators meeting.

Meeting minutes educator 1

Meeting purpose Gathering information about children

Location Date of meeting Note taker Time of meeting Attendee name Signature Agenda item Information regarding Child A

Information gathered Activity based on information

Need Interest Skill Cultural practice Childs idea Childs knowledge on a specific topic Childs strength Agenda item Information regarding Child B

Information gathered Activity based on information

Need Interest Skill Cultural practice Childs idea Childs knowledge on a specific topic Childs strength Agenda item Information regarding Child C

Information gathered Activity based on information

Need Interest Skill Cultural practice Childs idea Childs knowledge on a specific topic Childs strength Observation form

How did you make sure the discussion with the educators was free from bias? How did you ensure your discussion with the educators was free from negative labelling of children? Assessor only

Complete minutes and observation S NS Comment if NS T4 marking checklist collaborate with others to gather information

This is what your assessor will be looking for you to do:

1 Seek information from educators by asking questions open and closed

2 Confirms understanding through discussions

Result S NS Comment if NS Task 5 reflection

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE038 PC4.1, FS4, PE1, KE5 This task requires you to reflect on the observations you have made based on the information gathered from the previous tasks to identify aspects of each childs learning and development. Complete the following reflective journals for each child.

Child A reflection

Based on your reflection on the observations youve made:

what aspect of the childs learning have you identified? what aspect of the childs development have you identified? Based on your reflection on the information youve gathered:

what aspect of the childs learning have you identified? what aspect of the childs development have you identified? what is your perspective on the childs interest? What is the approved learning framework that your centre follows? What link have you discovered between the observations you have made and the approved learning framework that your centre follows? What link have you discovered between the information you have gathered and the approved learning framework that your centre follows? Child A reflection

Based on your reflection on the observations youve made:

what aspect of the childs learning have you identified? what aspect of the childs development have you identified? Based on your reflection on the information youve gathered:

Based on your reflection on the observations youve made:

what aspect of the childs learning have you identified? what aspect of the childs development have you identified? Based on your reflection on the information youve gathered:

Assessor only

Complete reflection S NS Comment if NS Task 6 communicate information with others

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE038 PC 4.2, 4.3, FS2, 3, PE1, Arrange a meeting with your supervisor and two other educators to discuss your reflections.

You are looking to discuss the perspectives of each educator in relation to:

interests of each child

aspects of learning and development of each child.

Arrange times and places with your supervisor and complete the minutes for each educator conversation.

Meeting minutes

Meeting purpose Gathering perspectives about childrens learning and development

Location Date of meeting Note taker Time of meeting Attendee name/s Signature Signature Agenda item Perspectives on Child A learning and development

Your perspective Educators perspective

Perspectives on the childs interest Aspect of childs learning based on reflection and observations Aspect of childs learning based on reflection on the information you gathered Aspect of childs development based on reflection on observations you made Aspect of childs development based on reflection on information you gathered Agenda item Perspectives on Child B learning and development

Your perspective Educators perspective

Complete meeting minutes S NS Comment if NS Task 7 Contribute to curriculum planning

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE038 PC5.1, 5.2, FS2, 3, 4, 5, PE1, 2 This task requires you to contribute to the programs of your centre based on the observations you have made and the information you have gathered. As proof of your contributions to planning programs, you must complete the Observation Task provided for you in the following pages.

Contributing to the planning of programs may include but not limited to rewriting, with permission, the curriculum to better fit each child, modifying activities as they happen to cater to each childs learning, development, and wellbeing needs, or creating activities specifically tailored to cater to each childs learning, development, and wellbeing.

Consider the three children your observations and information gathered and your reflections when you complete the following questions.

Observation form Child A

Question Response

How did you contribute to the planning of programs that promoted the childs learning?

Include how you used the information collected and the reflections made to contribute to the planning of programs. How did you contribute to the planning of programs that promoted the childs development?

Include how you used the information collected and the reflections made to contribute to the planning of programs. Observed by assessor Name Initials Date of observation Time of observation Observation form Child B

Question Response

How did you contribute to the planning of programs that promoted the childs learning?

Question Response

How did you contribute to the planning of programs that promoted the childs learning?

This is what your assessor will be looking for you to do:

1 Use the information gathered to support children in a response and respectful way.

2 Communicate their perspective clearly about development, individual interests, and learning.

3 Asked questions to communicate and agree on perspectives to contribute to curriculum planning

4 record all information and observations as per service procedures and IT requirements

5 Identify and evaluate all the information and observations to contribute to curriculum planning effectively.

Result S NS Comment if NS CHCECE035 Support the holistic learning and development of children

CHCECE031 Cross mapping

Resources required for assessment

Documents and physical resources Workplace resources such as:

Curriculum documentation, specifically childrens schedule of daily routines

Service policies and procedures relevant to educational program and practice

Service policies and procedures relevant to childrens health and safety

Service policies and procedures relevant to the physical environment

Service policies and procedures relevant to relationships with children

Developmentally appropriate books and texts other than books, these may include but is not limited to posters, brochures, flyers, and signs

The following environments: Outdoor environment

The approved learning framework and curriculum used in your centre

Human resources Two educators for guidance and collaboration

Supervisor for guidance

At least two children to participate in tasks

Resources to support specific play and learning experiences covering all developmental domains

Resources to accommodate the following needs of children: Privacy, Quiet, solitude

Equipment to develop the following physical skills: Fundamental movement skills, Fine motor skills, Gross motor skills

Items which support exploration: one of each material, resource, technology, experience

Items which support problem-solving: one of each - material, resource, technology, experience

Opportunities to conduct work activities while being observed by the assessor and while being supervised by their workplace supervisor that include outdoor play and learning

Supervisor Your supervisor must be present while you take care of each child. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you as you take care of each child.

Assessment instructions

This assessment requires you to support the development of two children of different ages in your organisation. Specifically, you will complete five (5) tasks to provide holistic support in the following learning and development areas: physical, social, emotional, cognitive, communication

To verify you supporting the learning and development of said children, you must complete each child learning and development log (CLDL) in each task and have your supervisor verify each task. Your assessor will also observe you applying your skills in each area. Seek assistance from your supervisor to select two children of different ages from the centre. The older of the two children must be, at most, five years old. Seek permission from the family members of the children you have chosen to participate in the task to record the results of their childs participation.

Read the instructions in all the tasks and the CLDL for each task first. You do not need to do the tasks in the order they appear. You can do multiple tasks at once. You must, do all the tasks twice with two children of different ages, once for each child.

Complete the tasks in the child learning and development logs (CLDL) and observations according to the quality standards set by your organisation and in compliance with industry standards in early childhood education and care.

Task 1 Support physical development

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE035 PC1.1, 1.2, 1.3, 1,4, 1.5, 6.1, 6.2, 6.3, FS1, 2, 3, PE1, , AC1, 3, 6, 7 CHCECE031 PC1.2, 3.1, 3.3, 3.4, 4.1, 6.1, 9.1, FS6, AC19, 21 In this task, you will be required to support the physical development of two children of different ages in your organisation. During this part of the assessment, you will specifically need to do the following tasks to complete the CLDL 1:

Identify and use opportunities to support the emerging physical skills of individual children

Use daily routines as opportunities to support children to acquire and practise skills

Select and arrange equipment that will develop fundamental movement skills, fine and gross motor skills

Encourage challenge, choice, and spontaneity in physically active play

Support children to take increasing responsibility for their own health and wellbeing through positive communication and information sharing

Complete this task by following these steps:

Step one: Locate CLDL and familiarise yourself with the required tasks

Locate Child learning and development log 1 (CLDL 1) provided for you on the following pages. The CLDL outlines all the tasks you need to complete in the workplace while being observed by your supervisor. Review all tasks with your supervisor before starting so you can prepare for the tasks.

Step two: Arrange suitable times with your supervisor

Arrange suitable times with the assistance of your supervisor for you to complete these tasks in the organisation.

Step three: Complete CLDL tasks being observed by your supervisor

Complete the tasks in CLDL 1 for each child while being observed by your supervisor. Record how you completed each task. Where required, record important details relevant to the completion of each task.

CLDL 1 (physical development)

Workplace/organisation State/territory Age of the child Child A Child B Identify and use opportunities to support the emerging physical skills of individual children

Summary of outcomes Skill Child A Child B

List two emerging physical skills of the child you have identified. 1 2 Identify and explain an opportunity you will use to support each skill, in accordance with the National Physical Activity and Sedentary Behaviour Guidelines for Australians and Australian 24-Hour Movement Guidelines for the Early Years (Birth to 5 years). 1 2 Describe how you used each opportunity to support the physical skills of the child.

Information must include but is not limited to date, time, place, and a description of events that happened. 1 Date Time Place Description of events 2 Date Time Place Description of events Discuss with child how their body works and the importance of physical activity to peoples health and wellbeing. Description of events Use daily routines as opportunities to support children to acquire and practise skills

Summary of outcomes Child A Child B

Identify one physical skill the child already has and one physical skill the child is ready to acquire based on their age or current stage of physical development. Existing skill Skill ready to acquire Identify and explain an opportunity you will use to support each skill. Existing skill Skill ready to acquire Describe how you used the opportunity you have identified to support practising the physical skill that the child already possesses.

Information must include but is not limited to date, time, place, and narrative of events that happened while supporting the child practise their physical skill. Existing skill Date Time Place Description of events Skill ready to acquire Date Time Place Description of event Select and arrange equipment that will develop fundamental movement skills, fine and gross motor skills

Summary of outcomes Child A Child B

Identify the specific skill and the corresponding piece of equipment that will help the child develop in each skill area. Skill area Specific skill Equipment Specific skill Equipment

Fundamental movement skill Fine motor skill Gross motor skill Describe how you arranged and used the equipment you identified to support the development of the childs fundamental movement skill.

Information must include but is not limited to date, time, place, and narrative of events that happened while arranging and using the equipment. Date Time Place How did you arrange the equipment? How did the child use the equipment? Document your observations. Describe how you arranged and used the equipment you identified to support the development of the childs fine motor skill. Date Time Place How did you arrange the equipment? How did the child use the equipment? Document your observations. Describe how you arranged and used equipment you identified to support the development of the childs gross motor skill. Date Time Place How did you arrange the equipment? How did the child use the equipment? Document your observations. Encourage challenge, choice, and spontaneity in physically active play

Summary of outcomes Child A Child B

Describe how you encouraged the child to challenge themselves while they were engaged in physically active play.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to challenge themselves. Date Time Place Description of events Describe how you encouraged the child to make their own choices while they were engaged in physically active play. Date Time Place Description of events Describe how you encouraged spontaneity while the child is engaged in physically active play. Date Time Place Description of events Support children to take increasing responsibility for their own health and wellbeing through positive communication and information sharing

Summary of outcomes Child A Child B

Describe how the child is currently taking responsibility for their health. Describe how the child is currently taking responsibility for their wellbeing. Describe how you communicated information to the child that will help them take more responsibility for their health.

Information must include but are not limited to date, time, place, and narrative of events that happened while communicating information to the child, including how positive communication was used. You must also include information communicated to the child. Date Time Place Description of events Describe how you communicated information to the child that will help them take more responsibility for their wellbeing. Date Time Place Description of events Assessor only

Complete CLDL physical development template S NS Comment if NS Task 2 Support social development

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE035 PC 2.1, 2,2, 2.3, 2.4, 2.5, 2.6. 2.7, 6.1, 6.4, 6.6, FS1, FS3, PE1, AC1, 3, 6, 7 CHCECE031 PC1.2, 6.1, 9.1, FS6, AC19 In this task, you will be required to support the social development of two children of different ages in your organisation. During this part of the assessment, you will specifically need to do the following tasks to complete the CLDL 2:

Encourage children to engage in play and social experiences with other children

Provide developmentally appropriate support and information that helps children understand and accept responsibility for their own actions

Provide opportunities for one-to-one and large and small group interactions

Model care, empathy and respect for children, educators, and families

Support children when they are having difficulty understanding or communicating with each other

Model language that children can use to express ideas, negotiate roles, and collaborate to achieve goals

Use communication and modelling that encourages children to respect and value each others individual differences

Complete this task by following these steps:

Step one: Locate CLDL and familiarise yourself with the required tasks

Locate Child learning and development log 2 (CLDL 2) provided for you on the following pages. The CLDL outlines all the tasks you need to complete in the workplace while being observed by your supervisor. Review all tasks with your supervisor before starting so you can prepare for the tasks.

Step two: Arrange suitable times with your supervisor

Arrange suitable times with the assistance of your supervisor for you to complete these tasks in the organisation.

Step three: Complete CLDL tasks being observed by your supervisor

Complete the tasks in CLDL 2 for each child while being observed by your supervisor. Record how you completed each task. Where required, record important details relevant to the completion of each task.

CLDL 2 (social development)

Workplace/organisation State/territory Age of the child Child A Child B Encourage children to engage in play and social experiences with other children

Summary of outcomes Child A Child B

Describe how you sought assistance from an educator to identify which children the participating child interacts well with.

Information must include but are not limited to date, time, place, and narrative of events that happened while seeking assistance from an educator. Information must also include placeholder name of the educator and placeholder name(s) of child(ren) the participating child interacts well with. Date Time Place Description of events Describe how you encouraged the child to play with other children.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to play with other children. Date Time Place Description of events Describe how you encouraged the child to socialise with other children.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to socialise with other children. Date Time Place Description of events Describe how you informed the educator regarding the participant childs changes in interaction with the children.

Information must include but are not limited to date, time, place, and narrative of events that happened while informing the educator of the changes in interaction of the participant child with the children. Information must also include the nature of the change of interaction. Date Time Place Description of events If centre has its own template, place the digital copy of the template here. Do not re-write the information already in the template

Summary of outcomes Child A Child B

Describe how you provided support to the child regarding how they should act during a specific circumstance.

Information must include but are not limited to date, time, place, and narrative of events that happened while providing support to the child regarding how they should act during a specific circumstance. Information must also include how you ensured that the support you have provided is communicated according to the childs level of understanding. Date Time Place Description of events Describe how you provided information to the child regarding the consequence of their action.

Information must include but are not limited to date, time, place, and narrative of events that happened while providing information to the child regarding the consequence of their action. Information must also include how you ensured that the information you have provided is communicated according to the childs level of understanding. Date Time Place Description of events Provide opportunities for one-to-one and large and small group interactions

Summary of outcomes Child A Child B

Describe an opportunity for one-on-one interaction you have provided for the child and how you engaged them during the interaction. Opportunity overview Date Time Place How was the child engaged? Document your observations. Describe the opportunity for small group interaction you have provided for the child and how you engaged them during the interaction.

A small group must consist of three individuals. Opportunity overview Date Time Place How was the child engaged? Document your observations. Describe the opportunity for large group interaction you have provided for the child and how you engaged them during the interaction.

A large group must consist of at least five individuals. Opportunity overview Date Time Place How was the child engaged? Document your observations. Model care, empathy and respect for children, educators, and families

Summary of outcomes Child A Child B

Describe how you modelled care towards a child.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling care towards a child. Date Time Place Description of events Describe how you modelled empathy towards the family member of a child enrolled in the centre.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling empathy towards the family member of a child. Date Time Place Description of events Describe how you modelled respect towards an educator.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling respect towards the educator Date Time Place Description of events Support children when they are having difficulty understanding or communicating with each other

Summary of outcomes Child A Child B

Describe how you supported the child when they were having difficulty understanding another child.

Information must include but are not limited to date, time, place, and narrative of events that happened while supporting the child when they were having difficulty understanding another child. Date Time Place Description of events Describe how you supported the child when they were having difficulty communicating with another child.

Information must include but are not limited to date, time, place, and narrative of events that happened while supporting the child when they were having difficulty communicating with another child. Date Time Place Description of events Model language that children can use to express ideas, negotiate roles, and collaborate to achieve goals

Summary of outcomes Child A Child B

Describe how you modelled language for the participating child to express an idea.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling language to express an idea. Date Time Place Description of events Describe how you modelled language for the participating child to negotiate a role.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling language to negotiate a role. Date Time Place Description of events Describe how you modelled language for the participating child to collaborate to achieve a goal.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling language to collaborate to achieve a goal. Date Time Place Description of events Use communication and modelling that encourages children to respect and value each others individual differences

Summary of outcomes Child A Child B

Describe how you modelled respect towards one difference with another child.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling respect towards one difference with another child. Information must also include difference to be respected. Date Time Place Description of events Describe how you communicated to the child the importance of valuing one difference with another child.

Information must include but are not limited to date, time, place, and narrative of events that happened while communicating to the child the importance of valuing one difference with another child. Information must also include difference to be acknowledged. Date Time Place Description of events Assessor only

Complete CLDL social development template S NS Comment if NS Task 3 Support emotional development

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE035 PC 1.3, 3.1, 3.2, 3.3, 3.4, 3.5 3.6, 3.7, 6.1, 6.2, 6.4, 6.5, FS2, PE1, 2, AC1, 3, 6, 7 CHCECE031 PC1.2, 6.1, 9.1, FS6, AC19 In this task, you will be required to support the emotional development of two children of different ages in your organisation. During this part of the assessment, you will specifically need to do the following tasks to complete the CLDL 3:

Provide children with strategies to make informed choices about their behaviours appropriate to their level of understanding

Assist and encourage children to experience pride and confidence in their achievements

Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn

Assist children to identify physiological responses to situations and express and regulate feelings appropriately through modelling and guidance

Assist children to develop empathy through identifying and responding to emotions in other people

Support and encourage children to persevere with challenges to assist in building resilience

Share childrens successes with families in informal and formal ways

Accommodate the childs need for privacy, solitude, and quiet

Complete this task by following these steps:

Step one: Locate CLDL and familiarise yourself with the required tasks

Locate Child learning and development log 3 (CLDL 3) provided for you on the following pages. The CLDL outlines all the tasks you need to complete in the workplace while being observed by your supervisor. Review all tasks with your supervisor before starting so you can prepare for the tasks.

Step two: Arrange suitable times with your supervisor

Arrange suitable times with the assistance of your supervisor for you to complete these tasks in the organisation.

Step three: Complete CLDL tasks being observed by your supervisor

Complete the tasks in CLDL 3 for each child while being observed by your supervisor. Record how you completed each task. Where required, record important details relevant to the completion of each task.

CLDL 3 (emotional development)

Workplace/organisation State/territory Age of the child Child A Child B Provide children with strategies to make informed choices about their behaviours appropriate to their level of understanding

Summary of outcomes Child A Child B

What behaviour of the child have you identified that led to either positive or negative consequence? Describe the strategy you have provided the child to help the child make informed decisions regarding their behaviour. Describe how you provided the strategy you have developed to the child.

Information must include but are not limited to date, time, place, and narrative of events that happened while providing the strategy to the child. Date Time Place Description of events Assist and encourage children to experience pride and confidence in their achievements

Summary of outcomes Child A Child B

Describe how you assisted the child to experience pride in two achievements.

Information must include but are not limited to date, time, place, and narrative of events that happened while assisting the child to experience pride in their achievement. The information must also include achievement the child accomplished. Achievement 1 Achievement 1

Date Time Place Description of events Achievement 2 Achievement 2

Date Time Place Description of events Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn

Summary of outcomes Child A Child B

Describe how you provided acknowledgement of the childs frustration.

Information must include but are not limited to date, time, place, and narrative of events that happened while providing acknowledgement of the childs frustration. The information must also include the childs source of frustration. Date Time Place Description of events Describe how you provided support when the child was frustrated.

Information must include but are not limited to date, time, place, and narrative of events that happened while providing support when the child was frustrated. The information must also include the childs source of frustration. Date Time Place Description of events Describe how you encouraged the child to see their mistake as an opportunity to learn.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to see their mistake as an opportunity to learn. The information must also include the childs mistake. Date Time Place Description of events Assist children to identify physiological responses to situations and express and regulate feelings appropriately through modelling and guidance

Summary of outcomes Child A Child B

Describe how you assisted the child in identifying one physiological response to a specific situation.

Information must include but are not limited to date, time, place, and narrative of events that happened while assisting the child in identifying the physiological response to a specific situation. Information must also include childs physiological response and the specific situation that triggered the physiological response. Date Time Place Description of events Describe how you guided the child to appropriately express one emotion.

Information must include but are not limited to date, time, place, and narrative of events that happened while guiding the child to appropriately express one emotion. Information must also include emotion to be expressed. Date Time Place Description of events Describe how you modelled how to appropriately regulate one emotion for the child.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling how to appropriately regulate one emotion for the child. Information must also include emotion to be regulated appropriately. Date Time Place Description of events Assist children to develop empathy through identifying and responding to emotions in other people

Summary of outcomes Child A Child B

Describe how you helped the child identify an emotion displayed by another person.

Information must include but are not limited to date, time, place, and narrative of events that happened while helping the child identify an emotion in another person. Information must also include the identified emotion and a brief description (e.g., position or role in the centre of the person) of the person displaying the emotion. Date Time Place Description of events Briefly explain how your helping the child identify a persons emotion promotes the development of empathy in the child. Describe how you helped the child respond to an emotion displayed by another person.

Information must include but are not limited to date, time, place, and narrative of events that happened while helping the child respond to an emotion in another person. Information must also include the identified emotion and a brief description (e.g., position or role in the centre) of the person displaying the emotion. Date Time Place Description of events Briefly explain how your helping the child respond to a persons emotion facilitates the development of empathy in the child. Support and encourage children to persevere with challenges to assist in building resilience

Summary of outcomes Child A Child B

Describe how you encouraged the child to persevere with two (2) challenges and how your encouragement assisted with building resilience.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to persevere with a challenge. Information must also include the challenge that the child faced. Challenge 1 Challenge 1

Date Time Place How you encouraged the child to persevere with a challenge. How you encourage the child assisted in building resilience in the child. Challenge 2 Challenge 2

Date Time Place How you encouraged the child to persevere with a challenge. How your encouraging the child assisted in building resilience in the child. Share childrens successes with families in informal and formal ways

Summary of outcomes Child A Child B

Describe how you informally communicated the childs success to the childs family.

Information must include but are not limited to date, time, place, and narrative of events that happened while communicating the childs success to the family. Information must also include the childs success specifically chosen for informal sharing. Date Time Place What the success was and how you communicated. Briefly explain how your chosen way of communication is considered informal communication in your centre. Briefly explain how you followed organisational policies and procedures during the informal communication. Describe how you formally communicated the childs success to the childs family.

Information must include but are not limited to date, time, place, and narrative of events that happened while communicating the childs success to the family.

Information must also include the childs success specifically chosen for formal sharing. Date Time Place What the success was and how you communicated. Briefly explain how your chosen way of communication is considered formal communication in your centre. Briefly explain how you followed organisational policies and procedures during the formal communication. Accommodate the childs need for privacy, solitude, and quiet

Summary of outcomes Child A Child B

Describe how you accommodated the childs need for privacy.

Information must include but are not limited to date, time, place, and narrative of events that happened while accommodating the childs need for privacy. Information must also include what prompted the childs need for privacy. Date Time Place Description of events Describe how you accommodated the childs need for solitude.

Information must include but are not limited to date, time, place, and narrative of events that happened while accommodating the childs need for solitude. Information must also include what prompted the childs need for solitude. Date Time Place Description of events Describe how you accommodated the childs need for quiet.

Information must include but are not limited to date, time, place, and narrative of events that happened while accommodating the childs need for quiet. Information must also include what prompted the childs need for quiet. Date Time Place Description of events Assessor only

Complete CLDL emotional development template S NS Comment if NS Task 4 Support cognitive development

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE035 PC 1.4, 4.1, 4.2, 4.3, 6.1, 6.3, 6.5, FS1, , 2, 3, PE1, 2, AC 1, 3, 6, 7 CHCECE031 PC1.2, 6.1, 9.1, FS6, AC19 In this task, you will be required to support the cognitive development of two children of different ages in your organisation. During this part of the assessment, you will specifically need to do the following tasks to complete the CLDL 4:

Select materials, resources, technologies, and experiences that support exploration and problem-solving

Provide opportunities that encourage exploration of childrens concepts and ideas

Extend childrens thinking by engaging them in sustained shared conversations

Complete this task by following these steps:

Step one: Locate CLDL and familiarise yourself with the required tasks

Locate Child learning and development log 4 (CLDL 4) provided for you on the following pages. The CLDL outlines all the tasks you need to complete in the workplace while being observed by your supervisor. Review all tasks with your supervisor before starting so you can prepare for the tasks.

Step two: Arrange suitable times with your supervisor

Arrange suitable times with the assistance of your supervisor for you to complete these tasks in the organisation.

Step three: Complete CLDL tasks being observed by your supervisor

Complete the tasks in CLDL 4 for each child while being observed by your supervisor. Record how you completed each task. Where required, record important details relevant to the completion of each task.

CLDL 4 (cognitive development)

Workplace/organisation State/territory Age of the child Child A Child B Select materials, resources, technologies, and experiences that support exploration and problem-solving

Summary of outcomes Child A Child B

Select materials, that support exploration and problem-solving.

Document the details of the materials for each child. Material to be used that supports exploration How material supports exploration Material to be used that supports problem-solving How material supports problem-solving Select resources, that support exploration and problem-solving. Document the details of the materials for each child. Resource that supports exploration How the resource supports exploration Resource that supports problem-solving How the resource supports problem-solving Select technology, which supports exploration and problem-solving. Document the details of the materials for each child. Technology to be used that supports exploration How the technology supports exploration Technology to be used that supports problem-solving How the technology supports problem-solving Select an experience, which supports exploration and problem-solving. Document the details of the materials for each child. Experience to provide that supports exploration How the experience supports exploration Experience to provide that supports problem-solving How the experience supports problem-solving Provide opportunities that encourage exploration of childrens concepts and ideas

Summary of outcomes Child A Child B

Describe how you provided the opportunity for the child to explore a concept that the child came up with.

Information must include but are not limited to date, time, place, and narrative of events that happened while providing the opportunity to explore a concept the child came up with. Information must also include the concept explored. Date Time Place Description of events Describe how you provided the opportunity for the child to explore an idea the child came up with.

Information must include but are not limited to date, time, place, and narrative of events that happened while providing the opportunity to explore the idea the child came up with. Information must also include the idea explored. Date Time Place Description of events Extend childrens thinking by engaging them in sustained shared conversations

Summary of outcomes Child A Child B

Describe how you engaged the child in a sustained conversation.

Information must include but are not limited to date, time, place, and narrative of events that happened while engaging the child in sustained conversation. Information must also include conversation topic. Date Time Place Description of events Explain how your sustained conversation with the child extended the childs thinking. Signed Date Assessor only

Complete CLDL cognitive development template S NS Comment if NS Task 5 Support communication development

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE035 PC5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9. 6.1, 6.2, 6.3, 6.4, FS 1, 2, PE 1, 2AC1, 3, 6, 7 CHCECE031 PC1.2, 6.1, 9.1, FS6, AC19 In this task, you will be required to support the communication development of two children of different ages in your organisation. During this part of the assessment, you will specifically need to do the following tasks to complete the CLDL 5:

Value the childs linguistic heritage and encourage the use and acquisition of home languages

Select, read, and tell developmentally appropriate stories, using props to stimulate childrens enjoyment of language and literature

Ask and answer questions during the reading and discussion of other text

Provide meaningful opportunities for children to develop pre-writing skills

Model and encourage two-way communication through questions and careful listening

Draw childrens attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sound

Provide opportunities for group discussions and exchange of views between children

Model language and encourage children to express themselves through language in different contexts and for different purposes

In this task, your assessor will also need to observe your communication skills. Complete this task by following these steps:

Step one: Locate CLDL and familiarise yourself with the required tasks

Locate Child learning and development log 4 (CLDL 5) provided for you on the following pages. The CLDL outlines all the tasks you need to complete in the workplace while being observed by your supervisor. Review all tasks with your supervisor before starting so you can prepare for the tasks.

Step two: Arrange suitable times with your supervisor and complete CLDL tasks being observed by your supervisor

Arrange suitable times with the assistance of your supervisor for you to complete these tasks in the organisation. Complete the tasks in CLDL 5 for each child while being observed by your supervisor. Record how you completed each task. Where required, record important details relevant to the completion of each task.

Step three: Arrange a suitable time with your Assessor for them to observe your communication skills in the workplace

Your assessor will observe you working with the two (2) children. Review the observation checklist to see what your assessor will be looking for.

CLDL 5 (communication development)

Workplace/organisation State/territory Age of the child Child A Child B Value the childs linguistic heritage and encourage the use and acquisition of home languages

Summary of outcomes Child A Child B

What is the childs native language? Describe how you encouraged the child to develop their ability to speak their native language.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to use their native language. Date Time Place Description of events Describe how you encouraged the child to develop their ability to understand their native language

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to develop their ability to understand their native language. Date Time Place Description of events Select, read, and tell developmentally appropriate stories and use props to stimulate childrens enjoyment of language and literature

Summary of outcomes Child A Child B

What is the title of the story you have told the child? Provide a brief synopsis of the story Describe how you told the story to the child and how the story is developmentally apriorist.

Information must include but are not limited to date, time, place, and narrative of events that happened while telling the story to the child. Date Time Place How you told the story How the story is developmentally appropriate Describe how you asked the child a question about the story that you told. Describe how you answered the childs question. Describe how you used the prop to stimulate the childs enjoyment of language and literature. Briefly explain how your using of the prop stimulated the childs enjoyment of language. Briefly explain how your using of the prop stimulated the childs enjoyment of literature. Ask and answer questions during the reading and discussion of other text (poster or any text other than a book)

Summary of outcomes Child A Child B

Provide a brief description of the text Describe how you discussed the text to the child.

Information must include but are not limited to date, time, place, and narrative of events that happened while discussing the text to the child. Date Time Place How you discussed the text Describe how you asked the child a question about the text discussed. Describe how you answered the childs question. Provide meaningful opportunities for children to develop pre-writing skills

Summary of outcomes Child A Child B

Identify the pre-writing skill that the child is ready to acquire based on their age and ability. Briefly explain the activity that will help develop the childs pre-writing skill. Describe how the child performed during the activity you have chosen.

Information must include but are not limited to date, time, place, and narrative of events that happened while the child was engaged in the activity you have chosen. Date Time Place Description of opportunities Model and encourage two-way communication through questions and careful listening

Summary of outcomes Child A Child B

Describe how you modelled two-way communication by asking a question to another educator.

Information must include but are not limited to date, time, place, and narrative of events that happened while asking a question to another educator. Information must also include what question you asked the other educator and an explanation how the question promoted two-way communication. Date Time Place Description of communication Describe how you modelled two-way communication by listening carefully to another educator. Date Time Place Description of communication Describe how you encouraged the child to engage in two-way communication by asking a question to another person.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to engage in a two-way communication. Information must also include what question the child asked and how asking questions promoted two-way communication. Date Time Place Description of communication Describe how you encouraged the child to engage in two-way communication by listening carefully to another person.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to engage in a two-way communication. Information must also include what you observed the child doing as proof that they listened carefully to what the other person was saying (e.g., asking the child questions regarding what the other person said) and how listening promoted two-way communication. Date Time Place Description of communication Draw childrens attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sound

Summary of outcomes Child A Child B

Monitor child during their daily routine for opportunities to:

Draw their attention to symbols and patterns in their environment

Talk about the relationship between patterns of letters and sound

When the opportunities present themselves, draw the childs attention to the symbol and have them describe the symbol they have paid attention to, including patterns and relationships Date Time Place Describe how you drew the childs attention to one symbol in their environment. Document how the child described the symbol they paid attention to. Describe how you drew the childs attention to one pattern in their environment. Document how the child described the pattern they paid attention to. Describe how you discussed the relationship between a pattern of letters and the sound it makes. Provide opportunities for group discussions and exchange of views between children

Summary of outcomes Child A Child B

Describe how you arranged a group discussion for the child to join in. Describe how you encouraged the child to participate in the group discussion.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to participate in the group discussion. Information must also include how the child participated in the group discussion. Date Time Place Description of events Describe how you encouraged the child to exchange their view with another child.

Information must include but not limited to date, time, place, and narrative of events that happened while the child exchanged their view with another child. Information must also include what view the child exchanged with the other child. Date Time Place Description of events Model language and encourage children to express themselves through language in different contexts and for different purposes

Summary of outcomes Child A Child B

Describe how you modelled the use of language to express yourself in the presence of the child.

Information must include but are not limited to date, time, place, and narrative of events that happened while modelling language to the child. Date Time Place Description of events Describe how you encouraged the child to use language to express themselves in one context.

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to use language to express themselves in one context. Information must also include the context the child was expressing themselves in and what the child said. Date Time Place Description of events Describe how you encouraged the child to use language to express themselves for one purpose

Information must include but are not limited to date, time, place, and narrative of events that happened while encouraging the child to use language to express themselves for one purpose. Information must also include the purpose of the child expressing themselves and what the child said. Date Time Place Description of events Assessor only

Complete CLDL communication development template S NS Comment if NS Task 6 marking checklist Support communication development

Your assessor will now observe you providing learning and development support to both children. This can be during any of the tasks in this assessment. To prepare for your observation, ensure you:

read the observation checklist to ensure you understand what your assessor will be observing

confirm the date and time with your assessor.

Instructions to the Assessor

You will need to observe the student providing support to both children they have been supporting throughout the entire assessment. This observation is geared to verify their communication skills.

Child A communication observation

This is what your assessor will looking for you to do:

1 Seeks information from the children using effective communication and questioning techniques.

2 Confirms that they understand what the children are saying, using effective communication skills.

3 Extends the childrens learning through the tasks observed.

Result S NS Comment if NS Child B communication observation

This is what your assessor will looking for you to do:

1 Seeks information from the children using effective communication and questioning techniques.

2 Confirms that they understand what the children are saying, using effective communication skills.

3 Extends the childrens learning through the tasks observed.

Result S NS Comment if NS Workplace supervisor declaration

Students, please note, ask your supervisor to signed this off in the TPV document

I have observed the student perform these tasks (CLDL1, 2, 3, 4, 5) according to the quality standards set by the organisation and in compliance with industry standards in early childhood education and care. The information above is true and accurate.

Name Signed Date

CHCECE031 Support childrens health, safety, and wellbeingResources required for assessment

To complete this practical assessment, you will need access to the following resources:

Documents and physical resources Eating areas equipped with tables, chairs, utensils

Drinking water

Handwashing facilities

Personal protective equipment

Indoor and outdoor play areas

Sleeping and rest areas equipped with beds and linen

Sun protection materials

Toilet facilities

Toys and other play equipment

Service standards, policies, and procedures for:

health and safety, including food safety and sun safety

recording information

sharing information with colleagues and families

active supervision of children

liaising with families of unwell children

reporting incidences of illness, infection, or accident

hygienic maintenance of equipment furnishings, and resources

Human resources Opportunities to:

implement hygiene and health procedures

support childrens health needs

promote physical activity

promote healthy and safe eating

provide sleep, rest, and relaxation for children

minimise risks in the centre

assist children in responding to risks

provide a safe and healthy environment

Supervisor for guidance

Children in a regulated early childhood education and care service

Opportunities to conduct work activities while being observed by the assessor and while being supervised by their workplace supervisor that include outdoor play and learning

Supervisor Your supervisor must be present while you take care of each child. If your supervisor is unavailable, you may be supervised by any other qualified early childhood educator.

Assessor Your assessor must observe you as you take care of each child.

Task 1 - support childrens health needs

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE031 PC2.1, 2,2, 2.3, 2.4, FS1, 4, 6, 7, PE8, For this task, you will be required to support childrens health needs by:

maintaining knowledge of childrens health needs by seeking and sharing information with colleagues and families

maintain confidentiality in relation to childrens individual health needs

implement service risk-management strategies for children with long-term medical conditions

In this task, you will be assessed in your practical skills for a minimum of two (2) children:

in maintaining knowledge of childrens health needs

in maintaining confidentiality in relation to childrens individual health needs

in implementing service risk-management strategies for children with long-term medical conditions.

T1/1- marking checklist - Maintain knowledge of child 1 health needs

This is what your assessor will looking for you to do:

1 Contact childs family to gather information on the childs health needs.

Method of communication used (must be digital medium): FORMTEXT

2 Share information gleaned from corresponding with the childs family with the colleague in charge of the child.

Method of communication used (must be digital medium): FORMTEXT

3 Ensures the information provided by the family is only shared with the student.

Method of maintaining confidentiality must include 1 of the following (assessor must check at least 1). Ensuring:

only family and student are in an email conversation

only family and student are in a conversation via private message

a phone call to family is done in a private room where nobody can hear the student

other method (only student receives information shared by the family): FORMTEXT

4 Ensures information shared by student is shared only with colleague in charge of the child.

Method of maintaining confidentiality must include 1 of the following (assessor must check at least 1) ensuring:

only the colleague and student are in an email conversation

only the colleague and student are in a conversation via private message

a phone call to colleague is done in a private room where nobody can hear the student

other method (must ensure only student receives information shared by the family): FORMTEXT

5 Print correspondence with the childs family and file it with the childs record.

6 Print correspondence with the colleague in charge of the child is and file it with childs record.

Result S NS Comment if NS T1/2: marking checklist - Maintaining knowledge of child 2 health needs

This is what your assessor will looking for you to do:

1 Contact childs family to gather information on the childs health needs.

Method of communication used (must be digital medium): FORMTEXT

2 Share information gleaned from corresponding with the childs family with the colleague in charge of the child.

Method of communication used (must be digital medium): FORMTEXT

3 Ensure the information provided by the family is only shared with the student.

Method of maintaining confidentiality must include 1 of the following (assessor must check at least 1). Ensuring:

only family and student are in an email conversation

only family and student are in a conversation via private message

a phone call to family is done in a private room where nobody can hear the student

other method (only student receives information shared by the family): FORMTEXT

4 Ensure information shared by student is shared only with colleague in charge of the child.

Method of maintaining confidentiality must include 1 of the following (assessor must check at least 1) ensuring:

only the colleague and student are in an email conversation

only the colleague and student are in a conversation via private message

a phone call to colleague is done in a private room where nobody can hear the student

other method (must ensure only student receives information shared by the family): FORMTEXT

5 Print correspondence with the childs family and file it with the childs record.

6 Print correspondence with the colleague in charge of the child is and file it with childs record.

Result S NS Comment if NS T1/3 marking checklist 3: Implement service risk-management strategies for children with long-term medical condition

This is what your assessor will looking for you to do:

Child 1

Measure medication for the condition correctly

Name of medication: FORMTEXT

Correct dosage: FORMTEXT

Calculate correctly when medication should be administered.

Name of medication: FORMTEXT

Correct time interval: FORMTEXT

Child 2

Measure medication for the condition correctly

Name of medication: FORMTEXT

Correct dosage: FORMTEXT

Calculate correctly when medication should be administered.

Name of medication: FORMTEXT

Correct time interval: FORMTEXT

Result S NS Comment if NS Task 2 - Minimise risks in the environmentUnit Mapping Credit transfer Yes/No Assessor verified

CHCECE031 In this task, you will be required to minimise risks in the environment by:

checking safety of buildings, equipment, and the general environment according to the scope of own role and service policies and procedures

using, storing, and labelling dangerous products according to manufacturers instructions, service policies and procedures and regulations

implementing service procedures and regulations for the safe collection of each child, ensuring they are released to authorised people only

assisting in the supervision of every person who enters the service premises through observation and reporting.

Before starting this task, review the observation checklist as it lists all the practical skills you need to demonstrate while completing this task. To prepare you for this task, your assessor will:

discuss and decide with you, which equipment, and buildings in your organisation you will be checking for safety

discuss and decide with you which two dangerous products you will be using, storing, and labelling.

provide you with a copy of your organisations policies and procedures regarding safety checks and discuss these policies and procedures with you.

provide you with a copy of your organisations policies and procedures regarding using, storing, and labelling dangerous products, and discuss these policies and procedures with you

discuss which dangerous product you will use during the task

provide you with a copy of your organisations procedures regarding the safe collection of children and discuss these procedures with you

provide you with a copy of your organisations policies and procedures for using digital media to record information and discuss these procedures with you

request permission on your behalf to interact with two children who will be collected from the organisation

organise other workplace resources required for you to complete this assessment

discuss with you the practical skills listed in the observation form prior to the assessment

address your queries and concerns regarding this task.

After completing this task, you must collect the following:

A written report of your findings while checking the safety of the buildings, equipment, and the general environment. This report must include hazards found during the safety checks.

Evidence of recording people entering the premises of the organisation to collect their children

T2/1 marking checklist 1: Performing safety checks for building 1 and 2

This is what your assessor will looking for you to do when performing safety checks,

1 Checks for existing hazards that may cause serious injury

2 Checks for potential hazards that may develop into existing hazards that may cause serious injury

3 Prepares a report on the hazards discovered during the safety check

4 Removes the existing hazards to prevent future serious injury

5 Locks rooms with potential hazards so that children cannot enter said rooms accidentally

6 Checks for loose parts in the swing set that may pose as a choking hazard for the children

7 Checks stability of the swing set

8 Prepares a report on hazards discovered during safety check

Result S NS Comment if NS T2/2 marking checklist Using, storing, + labelling dangerous products product 1 + 2

This is what your assessor will looking for you to do: to use, store, and label each dangerous product

1 Is not using the dangerous product near children

2 Is not using the dangerous product near other people who are not wearing appropriate protection

3 Uses appropriate eye protection when using the

4 Puts away the dangerous product out of sight of children

5 Puts away the dangerous product out of reach of children

6 Labels the dangerous product as hazardous to the health of any unprotected individual.

Result S NS Comment if NS T2/3 marking checklist Overseeing collection of children child 1 and 2

This is what your assessor will looking for you to do: Upon collection of children, the student:

1 Records the name of the purported authorised person to collect the child

2 Checks the childs records - is the person collecting the child an authorised person?

3 Records the time and date when the child was collected from the organisation

Result S NS Comment if NS Task 3 - Assist children to respond to risksUnit Mapping Credit transfer Yes/No Assessor verified

CHCECE031 PC 8.1, 8.2, 8.3, PE8 In this task, you will be required to:

develop childrens knowledge of personal protective behaviours appropriate to their developmental stage

promote sun safety to children and implementing measures to protect children according to service policies and procedures

T3 Marking checklist - Promoting sun safety- child 1 and 2

This is what your assessor will looking for you to do: Upon the collection of the first child, the, the student:

1 Talks to child one-on-one to discuss importance of putting on sunscreen

2 Talks to child one-on-one to discuss the importance of always having their sun hat on when they go out

3 Assists in applying sunscreen on the childs exposed skin during outdoor activities

4 Reminds child to always wear a sun hat when going outside for outdoor activities

5 Holds outdoor activities during times when sunlight is not too harsh

Result S NS Comment if NS Task 4 - Case Study 1: Ensure the health and safety of the children and the environment

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE031 PC2.5, 9.2, 9.3, 9.4, 9.5, FS2, 7, PE7 For this task, you will be role playing according to the following scenario:

It is chickenpox season and Charlie, one of the children in your organisation, started exhibiting symptoms of chickenpox and started to vomit while the children were doing arts and crafts. Fortunately, not many children were near the child in question because most of the children were napping. Vomit is now on the arts and crafts table and on Charlies shirt and face.

Based on this scenario, while being observed by your assessor, ensure the health and safety of the children and the environment by:

responding to signs of illness in the child and systematically record and share this information with colleagues and families according to service policies and procedures and regulatory requirements

reacting promptly to incidences of illness and spills of bodily fluids and promptly responding to ensure a hygienic environment

liaising with the childs family to ensure the child is excluded according to services policies and procedures and government guidelines

taking appropriate measures to prevent cross-contamination

reporting incidences of illness according to service policies and procedures and legislative requirements.

Review the observation checklist so you are familiar with what your assessor is looking for. Although this is a case study, your actions must be based on your organisations policies and procedures and states legislative requirements.

Marking checklist 1: Recording and reporting incidence of illness

This is what your assessor will looking for you to do: In recording the incidence of illness:

1 Use organisations illness and injury log to record the incident of vomiting

2 Share the incident with two colleagues - Medium of communication used: FORMTEXT

3 Share the incident with the family of the child - Medium of communication used: FORMTEXT

4 Inform the childs family the child cannot attend the centre until their chickenpox clears - Medium of communication used: FORMTEXT

5 Record the incident of chickenpox in the childs record - Medium of recording used (must be digital): FORMTEXT

Result S NS Comment if NS Marking checklist 2: Responding to Illness

This is what your assessor will looking for you to do: In recording the incidence of illness:

1 Isolate the child so they dont spread their illness to other children

2 Clean vomit off the child by bathing the child

3 Help the child change into clean clothes

4 Help the child settle into a bed while waiting for the childs family member to collect them from the organisation

5 Wear PPE prior to clean up the vomit. PPE must include all the following (assessor observe all options and check all boxes):

Disposable gloves

Eye protection

Face mask

6 Gather materials to clean up vomit. Materials must include all the following (assessor must check all boxes):

Non-toxic cleaner

Bucket

Clean washcloth

Water for rinsing

7 Clean vomit off the arts and crafts table.

Result S NS Comment if NS Task 5 - Case Study 2: Ensure health and safety of children and the environment

Unit Mapping Credit transfer Yes/No Assessor verified

CHCECE031 PC2.5, 9.2, 9.3, 9.4, 9.5, FS2, 7, PE7 For this task, you will be role playing according to the following scenario:

Emily, one of the few children who was not sleeping and one of Charlies best friends, witnessed Charlies vomiting. Emily became so upset she herself started vomiting all over the floor of the reading area of the centre. Her records indicate, because of her allergy to chicken eggs, she could not be vaccinated against chickenpox and could possibly be infected by chickenpox.

Records also report Emily and Charlie have been inseparable for a week. Vomit is now all over the floor of the reading area and on Emilys dress and face.

Based on this scenario, while being observed by your assessor, ensure the health and safety of the children and the environment by:

responding to signs of infection in the child and systematically record and share this information with colleagues and families according to service policies and procedures and regulatory requirements

reacting promptly to incidences of infection and spills of bodily fluids and promptly responding to ensure a hygienic environment

liaising with the childs family to ensure the child is excluded according to services policies and procedures and government guidelines

taking appropriate measures to prevent cross-contamination

reporting incidences of infection according to service policies and procedures and legislative requirements

Review the observation checklist so you are familiar with exactly what your assessor will be looking for. Although this is a case study, your actions must be based on your organisations policies and procedures and states legislative requirements.

Observation 1: Recording and reporting incidence of possible infection

This is what your assessor will looking for you to do: In recording the incidence of infection:

1 Use the organisations illness and injury log to record the incident of vomiting

2 Share the incident with 2 colleagues Medium of communication used: FORMTEXT

3 Share the incident with the family of the child Medium of communication used: FORMTEXT

4 Inform the childs family the child cannot attend the centre until their chickenpox clears. Medium of communication used: FORMTEXT

5 Record incident of chickenpox in the childs record. Medium of recording used (must be digital): FORMTEXT

Result S NS Comment if NS Observation 2: Responding to possible infection

This is what your assessor will looking for you to do: In recording the incidence of illness:

1 Isolate the child so they do not spread their illness to other children

2 Clean vomit off the child by bathing the child

3 Help the child change into clean clothes

4 Help the child settle into a bed while waiting for the childs family member to collect them from the organisation

5 Wear PPE prior to cleaning up vomit. PPE must include all the following (assessor check all boxes):

Disposable gloves

Eye protection

Face mask

6 Gather materials to clean up vomit. Materials must include the following (assessor check all boxes):

Non-toxic cleaner

Bucket

Clean washcloth

Water for rinsing

7 Clean vomit off the floor of the reading area.

Result S NS Comment if NS

Part 1 Signatures and attendancePurpose This document provides:

section 1 is for sample signatures of all people who supervise work at placement.

section 2 is the attendance record- use this to record all hours worked at placement

This document is in student supporting resources. Print and upload to Moodle on completion.

Students Section 1 Supervisors signatures

Once you start placement you must get this section signed. It is your responsibility to get signatures from ALL supervisors who witnessed you performing tasks during placement. These sample signatures allow up to verify the supervisor for each shift.

Section 2 Attendance record

You must complete the Attendance record table after each shift. Keep a record of hours you worked during your placement. Breaks (lunch etc.) are NOT included in Hours worked.

Section 3 permission forms for consent.

Supervisor Section 1 Supervisors signatures

You MUST supply a sample of your initials and signature below. Signatures not supplied below may lead to this Assessment Tool being disregarded by the assessor.

Note: some observations require initials only so, we need a sample of both.

Section 2 Attendance record

Please sign at the end of each working day you supervised the student on placement. Breaks (lunch etc.) are NOT included in Hours worked.

This is proof their work was done on the days as noted. See the following example of how to complete the table.

Section 1- Record of supervisor signatures

Instructions

Access this document from Moodle in your supporting documents and collect signatures from all persons who supervise you in the workplace.

No. Name Job title initials Signature Contact details

E.g., Florence Nightingale Group leader FN Florence Night 0426 752 311

1 2 3 4 5 6 7 8 9 10 11 12 Add more lines as required

Section 2 - Attendance record

Example

Date Hours worked Brief description of work done on this shift. This section can be completed by student and workplace supervisor. Supervisor signature

Start Finish Break # Hours 12/3/22 5:00am 9:30am 4.5 hrs Changed 4 babies, 2 toddlers, meals, play outdoor W. Supervisor

NOTE: If using multiple venues, you MUST state hours completed at each venue in the below table.

Venue 1 Name Hours Venue 2 Name Hours Venue 3 Name Hours Venue 4 Name Hours

Attendance recordInstructions

Access this document from Moodle in your supporting documents.

Complete this attendance record at the end of each shift worked. Take time to briefly describe the work you did on your shift. This must be signed by your workplace supervisor to verify the times worked. Once your placement is completed:

check the hours total 160

upload the completed logbook with all hours totalled to Moodle under the appropriate link.

Note: this is a sample only, sufficient space should be in the document in supporting documents. Add more pages if required. An example has been provided to assist you.

Date Hours worked Brief description of work done on this shift. This section can be completed by student and workplace supervisor. Supervisor signature

Start Finish Break # Hours Example 1/1/xx 9am 5pm 7.5 Change/observe nappy changes/undertake art/sustainability activity/clean up after meals/Supervising activities/sleep/reading policies and procedures etc. Must be signed

Add more lines as required TOTAL Hours Instructions

Print this for each child you work with. It is critical to have these forms from parents/guardians for all observations and photography of children. Work with your supervisor/assessor for more information.

Permission to observe and photo taking of children formHi my name is (Students Name)

I am currently studying my Certificate III in Early Childhood Education and Care at Queensford College.

From the until the I will be completing Vocational Placement here at:

(Centres name).

I am requesting your permission to observe your child during my Vocational Placement. (Please no last names)

Children and family details Childs name Parents name Parents signature During this time, I will be assisting staff with their duties and observing your child to assist me in my studies and further develop my knowledge in child development and learning.

When observing your child, I will keep all information confidential and share any information I gather with you.

Observing children is an important part of an educators duty and this will enable me to gain a better understanding on what and how to observe.

If you have any further questions regarding this, please feel free to contact my Assessor.

Assessors name Assessors phone number Thank you

RTO No. 31736 | CRICOS 03010G

CHC30121 Certificate III in Early Childhood Education and Care

Student work placement information booklet

Version controlDate Version Changes made Author

September 2022 V2.0 Feedback on FAQ and input on international and school/domestic students. R Beeston

Table of contents TOC o "1-3" h z u

Version control PAGEREF _Toc115328500 h 1Introduction PAGEREF _Toc115328501 h 4Units of competency PAGEREF _Toc115328502 h 4Queensford College contacts whilst on placement PAGEREF _Toc115328503 h 4Vocational placement PAGEREF _Toc115328504 h 5Step 1 - read this information booklet PAGEREF _Toc115328505 h 5Step 2 - provide required documents PAGEREF _Toc115328506 h 5Approved providers must follow early years learning framework PAGEREF _Toc115328507 h 7Step 3 Roles and responsibilities PAGEREF _Toc115328508 h 7Assessments PAGEREF _Toc115328509 h 10Resources for assessment PAGEREF _Toc115328510 h 10Step 4 student philosophy document PAGEREF _Toc115328511 h 11Frequently asked questions PAGEREF _Toc115328512 h 11What is a vocational placement? PAGEREF _Toc115328513 h 11What are the advantages in doing a vocational placement? PAGEREF _Toc115328514 h 11What does this vocational placement logbook as an assessment provide? PAGEREF _Toc115328515 h 12How does Queensford College support your placement? PAGEREF _Toc115328516 h 12What if I have a medical condition or a disability? PAGEREF _Toc115328517 h 12What are my responsibilities? PAGEREF _Toc115328518 h 13What if I am ill or cannot attend? PAGEREF _Toc115328519 h 13Will I need to make up for lost time? PAGEREF _Toc115328520 h 13What will happen if placement needs to be changed/cancelled? PAGEREF _Toc115328521 h 13How will placement affect my current employment? PAGEREF _Toc115328522 h 13Safety and anti-discrimination obligations PAGEREF _Toc115328523 h 14What happens if I have an accident? PAGEREF _Toc115328524 h 14What if I misplace my Assessment Tool? PAGEREF _Toc115328525 h 14Confidentiality PAGEREF _Toc115328526 h 15Privacy PAGEREF _Toc115328527 h 15Client rights PAGEREF _Toc115328528 h 15What insurance coverage will I have on placement? PAGEREF _Toc115328529 h 15What if there is a misunderstanding? PAGEREF _Toc115328530 h 15What other issues do I need to consider? PAGEREF _Toc115328531 h 16Travel options PAGEREF _Toc115328532 h 16Culture, religion, or gender issues PAGEREF _Toc115328533 h 16Health issues PAGEREF _Toc115328534 h 16What do I need to carry with me on placement? PAGEREF _Toc115328535 h 16How will I be assessed during placement? PAGEREF _Toc115328536 h 16What do I need to submit? PAGEREF _Toc115328537 h 16Feedback PAGEREF _Toc115328538 h 18

Introduction

Welcome to the vocational placement program, this is a mandatory part of your qualification.

Your attendance at vocational placement will be monitored and workplace learning assessed. This Assessment Tool for vocational placement must be completed and submitted for assessment for the Certificate III Early Childhood Education and Care.

Units of competencyThis qualification is made up of these units of competency (UoC). Each UoC specifies standards of performance required in the workplace. A complete copy of each unit can be found here: Training.gov.au/CHC301211 CHCECE030 Support inclusion and diversity Core

2 CHCECE031 Support childrens health, safety, and wellbeing Core

3 CHCECE032 Nurture babies and toddlers Core

4 CHCECE033 Develop positive and respectful relationships with children Core

5 CHCECE034 Use an approved learning framework to guide practice Core

6 CHCECE035 Support the holistic learning and development of children Core

7 CHCECE036 Provide experiences to support childrens play and learning Core

8 CHCECE037 Support children to connect with the natural environment Core

9 CHCECE038 Observe children to inform practice Core

10 CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples cultures Core

11 CHCECE055 Meet legal and ethical obligations in childrens education and care Core

12 CHCECE056 Work effectively in childrens education and care Core

13 CHCPRT001 Identify and respond to children and young people at risk Core

14 HLTAID012 Provide First Aid in an education and care setting Core

15 HLTWHS001 Participate in workplace health and safety Core

16 CHCDIV001 Work with diverse people Elective

17 CHCPRP003 Reflect on and improve own professional practice Elective

Queensford College contacts whilst on placement

Position Name Email

Administration Work Placement Coordinator (Mon & Wed only) Workplacement.sa@queensford.edu.au

Natalie Evans Campus Manager 0402 271 909 (Mon-Fri) natalie@queensford.edu.au

Sabina, Carmela, Di and Angelique (Mon-Fri) sa@queensford.edu.au

IT helpdesk@queensford.edu.au

Vocational placementFor this qualification students need to undertake vocational placement in a regulated education and care service in Australia.

The selected placement workplace must be accredited. This is so the centre has adequate resources, including supervisory staff and equipment to allow you to complete all assessment tasks required by the course.

Step 1 - read this information booklet

Before placement

Vocational placement logbook

You will be given/have access a copy of the logbook when you provide all documents completed in full (some students will work from a paper-based logbook, others will complete it in Moodle).

Your assessor/trainer and/or Queensford College placement coordinator will explain the logbook requirements at induction.

Your logbook is signed by the placement service/supervisor through your placement

Your placement will be formalised once your placement agreement is signed by you and the workplace supervisor.

We recommended you have a folder with tabs to keep your logbook safe and organised once issued

After placement

Before returning your logbook to the College ensure ALL sections are completed in full

Attach all required activities and photos.

Check your hours total a minimum of 160 hours.

Make sure the Record of supervisors signatures is completed by anyone who signs your logbook (do this each time new leaders sign your logbook).

Check all signatures are entered in the attendance record as required.

Upload the completed logbook in Moodle, scan in all signature/attendance pages and other evidence. If you have a paper-based logbook, bring your logbook into the college for your assessor.

Once received by the office please allow 10 business days for marking

** All logbooks are sent to facilities for authentication by the College.

Any student found to have fraudulently filled any component of their logbook will have their training contract immediately terminated with the college.

Step 2 - provide required documents

Before you can start vocational placement, you must provide the following five (5) documents.

Instructions - Upload or provide physical copies of these five (5) documents before work placement.

1 Working with children certificate SA This check is free for secondary students

Apply for this check yourself via www.screening.sa.gov.au > Click apply for a check > Click application information for individuals > Click apply for a check > Under screenings required tick working with children check > Applicant type is volunteer

Once the completed form has been sent it can take up to 6 weeks - apply before the course commences

You cannot undertake any placement without this check A valid DCSI clearance will also be accepted

QLD To apply for a blue card (working with children check), students must get a Customer Reference Number (CRN) from Transport and Mains Road. Once they have the CRN complete the form and return it to your assessor.

Queensford College will then submit it online.

Refer to the following link for more info.

https://www.publications.qld.gov.au/dataset/no-card-no-start-forms/resource/b9beeeb6-cdcc-4e43-925b-2880916687d3

NSW https://www.service.nsw.gov.au/transaction/apply-working-children-checkRead all instructions on the page.

Click on Apply Online Tab. It will open Application for the NSW working with children check. Complete the form and submit. Take the receipt to NSW Services with IDs for verification.

2 First aid HLTAID012 certificate This is included in your course.

Both theory and practical must be completed before you have successfully completed this module allowing you to be placed. You will receive a separate certificate for this course. If you miss your scheduled date, you need to book into any scheduled date available.

3 Covid vaccination Complete proof of vaccination prior to placement

4 Queensford contract A copy of the contract is emailed, or a hard copy can be collected from the College.

The agreement form provided to you. You need to complete sign this before you can be issued a logbook. We need to keep a copy of the completed contract

Note, if you are under 18 the contract is to be completed by yourself, the centre, and your parents.

5 Work placement contract fully completed schoolwork placement contract For international students

If you are undertaking placement through employment pathway, employment contract should be provided. Students can source their own placement, or the college will secure them a spot. If you accept the offer by the college, you may be required to travel 1 hour to 1.5 hours via public transport due to availability.

For school students

You are required to complete 5 hours of workplace preparation with your school and fill in a school contract prior to any placement commencement (this may vary between schools)

We require a copy of your school contract in addition to our master agreement. All parties should

have a copy of both contracts (including Placement centre, school, Queensford College and yourself)

Electronic or hard copy is suitable

Approved providers must follow early years learning framework

Long day care centres

Family day cares - For domestic students only if they own one

Early learning centres

Step 3 Roles and responsibilitiesThere are a range of people involved in your placement, each person/entity has specific roles and responsibilities. Please familiarise yourself with the person/s you need to work with.

Role Responsibilities

Placement provider also known as vocational placement provider, venue, early years learning centre, or facility This is the venue providing placement. Queensford College enters into an agreement for you to undertake your placement with this centre.

The selected workplace must:

be accredited to be sure they have adequate resources, including supervisory staff and equipment for you to complete all assessment tasks required by the course

provide the student access to the resources required for assessment

organise students attendance for a 7.5-hour day, wherever possible, with a lunch break of half an hour (unless otherwise arranged)

ensure start and finish times vary to allow the student to experience a variety of hours as expected in the industry

coordinate days of work with the Registered Training Organisation (RTO) Queensford College

ensure opportunities exist for students to:

be part of the team and assist others, as required

gather information at the start of placement to assist in their understanding of venue philosophy and policies

provide a qualified supervisor to:

supervise the student during their placement

observe performance in the workplace

provide feedback on the students performance through comments in the Vocational placement logbook.

Supervisor at the workplace also known as group leader or senior educator workplace supervisor. These person/s are attached to the venue providing placement.

They are your supervisor or manager (e.g., Director, Lead educator, Educator Centre Manager)

They are appointed by the placement provider as being qualified and available to supervise and observe you performing practical tasks to gain relevant workplace skills and experiences.

This person will complete the Workplace Supervisor sections of the Vocational placement logbook of the student. You may have 1 or more workplace supervisors during the term of your placement.

The supervisor who observes your performance and signs your vocational placement logbook must have a qualification equivalent to or above a Diploma of Early Childhood Education and Care and be in a position of authority to provide you guidance and supervision as you complete your assessments in the workplace.

They directly supervise and observe what you do. They:

may not necessarily the most senior staff member

do not assess you

supervise you during placement

observe your performance in the workplace

provide feedback on performance by adding comments in the Vocational placement logbook this helps the assessor from the college determine competence

Supervisors must:

provide feedback and opportunities to practice the task to help a NS student

provide positive feedback on satisfactory tasks to increase students confidence in their abilities

ensure start and finish times vary to allow the student to experience a variety of hours as expected in the industry

contact the Queensford College placement coordinator with concerns or questions about completing the Vocational placement logbook.

Supervisors must include comments about their observations, to help assessors determine competence.

Student - you You must participate in your own work placement. You must:

thoroughly read your Vocational placement logbook, contact your trainer for assistance

gather information to help understand the philosophy and policies in the service at the start of your placement

undertake assessments in your Vocational placement logbook

demonstrate skills by performing duties in the facility

show skills in a simulated or practice style activity and record instances when you demonstrated these skills

respond appropriately to questions showing essential knowledge of the task being performed

record all activities in your Vocational placement logbook

submit completed and signed Vocational placement logbook and third-party reports to assessor to complete their final assessment.

Expectations you must:

attend your work placement on the days as arranged

notify the placement provider as early as possible if you cannot attend anytime during placement, so they know you are not attending

always behave appropriately and follow guidelines, policies, and procedures of your placement provider

become part of the team and be involved in the day-to-day workings of your placement provider

present yourself as per guidelines at your placement provider - you may be required to wear a uniform

be prepared to learn.

Vocational placement coordinator Queensford College staff who help manage the placement of students who are ready to commence their work placement.

ensure start and finish times vary to allow the student to experience a variety of hours as expected in the industry

Your contact if you need assistance with your placement.

Will liaise with the placement provider to arrange the placement and ensure you know what to do and where to go.

Assessor, also known as trainer This is your trainer from Queensford College.

They help you with your learning and assessments.

Your assessor will visit you while you are on placement, to observe your work.

Ensure start and finish times vary to allow the student to experience a variety of hours as expected in the industry. Once you have submitted your completed Vocational placement logbook and third-party report, they will assess the evidence including information and comments the supervisor at your placement has provided and determine if each task has been done satisfactorily.

They will determine your competence (S= satisfactory, NYS= not yet satisfactory)

Where not enough information is provided by the supervisor at your work placement, they assessor may contact the supervisor to provide additional details.

AssessmentsEach unit has a range of assessments depending on the unit. In general, there will be:

Knowledge questions (self-marking and/or short answer)

Vocational placement logbook (VPLB) which is made up of the following parts:

Part 1 the assessment tasks

Part 2 assessors marking criteria for assessors only

Part 3 - Third party reports for workplace supervisors

Your logbook has a combination of written tasks and tasks where you must be observed undertaking the task. There will also be standard templates including:

permission forms for consent

timesheets to verify your attendance

signature sheets to verify the signatures of your supervisors

To be competent in each unit, you must achieve a satisfactory result for all assessment components in that unit. Where a not satisfactory (NS) judgement is made, you will be given guidance on steps to take to improve your performance and be provided with the opportunity to resubmit evidence to demonstrate competence. Once a satisfactory judgement has been made on all components for a unit, you will be deemed competent in that unit.

Resources for assessmentStudents must have access to specific resources to complete this qualification. Each unit has specific requirements see the appendix for details for each unit.

Resource Details

A vocational placement provider allowing access to: The placement provider must be a regulated early childhood education and care service in Australia.

Personnel in the centre including:

colleagues

mentors

workplace supervisor

learning supervisor A workplace supervisor is the person you directly report to and the one who provides you with your work tasks and responsibilities.

A learning supervisor is a more experienced or senior employee in the workplace who can support you and guide you in fulfilling your role and may or may not be directly in charge of assigning you your work tasks and responsibilities.

Service standards, policies, and procedures for example:

Educational program and practice

Relationships with children

Collaborative partnerships with families and communities

Work health and safety

Inclusion

Communication with children, families and other educators

There will be many other policies, procedures and standards as required by the centre/service.

Children enrolled in the centre

Individuals in the centre - An individual is a single person in the centre (e.g., a child, an educator, personnel, a parent, etc.).

Groups in the centre - A group is three or more individuals in the centre regardless of ages included.

Other people relevant to supporting the needs of children - Can include but are not limited to a childs doctor, nanny, and community member who can help address the needs of the child.

Community members from diverse groups represented in the centre

Specific resources include: Each unit will have specific requirements, please access assessments for this. A full list of resources will be provided.

Step 4 student philosophy documentBefore you head to placement you need to take a copy of your student philosophy to be hung up in the room and to the entry of the service to provide families some information about yourself and your personal philosophy on teaching children.

Frequently asked questionsWhat is a vocational placement?Placement provides the opportunity for work-based learning which focuses on linking your knowledge and skills with situations in the workplace. It will provide you with the opportunity to put theory into practice and make you ready for employment.

Placement is structured workplace learning that prepares you for the workforce. The experience with your placement provider will give you hands-on experience in the workplace and help you link your studies with industry jobs.

What are the advantages in doing a vocational placement?By participating in placement/s and completing this compulsory part of your training, you will:

learn, develop, and apply knowledge and skills relevant to the workplace

talk, listen and learn from experienced workers who help you put theoretical learning into practice, and answer questions about wider areas of work and future opportunities in the industry

achieve skills recognised by industry

achieve skills to help you in seeking employment

gain knowledge of employers expectations

make contacts with employers

practice skills over time in real life situations, in different contexts and with different individual clients

have access to real work technologies, equipment, clients, and procedures.

You will be offered one placement through the College, we do not provide more than one opportunity, if you do not accept this you need to contact your placement coordinator at the College so you can arrange another placement.

What does this vocational placement logbook as an assessment provide?This Assessment Tool is divided a series of parts.

Part Purpose Who uses this part?

1 Signatures and attendance record This document has s dual purpose:

A record of signatures of persons supervising students in the workplace.

To record hours worked and a summary of tasks done in that shift. Students use this to collect signature samples from workplace supervisors.

This must be completed so assessors can verify signatures on attendance records and observations.

Students complete the hours worked and tasks, workplace assessor signs off as an accurate record.

This record will be completed and must be checked as a true and accurate record at the end of the work placement including the total hours worked.

2 Practical tasks A series of practical tasks to complete Students complete this document as instructed. This is to demonstrate your ability to meet all requirements of the qualification.

Observations A series of observation sheets with tasks/skills to be observed in relation to practical tasks. Workplace supervisor and assessors complete these sheets.

Workplace supervisor will record their observations against the relevant tasks/skills listed, this will form the third-party report for this logbook.

3 Final reports Assessors will record evidence and results for each part of this assessment. Workplace supervisors and assessors complete their observations and comments on student performance.

Competency conversations may be required to verify the evidence from the workplace supervisor.

How does Queensford College support your placement?You are assigned a vocational placement coordinator by Queensford College. They:

coordinate your placement

support you and your workplace supervisor

act as a liaison between you and the placement provider

answers any queries you may have about placement.

What if I have a medical condition or a disability?Let your Queensford College placement coordinator and workplace supervisor know if you are pregnant or suffer from any medical condition or disability that may affect your work performance. In some cases, the placement provider may wish you to have a medical clearance before you can start your placement.

What are my responsibilities?Attitude and behavioursAttendance and punctualityYou need to:

show enthusiasm and initiative

accept and complete duties assigned

be willing to learn

listen to instructions and ask questions

assist in the planning of your program

accept and act on advice given

ask for jobs when you have nothing to do

be polite, courteous, and well-mannered

display safe practices by abiding by the policies and procedures of the placement provider

avoid distracting other employees unnecessarily

dress appropriately to industry standards. You are expected to:

attend placement during work hours and be prepared to start placement on time each day

take only the allocated time for meal breaks and rest pauses and return promptly to your work

contact your workplace supervisor and your Queensford College placement coordinator immediately if you are unable to attend

account for any absences to your workplace supervisor and the Queensford College placement coordinator as you may be required to make up the lost hours at another time.

What if I am ill or cannot attend?If you are unable to attend your scheduled placement for any reason, you must inform your workplace supervisor and the Queensford College placement coordinator. You must submit documentary evidence such as a medical certificate to substantiate more than one days absence.

Will I need to make up for lost time?Some qualifications mandate the number of vocational placement hours which must be undertaken.

Regardless of why you have not attended placement, you will need to make up ANY outstanding hours and complete the learning experiences you have missed. Remember (where mandated in your qualification) failure to complete the number of hours required will impact on your academic progression for the course and could result in additional financial costs to you.

What will happen if placement needs to be changed/cancelled?Vocational placement often involves the provision of supervision and other support by/to organisations outside Queensford College. It is possible because of unforeseen factors impacting an organisation, a placement arranged may need to be cancelled or rescheduled, sometimes at late notice. Queensford College reserves the right to cancel or reschedule placement in such circumstances and will notify students of alternative placement arrangements as soon as possible.

Cancellation may be due to several reasons such as staff absences, changes in the environment, industrial actions and other factors that may affect the students learning experience. As part of this process, Queensford College asks for flexibility and a professional attitude from you to make this possible.

How will placement affect my current employment?Queensford College is aware of the need for students to have paid employment during the course to assist them with their studies and living expenses and is supportive to this need. Queensford College strongly recommends you make alternative arrangements with your employer as placement is usually tiring and you may have other assessment work/studies to complete.

Safety and anti-discrimination obligationsIn line with the Work Health and Safety Act 2011, (WHS) placement providers must ensure the safety of their placement students. The placement provider, through your workplace supervisor/s must ensure you:

receive adequate information, training and supervision related to activity/ies being carried out

are familiar with safety requirements of the workplace and aware of any dangers or risks

do not perform work prohibited or regulated by law based on your age, sex, or lack of qualifications

are in a workplace free from harassment and unlawful discrimination on the grounds of gender, race, and disability.

You must:

act in a manner that does not endanger the health and safety of yourself or any other person in the workplace

be familiar with the safety requirements of the workplace and obey all workplace safety rules and lawful instructions of your workplace supervisor and other senior staff at the placement

not perform work prohibited or regulated by law based on your age, sex, or lack of qualification

in the event of a work-related serious injury, illness or dangerous event involving you, complete an Incident Report at the workplace and notify your workplace supervisor and the Queensford College placement coordinator

if you consider you are being subjected to harassment or discrimination on any grounds, immediately report the matter to the Queensford College placement coordinator for action appropriate to the circumstances or as required by the law.What happens if I have an accident?Make sure you are familiar with WHS policies and procedures of your placement provider. If you do have an accident at the workplace, take the following steps:

Report it to your workplace supervisor immediately.

Seek medical assistance, as required.

Obtain a doctors certificate.

Complete an Incident Report at the workplace.

Contact the Queensford College placement coordinator as soon as possible.

Forward all relevant documents to Queensford College placement coordinator within 24 hours.

What if I misplace my Assessment Tool?If you misplace this assessment Tool, you must immediately notify the Queensford College placement coordinator so another copy can be issued to you.

Please note any hours of attendance and/or tasks/skills previously signed off by your workplace supervisor will need to be re-logged into the new Assessment Tool and re-signed by the workplace supervisor. If the workplace supervisor is not prepared to sign off your reissued Assessment Tool, please discuss with your Queensford College placement coordinator who will organise with the placement provider for a statutory declaration to be completed or negotiate other arrangements.

It is highly recommended you take a copy of the pages you have logged or completed in Part A and Part B each week or fortnight. This way you will have a backup so if your Assessment Tool is lost you do not have to start from the beginning.

ConfidentialityYou may be exposed to information about the vocational placement provider and their clients which is confidential. You must maintain privacy by not repeating any information.

PrivacyWhilst on placement you may come across personal information provided to the organisation. NEVER disclose this information without first checking with your workplace supervisor.

Client rights

It is a privilege and not a right for you to see clients of the placement provider and participate in learning in a real work context and this privilege should not be abused. You should, always, respect clients rights and privacy. Customers or clients are not attending the business or service facility for your benefit.

What insurance coverage will I have on placement?Queensford College holds the following insurance arrangements for vocational placement:

Workers compensation cover We hold workers compensation cover with WorkCover Queensland to cover you for injury arising out of, or during placement for the payment of medical treatment costs, and in the case of permanent impairment, lump sum payments to you, or in the case of a fatality, lump sum payments to your dependants.

Public liability insurance We hold public liability insurance coverage to indemnify Queensford College, you, and the placement provider for the duration of the placement.

You are covered in relation to proceedings for damages brought by the placement provider, their employee or agent, or another person for injury to a person or loss of or damage to property arising out of a placement.

The placement provider is covered in relation to proceedings for damages brought by you undertaking the placement for injury to you, or loss of, or damage to your property arising out of placement; another person for injury to the person, or loss of, or damage to, the persons property arising out of placement; and loss of, or damage to, the placement provider property caused by you in placement.

Note: Queensford College will not provide international placement, where Queensford College cannot fulfil the regulatory requirements of the training package/accredited course.

What if there is a misunderstanding?If there is a misunderstanding during your placement discuss it with your workplace supervisor first, then inform your Queensford College placement coordinator. If you find it difficult to discuss the misunderstanding with the workplace supervisor, speak to your Queensford College placement coordinator. Misunderstandings may include:

unsafe work health and safety practices

inadequate supervision or learning opportunities provided in the workplace

unreasonable work requests by the placement provider or workplace supervisor

problems regarding signoffs by workplace supervisor as required in this Assessment Tool.

What other issues do I need to consider?Travel optionsBrisbane: www.translink.com.au

Sydney: https://transportnsw.info/

Adelaide: http://www.adelaidemetro.com.au/Culture, religion, or gender issues

It is expected regardless of gender, culture, or religion you will perform all duties and tasks whilst on placement.

Health issuesAny changes to health status should be reported to the placement provider and the Queensford College placement coordinator.

What do I need to carry with me on placement?You must take this logbook to every attendance through placement.

How will I be assessed during placement?This Assessment Tool is evidence of your attendance on placement and records your performance of tasks while on placement. You are not formally assessed by your workplace supervisor on your competence at performing those tasks, but the workplace supervisor reports provide the assessor with evidence to base their assessment of your competence on.

The assessor may visit the workplace and observe you performing tasks and demonstrating your competence and/or have a conversation with your workplace supervisor about what you did during placement. This is known as a competency conversation.

If after your time at placement, you are assessed as NYS for this assessment, you may have to undertake more hours at placement; for further time to demonstrate your skills.

An extension in placement may interfere with your studies. Placement requires a serious commitment by you to demonstrate your competency against the marking criteria and do your very best every time and in completing the activities in this Assessment Tool.

Take responsibility for your own actions, discuss your learning needs and any concerns with your workplace supervisor and your Queensford College assessor. Continually reflect on your performance and ensure you obtain adequate feedback on your performance from your workplace supervisor, the Queensford College placement coordinator and your assessor. The placement is a valuable opportunity to become job-ready and is a mandatory part of your studies with assessment involved.

What do I need to submit?

Submit your Assessment Tool/s as instructed during your placement:

Use this checklist so you have all the information you need to submit. Mark each item off as you check it BEFORE submission.