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ASSESSMENT KIT

SAMPLE

CHC50113

D IPLOMA OF EARLY CHILDHOOD

EDUCATION AND CARE

Student first name: ______________________________________________________________________________

Student last name: ______________________________________________________________________________

STUDENT ASSESSMENT

BOOKLET

CHC50113


EDUCATION AND CARE

TOPIC: OBSERVATIONS AND FAMILY

PARTNERSHIPS

CHCECE023 Analyse in format ion to in form learn ing

CHCECE026 Work in par tnersh ip wi th fami l ies to prov ide appropr ia te educat ion and care for ch i ldren

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SAB OBSERVATIONS AND FAMILY PARTNERSHIPS V1.0 (ID 117208) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE

© 2016 Eduworks Resources Page 3

CONTENTS

ASSESSMENT OVERVIEW ............................................................................................................................................................. 4

ASSESSMENT PLAN ........................................................................................................................................................................ 5

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1........................................................................................ 7

ASSESSMENT TASK 1: WRITTEN QUESTIONS .................................................................................................................... 9

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2...................................................................................... 15

ASSESSMENT TASK 2: CASE STUDIES ................................................................................................................................. 17

Case Study 1: Jason .................................................................................................................................................................. 17

Case Study 2: Sienna ................................................................................................................................................................ 20


ASSESSMENT TASK 3: PROJECT - OBSERVE, DOCUMENT AND ANALYSE INFORMATION ABOUT

CHILDREN .......................................................................................................................................................................................... 25

Part A - Observe, document and analyse information for three focus children .............................................. 26

Part B - Complete a summative assessment ................................................................................................................ 43

Part C - Invite families to collaborate ................................................................................................................................ 43

Part D - Collaboration with others ...................................................................................................................................... 45

Part E - Questions ..................................................................................................................................................................... 50


ASSESSMENT TASK 4: ROLE PLAY IN THE WORKPLACE .............................................................................................. 59



ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of two units in this topic.

About your assessments

This unit requires that you complete three assessment tasks.

You must complete all tasks to achieve Competency for this unit.

Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all 3 questions to show that

you understand the knowledge required of this unit.

Assessment Task 2: Case studies You are required to complete the case studies by

answering each of the questions.

Assessment Task 3: Project - Observe,

document and analyse information

about children

There are five parts to this assessment:

▪ Part A: You are required to observe, document and

analyse information for three focus children.

▪ Part B: You are required to prepare a summative

assessment to reflect on the learning outcomes of

three focus children.

▪ Part C: You are required to write an invitation to three

families to collaborate with the service.

▪ Part D: You will collaborate with others to plan for the

future learning of each of the three focus children.

▪ Part E: You will answer a set of written questions

relating to Parts A and B of this assessment.

Assessment Task 4: Role play in the

workplace

You are required to participate in a role play providing and

receiving information to a parent whose child is enrolling

in the service.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submission can be found at the beginning of each assessment task.

Make sure you photocopy your written activities before you submit them – your assessor will put the

documents you submit into your student file. These will not be returned to you.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it

in for each task, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task, and will write this on the

back of the Task Cover Sheet.

Assessment appeals

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer

to your Student Handbook for more information about our appeals process.



ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:

Date of submission:

Topic: Observations and family partnerships

Units:

▪ CHCECE023 Analyse information to inform learning

▪ CHCECE026 Work in partnership with families to provide appropriate education and care for

children

Assessor to complete

Assessment Task

Satisfactory/

Not

Satisfactory Date

Was this a re-

submission?

Y/N

Written questions

STUDENT DECLARATION

I ________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature: ________________________________________________________________________________

Student name: ____________________________________________________________________________________



ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Assessor signature: _______________________________________________________________________________

Assessor name: ___________________________________________________________________________________

Date: _____________________________________________________________________________________________



ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:

You are to answer all the questions in this task.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

▪ Access to textbooks and other learning materials.

▪ Access to a computer and the Internet (if you prefer to type your answers).

WHEN DO I DO THIS TASK?

▪ If you’re a workplace-based student you will do this task in your own time.

▪ If you’re a classroom-based student you will do this task in the classroom or as homework – your

assessor will advise.

Write in the due date as advised by your assessor: ___________________________________________

WHAT DO I NEED TO SUBMIT?

Your answers to all the questions.

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You

will need to do one of the following:

▪ Answer the questions that were incorrect in writing.

▪ Answer the questions that were incorrect verbally.

Instructions:

▪ This is an open book test – you can use your learning materials as reference.

▪ You need to answer all 3 questions correctly.

▪ You must answer the questions by writing in the space provided.

▪ If you need more space, you can use extra paper. Make sure you write on each extra piece of paper

your name and the question number/s you are answering.

▪ You may prefer to use your computer to type your answers. Your assessor will let you know if you

can email your answers as a Word file, or if you must print and submit hard copies.

QUESTION 1

Explain the concept of assessment in an early education and care setting, including the purpose,

principles and ethical and legal implications.

Assessment in early education and care setting

Purpose of assessment



Principles of assessment

Legal and ethical implications

What is the purpose of a summative assessment?

Who has access to the information contained in children’s assessments?



ASSESSMENT TASK 2: CASE STUDIES

TASK SUMMARY:

You are required to complete the case studies by answering each of the questions.


▪ Access to textbooks and other learning materials

▪ Access to a computer and the internet.


▪ If you’re a workplace-based student you will complete this task in your own time

▪ If you’re a classroom-based student you will complete this task in the classroom or as homework –

your assessor will advise



▪ Answers to the questions for each case study.


If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You

will need to do one of the following:

▪ Answer the questions that were incorrect in writing.

▪ Answer the questions that were incorrect verbally.

INSTRUCTIONS:

Read through each case study and answer the questions that follow.

CASE STUDY 1: JASON

Jason has just turned 18 months old. He has been attending day care for two weeks now. On enrolment Jason’s mother said that she was a bit concerned about him. It was often very difficult to get his attention and he didn’t seem to be talking much. Observations of Jason have included the following comments:

▪ Jason often does not respond when his name is called.

▪ Jason was babbling to himself today. He was saying a-aa, ooooooo, aa-ooo, goo. I noticed it was very much like a very young baby would babble. I also noticed that Justin didn’t alter his pitch – the sounds he made were all on the same level.

▪ Today I was talking with Jason. He would say a-aa and I would repeat it. I tried sounds with consonants eg dada and mama but he did not repeat these.

▪ Today Jemima dropped a wooden box on the floor – it made a loud bang and made some of the

children jump. I was observing Jason at the time and saw that he did not seem to notice what had happened.



Sienna’s father has asked you who he can get advice from about Sienna. He is very worried about her levels of anxiety. She sleeps beside the phone because she thinks her mother is going to call –

but she never does. When she does go to sleep she has nightmares.

Suggest a service in your local area that Sienna’s father could consult and provide contact details.

What do I need to hand in for this task? Have I completed this?

Your answers to both case studies



ASSESSMENT TASK 3: PROJECT - OBSERVE, DOCUMENT AND ANALYSE INFORMATION

ABOUT CHILDREN

TASK SUMMARY:


▪ Part A: You are required to observe, document and analyse information for three focus children.

▪ Part B: You are required to prepare a summative assessment to reflect on the learning outcomes of


▪ Part C: You are required to write an invitation to three families to collaborate with the service.

▪ Part D: You will collaborate with others to plan for the future learning of each of the three focus

children.

▪ Part E: You will answer a set of written questions relating to Parts A and B of this assessment.


▪ Workplace policies and procedures relating to observing, documenting and analysing information

about children

▪ National Quality Standard

▪ Approved Learning Framework

▪ Three focus children of different ages and development stages.

▪ NQS PLP e-Newsletter No 40/2012: Summative Assessment http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-36-40/newsletter-40/

▪ Camera (or mobile device that can be used as a camera)

▪ Portfolio for each child.


▪ If you’re a workplace-based student you will complete this task in your workplace

▪ If you’re a classroom-based student you will complete this task in your work placement



▪ Part A - Completed observations and analysis for each child organised in a portfolio format.

▪ Part B – Completed summative assessments for each child

▪ Part C – Invitation to families

▪ Part D – Collaboration with others template

▪ Part E – Answers to questions.


If your assessor sees that you have not completed the task satisfactorily, you will need to redo the parts

of the task that are incorrect and then resubmit the entire assessment. Timeframes and details for

resubmission will be discussed with you when you are provided with the outcome of this task.

http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-36-40/newsletter-40/



B. Information from discussions from family

What is the child’s background?

What are the child’s interests?

Do you have any concerns about your child?

C. Information from discussions from colleagues

Names of colleagues consulted with:

Colleagues’ comments on different domains of development:

Physical development Social/emotional

development Language development Cognitive development

Student signature: Date

Supervisor confirmation:

I have discussed this observation with the student. Work was done in line with workplace policies and

procedures, the National Quality Framework and the approved learning framework for this service.

Comments:

Supervisor name:

Supervisor signature: Date



Your invitation must:

▪ Create a welcoming invitation for the family to view and discuss the portfolio that you have produced

for their child.

▪ Thank the family for allowing you to work with their child.

▪ Provide a summary of the information that is included in the portfolio.

▪ Explain the goals for future learning that you have identified in Part B.

▪ Invite the family to be involved in decision making for their child’s individual needs (see Part D and note the supervisor’s permission requirements).

Your invitation must be professionally written in line with workplace procedures.

PART D - COLLABORATION WITH OTHERS

INSTRUCTIONS:

For this part of the task you are to collaborate with others to plan for the future learning of each of the


You must discuss the information you have gained from your observations (Part A) and your summative

assessment (Part B) with one other educator and either a family member (if permission has been given),

or your assessor who will role play the parents during a workplace visit.

During the discussions you should identify three experiences for each child that would build towards the

goals you have identified.

Complete the template on the following page.



How do you feel you

could have improved?

Child 1

Child 2

Child 3

What would you do

differently next time?

Child 1

Child 2

Child 3



ASSESSMENT TASK 4: ROLE PLAY IN THE WORKPLACE

TASK SUMMARY:

You will participate in a role play providing and receiving information to a parent whose child is enrolling

in the service.


▪ National Qualification Framework and relevant approved learning framework


about children and working in partnership with families

▪ Access to enrolment documentation, including information about the service available in other

languages

▪ Role play participant.


▪ If you’re a workplace-based student you will complete this task in your workplace

▪ If you’re a classroom-based student you will complete this task in the classroom



▪ There is nothing to submit for this role play.


If your assessor sees that you have not completed the role play satisfactorily, you will need to redo it.

Timeframes and details for resubmission will be discussed with you when you are provided with the

outcome of this task.

INSTRUCTIONS:

1. Before the beginning of the role play, prepare a process for yourself to make sure you gather all the

necessary information from the ‘parent’ so that you can use this for planning for the child. (For

example a checklist of what you will need to cover.)

2. During the role play you will need to follow workplace policies and procedures, NQF Standards and

Regulations to:

▪ Provide the parent with the information that they need about the child’s enrolment and how the service works.

▪ Find out about the child’s interests, development, and family and community context. ▪ Work with the parent to make decisions about planning for the child’s individual needs. See below for a full list of what you will need to show your assessor to successfully complete this

task.

Your assessor will be looking to see that you:

▪ Create a welcoming environment for families and communicate effectively

▪ Respond to questions and concerns promptly and politely

▪ Demonstrate a process to gather information for planning purposes

▪ Encourage family to share information about the child’s family life and culture ▪ Explain how the service will involve the family in decision making about their child’s care and

learning

MARKING GUIDE

CHC50113

D IPLOMA OF EARLY

CHILDHOOD EDUCATION

AND CARE

TOPIC: OBSERVATIONS AND

FAMILY PARTNERSHIPS

CHCECE023 Analyse in format ion

to inform learn ing

CHCECE026 Work in par tnersh ip

wi th fami l ies to prov ide appropr ia te

educat ion and care for ch i ldren

MG OBSERVATIONS AND FAMILY PARTNERSHIPS V1.0 (ID 114387) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE


ASSESSMENT INFORMATION

About this marking guide

This document is to be used as a guide to marking the assessment tasks required for this unit.

This document outlines the instructions provided to the student for each task and accompanying

sample/ benchmark answers and any relevant instructions for the assessor.

Assessment tasks

This unit is assessed in the following ways:

Assessment Task Overview

Assessment Task 1: Written questions Students must correctly answer all 3 questions to show that

they understand the knowledge required of this unit.

Assessment Task 2: Case studies The student is to complete the case studies by answering

each of the questions.

Assessment Task 3: Project There are five parts to this assessment:

▪ Part A: Students are required to observe, document and

analyse information for three focus children.

▪ Part B: Students are required to prepare a summative

assessment to reflect on the learning outcomes of three

focus children.

▪ Part C: The student is to write an invitation to three

families to collaborate with the service.

▪ Part D: The student will collaborate with others to plan

for the future learning of each of the three focus children.

▪ Part E: The student will answer a set of written questions

relating to Parts A and B of this assessment.

Assessment Task 4: Workplace

observation/role play

The student will participate in a role play providing and

receiving information to a parent whose child is enrolling in

the service.

INSTRUCTIONS TO THE RTO

Assessment task 3 requires the student to observe, document and analyse information for three focus children and to collaborate with the families and other educators.

Due to the nature of the work involved, it is important that the supervisor is made aware of the requirements of the assessment. The RTO should contact the workplace supervisor, for example by email, to:

▪ Make sure the supervisor is aware of the requirements of the assessment

▪ Ask the supervisor to think about three children from separate families that could be identified as focus children. They must be of different ages and different development stages.

▪ Explain the process for asking the families for permission

▪ Consider how the student will protect the privacy of the child

No photos of the child unless permission given

No reference in the assessment that will identify the child



▪ being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily

completed the first time, after being provided with appropriate feedback.

Students should be provided with an appropriate time frame in which to resubmit their work, for example

students may:

▪ be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on

▪ be provided with feedback on the day about their performance in a role play and then redo the task

during the next task

▪ need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up

observation may be required – you should discuss arrangements with the student’s supervisor to agree on a suitable time and date for reassessment.

Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.

Assessment outcomes

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS).

Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C)

for a unit. If one or more of tasks are assessed as Not Satisfactory, students will be given an overall

outcome for the unit of Not Yet Competent (NYC).

Students can be given two further attempts to complete the task and achieve a Satisfactory outcome.

Students need to be given a timeframe for resubmission and advised what they must include in the

resubmission.

Assessors are required to use the Assessment Record Tool to record the assessment decision for each

task. The Record of Assessment Outcomes on the final page of the Assessment Record Tool should be

completed by the assessor.

Task Cover Sheet

Assessors must ensure that students have completed the Assessment Task Cover Sheet for each

assessment task.

Assessment appeals

All students have the right to appeal an assessment decision. To make an appeal about an assessment

decision, students must follow the process outlined in the Student Handbook.

Training and Assessment Strategies

Each RTO will have a Training and Assessment Strategy that outlines the assessment methods and tasks

to be used in the delivery of each course.

All assessors should be provided with a copy of the relevant Training and Assessment Strategy for the

courses they deliver.

Assessors must ensure they work within the parameters and guidelines of the strategy and

communicate any areas that may need improvement or updating as they are identified.

Plagiarism, cheating and collusion

Where a trainer/assessor believes there has been an incident of academic misconduct involving

plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation.

Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.

Resources and equipment required for these assessments

You will need to ensure that the following items are available for students to complete their assessments:

▪ Access to textbooks and other learning materials (recommended textbook – Frameworks for

Learning and Development, 3rd Edition, by Karen Kearns).



▪ Reliability:

This marking guide provides benchmark answers for each assessment task to ensure accuracy and

consistency in the assessment decision-making process.

▪ Flexibility:

A range of assessment methods are provided that are relevant to the unit’s context. ▪ Fairness:

Students are required to sign an agreement in their Student Assessment Booklet and state if they

have any special needs or considerations that may affect their ability to complete the assessments.

Any reasonable adjustments that are required to be made to these assessments must be noted in the

Assessment Record Tool for this unit, in the checklist for the relevant task.

Students are provided with information about the appeals process in their Student Assessment

Booklet and in their Student Handbook.

RULES OF EVIDENCE

▪ Validity:

This Marking Guide provides a set of benchmark responses for each assessment task. Assessors are

to record assessment outcomes for each task in the accompanying Assessment Record Tool.

Assessor observations require the assessor to watch the student complete specific workplace

activities in which they can demonstrate the skills and knowledge required.

▪ Sufficiency:

The ‘Unit mapping’ section at the end of this guide demonstrates how assessment tasks align with unit of competency requirements. Some units may require the student to demonstrate assessment

over a period of time and more than once. These requirements will be made clear in the relevant

assessment task.

▪ Currency:

Evidence for each assessment task will be gathered over the duration of the course. Workplace-

based tasks (if applicable) will allow the student to draw from current workplace conditions and

experiences, and students will be able to use technology, tools and equipment specific to their

workplace.

▪ Authenticity:

Students are required to sign the Assessment Task Cover Sheet, indicating that the work they have

submitted for assessment is their own.

Practical classroom tasks and workplace observations (if applicable) by the assessor ensure that the

assessor sees the student demonstrating the skills and knowledge required of this unit.

Third party reports (where applicable) require third party persons to sign that they have observed the

student undertake the tasks detailed in the checklist.

Reasonable adjustment

A legislative and regulatory framework underpins and supports the delivery of vocational education and

training across Australia. Under this framework, providers of vocational education and training must take

steps to ensure that learners with recognised disabilities can access and participate in education and

training on the same basis as learners without disabilities. Sometimes reasonable adjustments, are

made to the learning environment, training delivery, learning resources and/or assessment tasks to

accommodate the particular needs of a learner with a disability. An adjustment is reasonable if it can

accommodate the learner’s particular needs, while also taking into account factors such as: the views of the learner; the potential effect of the adjustment on the learner and others; the costs and benefits of

making the adjustment.

Adjustments must:

▪ be discussed and agreed to by the learner with a disability

▪ benefit the learner with a disability

▪ maintain the competency standards



ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:

Students are to answer all written questions.

WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

▪ Access to textbooks and other learning materials.

▪ Access to a computer and the Internet.

WHEN AND WHERE DO STUDENTS NEED TO DO THIS?

▪ Classroom based students will do this task in the classroom or as homework – advise the students as

to which is required.

▪ Workplace based students will do this task in their own time.

▪ Provide students with the due date for this assessment so they can write it in their Student

Assessment Booklet.

WHAT DO STUDENTS HAVE TO SUBMIT?

▪ Their answers to each question.

Instructions to students:

▪ This is an open book test – students can use their learning materials as reference.

▪ Students need to answer all 3 questions correctly.

▪ Students must answer the questions by writing in the space provided.

▪ If students need more space, they can use extra paper. All additional sheets of paper must include

their name and the question number/s they are answering.

▪ Students may prefer to use their computer to type their answers. Advise students if they can email

their answers as a Word file, or if they must print and submit hard copies.

NOTE TO THE ASSESSOR

Purpose of the task

Students are to demonstrate that they understand the knowledge required of this topic.

Submission

Students need to submit answers to all of the questions in this task.

Reassessment arrangements

If students answer any questions in this task incorrectly, they will need to be given an appropriate time in which to resubmit. Students should only redo questions that are incorrect; however they will need to resubmit the entire assessment.

Students can be given the opportunity to answer questions verbally if appropriate.

Discuss timeframes for resubmission with the student when you tell them the outcome for this task.

Guidance to assessing this task

Benchmark responses are provided for each question.

Record the outcome of this assessment in the Assessment Record Tool.



QUESTION 1

Explain the concept of assessment in an early education and care setting, including the purpose,

principles and ethical and legal implications.

Assessment in early education and care setting

Purpose of assessment Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.

Principles of assessment Assessment principles may include:

▪ Assessment should be an integral component of curriculum design

▪ Good assessment requires a variety of sources of information

▪ Assessment methods should be valid, reliable, and fair

▪ Assessment must be objective and free from bias

▪ Assessment works best when it is ongoing rather than episodic.

Legal and ethical implications Legal and ethical implications may include:

▪ Privacy and confidentiality

▪ Sharing information with authorised persons

▪ Act in best interests of the child

▪ Children and families treated with respect and dignity

▪ Consider the child in the context of the family and their community

▪ Working within policies and procedures and legal and ethical

requirements

▪ Compliance with NQF standards.

What is the purpose of a summative assessment?

Answer may include:

Summative assessment is essentially summarised by reporting a child's progress and achievements. There are endless ways this is completed and it is a personal style (from letters to families, school reports to folios), however, some reporting formats are mandatory such as production of 'Transition Statements' which are forwarded onto primary teachers by Kindergartens immediately prior to starting school.

Who has access to the information contained in children’s assessments? Answer may include:

Information will be shared with families, other educators, relevant schools and may be accessed by a regulatory body as evidence of compliance with the National Qualify Framework.

Written consent will be obtained from parents before information is shared unless this is required legally.




TASK SUMMARY:

The student is to complete the case studies by answering each of the questions.


▪ Access to textbooks and other learning materials

▪ Access to a computer and the internet.


▪ Class-based students will do this task in the classroom or as homework – advise students as to

which is required.

▪ Workplace-based students will do this task in their own time


Assessment Booklet.


▪ Answers to the questions for each case study.


CASE STUDY 1: JASON

Jason has just turned 18 months old. He has been attending day care for two weeks now. On

enrolment Jason’s mother said that she was a bit concerned about him. It was often very difficult to get his attention and he didn’t seem to be talking much. Observations of Jason have included the following comments:

▪ Jason often does not respond when his name is called.

▪ Jason was babbling to himself today. He was saying a-aa, ooooooo, aa-ooo, goo. I noticed it was very much like a very young baby would babble. I also noticed that Justin didn’t alter his pitch – the sounds he made were all on the same level.

▪ Today I was talking with Jason. He would say a-aa and I would repeat it. I tried sounds with consonants eg dada and mama but he did not repeat these.

▪ Today Jemima dropped a wooden box on the floor – it made a loud bang and made some of the children jump. I was observing Jason at the time and saw that he did not seem to notice what had happened.


Purpose of the task

The student needs to demonstrate that they can:

▪ Identify children who may need additional support to achieve learning outcomes

▪ Collaborate with families to support children’s learning and plan for individual needs

▪ Follow confidentiality requirements when sharing information

▪ Share information with parents and other stakeholders

▪ Respond to families’ concerns in an appropriate way

▪ Demonstrate an understanding of children and their individual family and community contexts




▪ Collaborate with families to support children’s learning and plan for individual needs

▪ Share information with parents and other stakeholders

▪ Respond to families’ concerns in an appropriate way

▪ Demonstrate an understanding of children and their individual family and community contexts

▪ Facilitate shared decision-making with families

▪ Provide information about community services and resources.

Submission

Students need to submit answers to this case study.

Reassessment arrangements

If students answer any questions in this task incorrectly, they will need to be given an appropriate time in which to resubmit. Students should only redo questions that are incorrect; however they will need to resubmit the entire assessment.

Students can be given the opportunity to answer questions verbally if appropriate.

Discuss timeframes for resubmission with the student when you tell them the outcome for this task.

Guidance to assessing this task

Add any specific guidance/requirements about the activity.

Benchmark responses are provided for each question.

Record the outcome of Case Study 2 of this task in the Assessment Record Tool.

QUESTION 1

Discuss additional support that the service could provide to Sienna while she deals with the absence

of her mother.

Answer may include the following points:

▪ Provide Sienna with a ‘safe’ environment where she feels supported

▪ Provide an environment that is very predictable

▪ If possible have one educator working exclusively with her to provide emotional support

▪ Understand that she may be dealing with feelings of rejection, guilt, loneliness etc

▪ Keep in regular contact with the father to share information and progress

▪ Give Sienna the opportunity to talk if she wants to

▪ Encourage dramatic play, painting and other creative activities to assist her to act out her feelings

▪ Be supportive with her toilet incidents and deal with these tactfully and respectfully.

Discuss support that the service could provide to Sienna’s father during this period. Answer may include:

▪ Regular catch ups to share information and decision-making with her father

▪ Daily verbal reports

▪ Immediate contact if there is any issue of concern

▪ Involve father in the strategies to be used to support Sienna

▪ Suggest services that Sienna could be referred to if appropriate

▪ Suggest to father that he is important in Sienna’s life right now – find ways to relax and have fun together and provide as much stability as possible in Sienna’s life



ASSESSMENT TASK 3: PROJECT – OBSERVE, DOCUMENT AND ANALYSE INFORMATION

ABOUT CHILDREN

TASK SUMMARY:


▪ Part A: Students are required to observe, document and analyse information for three focus children.

▪ Part B: Students are required to prepare a summative assessment to reflect on the learning

outcomes of three focus children.

▪ Part C: The student is to write an invitation to three families to collaborate with the service.

▪ Part D: The student will collaborate with others to plan for the future learning of each of the three

focus children.

▪ Part E: The student will answer a set of written questions relating to Parts A and B of this assessment.



about children

▪ National Quality Standard

▪ Approved Learning Framework

▪ Three focus children of different ages and development stages.

▪ NQS PLP e-Newsletter No 40/2012: Summative Assessment http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-36-40/newsletter-40/

▪ Camera (or mobile device that can be used as a camera)

▪ Portfolio for each child.


▪ Classroom-based students will do this task in their work placement.

▪ Workplace-based students will do this task in their workplace.


Assessment Booklet.


▪ Part A - Completed observations and analysis for each child organised in a portfolio format.

▪ Part B – Completed summative assessments for each child

▪ Part C – Invitation to families

▪ Part D – Collaboration with others template

▪ Part E – Answers to questions.

http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-36-40/newsletter-40/



PART A - OBSERVE, DOCUMENT AND ANALYSE INFORMATION FOR THREE FOCUS CHILDREN


Identify three focus children to observe over a period of five days. Using the permission form at the end

of this assessment, obtain permission from each child’s parent or guardian and your supervisor. You will

need to make copies of this permission form for each child.

The children must be of different ages and development stages. You may also be able to continue to

study these same children during the ‘Development and Curriculum’ topic later in this qualification.

Spend time closely observing, listening and talking to your focus children to gather the information.

Make sure you use one-on-one interactions as well as group interactions to gather information.

You must gather information using a variety of settings and sources.

Put together a portfolio for each child that includes:

▪ Secondary information

▪ Anecdotal observation of one indoor and one outdoor experience

▪ Running record

▪ Jottings

▪ Learning story

▪ Record of conversation

▪ Samples of children’s work. All information collected must be in line with assessment principles of reliability, validity and be free from

bias.

Include the voices of children, educators, peers, family and other professionals when relevant.

You will provide an analysis of each observation to identify the children’s strengths, interests,

relationships, play preferences, interactions and learning.

If possible, obtain information from the family about the child (verbally or through completion of an

‘About Me’ form). If this is not possible (eg due to workplace restrictions, unavailability of the parent or

some other reason) you may use information that has already been provided by the parent under other

circumstances.

Discuss each observation with your supervisor (or other relevant person) and obtain sign-off.

You should use the appropriate Learning Framework to guide you in your observations and your

analysis. You should ensure that each of the Learning Outcomes is covered in your observations so that

you obtain a holistic impression of the child.

Remember!

▪ You may be able to study these same focus children in a future topic (Development and

Curriculum)

▪ Obtain permission from parents/guardians and your supervisor to work with each child using the

permission form at the end of this assessment.

▪ If possible obtain permission to use photographs of the children. If this is not given, photographs

must not identify the child. Other children must not be identifiable in photographs.

▪ You must protect the privacy of all children. Do not refer to any child by name in this assessment.

▪ You must ensure that your discussions and reporting are unbiased. Avoid labelling children in a

negative manner and be respectful in your writing

▪ Templates have been provided. You may use these, or the relevant templates from your own

service.

▪ Ask your supervisor to sign off your observation templates.

If in doubt, always check with your supervisor and/or assessor.



TEMPLATE 1 – SECONDARY INFORMATION

Photocopy this form three times – one for each child.

When complete, add the template to the child’s portfolio. Answers will vary depending on student response however you should ensure it is recorded in a way that is free from biased comments or negative labelling of children.

A. Information from child’s records

Child 1 Child 2 Child 3 (Circle which child this relates to)

Child’s initials: AB

Date of birth: 14 September 2012

Age: 4 years 5 months

Commenced at the Early Learning Centre: 1 September 20XX

Attendance:

Monday:

9am – 5pm

Tuesday:

9am – 5pm

Wednesday:

9am – 5pm

Thursday:

9am – 5pm

Friday:

9am – 5pm

Separation routine

Mother spends time to help AB to settle and generally she will transition over to her primary carer after about 10 minutes.

AB likes to go to the animal area where she will sit quietly playing with the animals for some time.

Learning goals

Document the goals set for this child against each of the learning outcomes:

Learning outcomes

Learning Outcome 1

Learning Outcome 2

Learning Outcome 3

Learning Outcome 4

Learning Outcome 5

Goals

▪ Support to establish relationships with other children

▪ Support to initiate and join in play

▪ Encourage AB to share her interests and experiences with others

▪ Develop a sense of belonging

▪ Build on own experiences to explore other ways of relating to people

▪ Solve problems with others

▪ Develop trust and confidence

▪ Enjoy time by herself

▪ Enjoy physical play

▪ Continue to find out more about areas of interest – extend learning on her interest in the animal world

▪ Continue exposure to mathematical symbols and letters

▪ Engage in sustained conversations with educators

▪ Start to exchange ideas with other children

▪ Talk about interests

▪ Explore texts, particularly about subjects of interest.



Experience 1:

Short description of experience:

Visit by dog groomer

Local dog groomer has offered to come in to give children demonstration on how to groom their pets. The children will be able to groom the dog in pairs and will need to work together to do this.

Relationship to goals.

Builds on knowledge and interest in the animal world.

Continue to support to build friendships and cooperation with other children.

What are the learning outcomes

of this experience?

LO1 Establishing relationships with other children

Sharing experience and passion with others

Being part of a group

Expressing emotions

Caring and showing respect for animals.

LO2 Cooperating with others to care for the dog

Building experience in relating to others

Building on awareness of care and relationships for animals.

LO3 Cooperating and working collaboratively with others.

LO4 Experiencing wonder and interest

Following and extending own interest with enthusiasm

Using reflective thinking to consider what can be learnt

Mirroring, repeating and practicing actions (eg how to clean the dog’s teeth).

LO5 Exchanging ideas with adults and children

Talking about interests

Engaging in enjoyable interactions

Contributing own ideas and knowledge in small group discussions.

Experience 2:

Student to provide information for two more experiences.

Short description of experience:



ASSESSMENT TASK 4: ROLE PLAY IN THE WORKPLACE

TASK SUMMARY:

The student will participate in a role play providing and receiving information to a parent whose child is

enrolling in the service.


▪ National Qualification Framework and relevant approved learning framework


about children and working in partnership with families

▪ Access to enrolment documentation, including information about the service available in other

languages

▪ Role play participant.


▪ Classroom-based students will do this task in the classroom.

▪ Workplace-based students will do this task in their workplace.

▪ Provide students with the date of this visit so they can write it in their Student Assessment Booklet.


▪ There is nothing to submit for this role play.


1. Before the beginning of the role play, prepare a process for yourself to make sure you gather all the

necessary information from the ‘parent’ so that you can use this for planning for the child. (For

example a checklist of what you will need to cover.)

2. During the role play you will need to follow workplace policies and procedures, NQF Standards and

Regulations to:

▪ Provide the parent with the information that they need about the child’s enrolment and how the service works.

▪ Find out about the child’s interests, development, and family and community context. ▪ Work with the parent to make decisions about planning for the child’s individual needs. See below for a full list of what you will need to show your assessor to successfully complete this

task.

NOTE TO ASSESSOR

Purpose of the task

▪ Create a welcoming environment for families and communicate effectively

▪ Respond to questions and concerns promptly and politely

▪ Demonstrate a process to gather information for planning purposes

▪ Encourage family to share information about the child’s family life and culture

▪ Explain how the service will involve the family in decision making about their child’s care and learning

▪ Discuss how information and observations will be used to plan for the child’s learning through play, intentional teaching, modelling and the learning environment

▪ Discuss how the family can access documentation about their child’s progress and development as well as samples of their work

MG OBSERVATIONS AND FAMILY PARTNERSHIPS V1.0 (ID 114387)MG OBSERVATIONS AND FAMILY PARTNERSHIPS V1.0 (ID 114387) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE


UNIT MAPPING – CHCECE023 - Analyse information to inform learning

Application This unit describes the skills and knowledge required to gather and analyse information about children’s learning, in order to inform practice. This unit applies to educators working in a range of education and care services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Licensing requirements NA

Prerequisites NA

Element Performance criteria

Assessment Tasks

AT1 AT2 AT3 AT4

1. Gather and document

information about

children

1.1 Undertake observations and gather detailed information

about children’s learning, using a wide range of approaches

A

1.2 Ensure the assessment methods and tools used to

gather information consider assessment principles E1

1.3 Gather information and observations over time and in a

variety of spaces A

1.4 Include the voices of educators, children, peers, families

and other professionals where appropriate A

1.5 Demonstrate inclusive assessment practices A, E2

2. Monitor children’s learning and

development

2.1 Use information and observations to analyse and

monitor children’s strengths, interests, relationships and learning in conjunction with the approved framework’s learning outcomes

B

2.2 Identify children who may need additional support in

order to achieve particular learning outcomes

CS1.1, 1.2

CS2.1 B

2.3 Use summative assessment to reflect on children’s learning over a period of time

B

2.4 Collaborate with families and colleagues to support

children’s learning

CS1

CS2 D




Assessment Tasks

AT1 AT2 AT3 AT4

2.5 Develop a process to ensure that information and

observations are gathered and used to inform planning

for all children

3. Use evidence to

inform practice

3.1 Use evidence to plan for children to learn through play,

intentional teaching, modelling and the learning

environment

D

3.2 Reflect on and improve own practices using evidence

gathered E3

4. Share information

appropriately

4.1 Implement strategies to ensure that children’s documentation can be shared with families

D

4.2 Follow confidentiality practices to ensure information is

shared appropriately CS1.4

Foundation skills Description

Assessment Tasks

AT1 AT2 AT3 AT4

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Writing ▪ in order to document observations in line with workplace

procedures and policies A-D

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.



Performance Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of

the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

▪ collected and documented observations of at least three different children, including:

children’s behaviour and learning A, B, E

children’s play preferences A, B, E

strengths, interests and relationships A, B, E

▪ applied information to educational practice, including:

sharing information with families, educators, children, experts and specialists CS1, CS2 CD

collaborating with families to plan for children’s individual needs CS1, CS2 C D E

using information gathered to inform planning B,D

Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and

manage contingencies in the context of the work role. These include knowledge of:

▪ how to access:

the National Quality Framework Q3c

the National Quality Standards Q3f

the relevant approved learning framework Q3e CS1.2

▪ how to interpret the relevance of framework and standards documents in guiding

work in this unit of competency Q3 CS1.2

▪ observation and inclusion principles Q1a A, E

▪ confidentiality requirements Q1c CS1.4 All

▪ code of ethics Q1a



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

▪ collaborative planning techniques CS1.2 C, D

▪ summative assessments Q1b B

▪ organisation standards, policies and procedures. All

Assessment Conditions

Assessment Tasks

AT1 AT2 AT3 AT4

Skills must be demonstrated in a regulated education and care service.

In addition, simulations and scenarios must be used where the full range of contexts and

situations cannot be provided in the workplace or may occur only rarely. These are

situations relating to emergency or unplanned procedures where assessment in these

circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment

where these skills and knowledge would be performed, with all the relevant equipment

and resources of that working environment.

Assessment must ensure use of:

▪ National Quality Framework for Early Childhood Education and Care

▪ the relevant approved learning framework under the National Quality Framework for

Early Childhood Education and Care.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs)

2015/AQTF mandatory competency requirements for assessors. RTO to ensure



UNIT MAPPING – CHCECE026 - Work in partnership with families to provide appropriate education and care for children

Application This unit describes the skills and knowledge required to work in partnership with families to provide appropriate education and care for the child.

This unit applies to educators working in a variety of education and care services.


Licensing requirements NA

Prerequisites NA


Assessment Tasks

AT1 AT2 AT3 AT4

1. Provide families with

opportunities to be

involved in the service

1.1 Create a welcoming environment for all families using

the service C

1.2 Respond to families’ questions, concerns and requests in a prompt and courteous way

CS1.3

CS2

1.3 Encourage families to share their knowledge, skills,

expertise and aspects of their family life and culture A

1.4 Inform and create opportunities for families to contribute

to the operation of the service in an advisory,

consultative or decision-making role

2. Provide information

to families about their

child

2.1 Share information with families about children’s progress, relationships, interests and experiences both in

and outside the service

C

2.2 Inform families promptly and sensitively of any incidents

affecting their child

2.3 Demonstrate an understanding of each child and their

family and community context

CS1.1, CS1.2

CS2 A C

2.4 Implement strategies that facilitate shared decision-

making with families

CS1.3

CS2 C

3.1 Make information about the operation of the service

available to families




Assessment Tasks

AT1 AT2 AT3 AT4


to families about the

service

3.2 Provide information about the service in the main

languages used in the community


about community

services and

resources

4.1 Make information available to families about community

services and resources

CS1.3

CS2

4.2 Ensure that there are processes in place to maintain

current contact details of community services and

resources

4.3 Assist families to locate and contact and/or access

community services and resources as required

CS1.3

CS2

Foundation skills Description

Assessment Tasks

AT1 AT2 AT3 AT4

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Oral communication ▪ in order to facilitate collaborative discussions with

parents and caregivers. D

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.


Assessment Tasks

AT1 AT2 AT3 AT4

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of

the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

▪ worked collaboratively with at least three different families to support education and

care, including:

communicating information about children’s interests and development C

developing care strategies together CS1 C




Assessment Tasks

AT1 AT2 AT3 AT4

CS2

engaging in discussion relevant to the child and family

CS1

CS2

▪ involved families in the service/program by:

encouraging participation in children’s experiences

providing opportunities for families to give feedback on service/program

Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and

manage contingencies in the context of the work role. These include knowledge of:

▪ how to access:

the National Quality Framework Q3a,b

the National Quality Standards Q3f

the relevant approved learning framework Q3d

▪ how to navigate through framework and standards documents to find areas relevant

to this unit of competency Q3

▪ strategies for involving family members in the service Q2b C

▪ organisation standards, policies and procedures ALL

▪ relevant theories that underpin the value of family/educator relationships. Q2a



Assessment Conditions

Assessment Tasks

AT1 AT2 AT3 AT4

Skills must be assessed in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and

situations cannot be provided in the workplace or may occur only rarely. These are

situations relating to emergency or unplanned procedures where assessment in these

circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment

where these skills and knowledge would be performed, with all the relevant equipment

and resources of that working environment.

Assessment must ensure use of:

▪ National Quality Framework for Early Childhood Education and Care

▪ the relevant approved learning framework under the National Quality Framework for

Early Childhood Education and Care.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs)

2015/AQTF mandatory competency requirements for assessors. RTO to ensure

ASSESSMENT

RECORD TOOL

CHC50113


EDUCATION AND CARE

TOPIC: OBSERVATIONS AND FAMILY

PARTNERSHIPS

CHCECE023 Analyse in format ion to in form learn ing

CHCECE026 Work in par tnersh ip wi th fami l ies to prov ide appropr ia te educat ion and care for ch i ldren

Student first name: _________________________________________________________________________________

Student last name: _________________________________________________________________________________

ART OBSERVATION AND FAMILY PARTNERSHIPS V1.0 (ID 114437) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE


INTRODUCTION

Assessment requirements

This record tool is to be used to record the assessment decisions for the Observations and Family

Partnerships topic, which consists of the units:


▪ CHCECE026 Work in partnership with families to provide appropriate education and care for children.

Assessment is based on a number of forms of evidence, as follows:

▪ Task 1: Written questions

▪ Task 2: Case studies

▪ Task 3: Project

▪ Task 4: Workplace observation/role play.

These assessments are targeted to a student who is studying the Diploma of Early Childhood Education

and Care.

Recording assessment outcomes

Use this Assessment Record Tool to record the outcomes of each assessment task related to this topic.

Add any further comments about the student’s performance to the Assessment Cover Sheet for the

relevant task.

Marking Guide

Refer to the Marking Guide for further instructions and details about each assessment task.

ASSESSMENT CHECKLISTS

Use the checklists below to record the outcomes of each task.

Record each outcome on the Record of Assessment Outcomes at the end of this document.

Please note that students are provided with three attempts in which to satisfactorily complete each

task.

Columns for each attempt and a space in which to record the date of each attempt (where applicable)

have been provided in the checklists.




CASE STUDY 1: JASON

Did the student demonstrate that they

can: Comments

Attempt 1 Yes/No

Date: _____________

Attempt 2 Yes/No

Date: ____________

Attempt 3 Yes/No

Date: _____________

Identify children who may need

additional support to achieve

learning outcomes?

Collaborate with families to

support children’s learning and plan for individual needs?

Follow confidentiality

requirements when sharing

information?

Share information with parents

and other stakeholders?

Respond to families’ concerns in

an appropriate way?

Demonstrate an understanding

of children and their individual

family and community contexts?

Facilitate shared decision making

with families?

Provide information about

community services and

resources?

Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.



PART E: QUESTIONS

Did the student demonstrate that they can: Comments

Attempt 1 Yes/No

Date: _____________

Attempt 2 Yes/No

Date: ____________

Attempt 3 Yes/No

Date: _____________

Make sure that assessment

methods and tools used to gather

information are in line with

assessment principles?

Demonstrate inclusive

assessment practices?

Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.

Please note any reasonable adjustments for this assessment below.

Part A outcome Satisfactory Not Satisfactory Date:

Part B outcome Satisfactory Not Satisfactory Date:

Part C outcome Satisfactory Not Satisfactory Date:

Part D outcome Satisfactory Not Satisfactory Date:

Part E outcome Satisfactory Not Satisfactory Date:

Student name:

Trainer/assessor name:



PART E: QUESTIONS


Attempt 1 Yes/No

Date: _____________

Attempt 2 Yes/No

Date: ____________

Attempt 3 Yes/No

Date: _____________

Trainer/assessor

signature:




Attempt 1 Yes/No

Date: ____________

Attempt 2 Yes/No

Date: _____________

Attempt 3 Yes/No

Date: _____________

Encourage families to be

involved in the operation of the

service?

Explain how the service and

families are able to share

information about the child’s interests and experience both

inside and outside the service?

Explain what will happen if their

child is involved in an incident?

Discuss privacy and

confidentiality procedures?

Discuss the standards of

behaviour that is expected of

educators (code of

conduct/ethics)?

Provide written information

about the operation of the

service in language other than

English if necessary?

Describe information that the

service can provide about

community services and

resources in the local area and

explain the process for keeping

this information current and

relevant?



RECORD OF ASSESSMENT OUTCOMES: OBSERVATIONS AND FAMILY PARTNERSHIPS

This section records the outcome of each task/assessment requirement so that the final assessment

outcome can be determined for the following units in this topic.


▪ CHCECE026 Work in partnership with families to provide appropriate education and care for children.

The table below shows all the assessment requirements for this topic and indicates which units each

assessment requirement relates to. Once a student has satisfactorily completed all requirements related

to a unit, they can be given a Final Assessment Result of ‘Competent’ for that unit. A number of spaces have been provided to record multiple attempts. Final Assessment Results should only be recorded once

all tasks for a unit have been attempted.

Assessment Tasks

CH

CE

CE

02

3

CH

CE

CE

02

6

Task Outcome

Satisfactory (S) Not satisfactory (NS) Date

Assessor initials

Assessment Task 1: Written questions

✓ ✓

Assessment Task 2: Case studies

▪ Case study 1

▪ Case study 2 ✓ ✓

Assessment Task 3: Project

▪ Part A

▪ Part B

▪ Part C

▪ Part D

▪ Part E

✓ ✓

Assessment Task 4: Role play

✓ ✓

Final Assessment Results Result (C/NYC) Date

CHCECE023 Analyse information to inform learning

CHCECE026 Work in partnership with families to provide

appropriate education and care for children

Student name:

Assessor name:

Assessor signature: Date: / /

Candidate name: _____________________________________________________________________________________

CANDIDATE KIT RPL

CHC50113 Diploma of Early Childhood

Education and Care




This kit is an RPL Candidate Kit developed by Eduworks Resources. It is based on a flexible, streamlined model of RPL that aims to

guide and support the candidate and the assessor throughout the process.

Eduworks Resources, a division of RTO Advice Group Pty Ltd owns copyright to the material contained within this kit.

RTOs that have purchased the license for this kit are given the permission to use and adapt this RPL kit to suit the needs of their

organisation. Please give reference to Eduworks Resources in tools and documents derived from this kit.

RPL Candidate Kit CHC50113 V1.0 (ID 106096) Page 3


CONTENTS

Contents

INTRODUCTION........................................................................................................................................................................................................ 6

What is RPL? ............................................................................................................................................................................................................... 6

About this kit ................................................................................................................................................................................................................ 6

Finalising assessment ........................................................................................................................................................................................... 8

Gap training ................................................................................................................................................................................................................. 8

Qualification or Statement of Attainment .................................................................................................................................................... 8

The RPL process – an overview ....................................................................................................................................................................... 9

PART A .......................................................................................................................................................................................................................... 10

The Qualification Summary .............................................................................................................................................................................. 10

About your self-assessments ........................................................................................................................................................................... 10

Submitting Part A of this kit ............................................................................................................................................................................... 11

Qualification Summary........................................................................................................................................................................................ 12

RPL Application Form ........................................................................................................................................................................................... 14

SELF-ASSESSMENT CHECKLISTS ............................................................................................................................................................... 17

Topic 1: Maintaining work health and safety........................................................................................................................................... 17

HLTWHS003 Maintain work health and safety ............................................................................................................................... 17

Topic 2: Legislation and frameworks ........................................................................................................................................................... 19

CHCECE009 Use an approved learning framework to guide practice .............................................................................. 19

CHCLEG001 Work legally and ethically............................................................................................................................................... 20

Topic 3: First aid in early childhood .............................................................................................................................................................. 23

Topic 4: Child development and creativity ............................................................................................................................................... 24

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood ............................... 24

CHCECE018 Nurture creativity in children......................................................................................................................................... 27

Topic 5: Safe environments and partnerships with families ........................................................................................................... 30

CHCECE016 Establish and maintain a safe and healthy environment for children ................................................... 30

CHCECE026 Work in partnership with families to provide appropriate education and care ................................ 33

Topic 6: Care and wellbeing ............................................................................................................................................................................. 35

CHCECE002 Ensure the health and safety of children ............................................................................................................... 35

CHCECE003 Provide care for children ................................................................................................................................................. 37

CHCECE004 Promote and provide healthy food and drinks ................................................................................................... 39

CHCECE005 Provide care for babies and toddlers ....................................................................................................................... 40



CONTENTS

Topic 7: Child protection ..................................................................................................................................................................................... 44

CHCPRT001 Identify and respond to children and young people at risk ......................................................................... 44

Topic 8: Interactions with children ................................................................................................................................................................ 47

CHCECE007 Develop positive and respectful relationships with children ...................................................................... 47

Topic 9: Cultural competence ......................................................................................................................................................................... 50

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety ............................................................... 50

CHCECE001 Develop cultural competence ..................................................................................................................................... 52

Topic 10: Behaviour guidance and inclusion .......................................................................................................................................... 55

CHCECE020 Establish and implement plans for developing cooperative behaviour ............................................... 55

CHCECE021 Implement strategies for the inclusion of all children ..................................................................................... 57

Topic 11: Observation and planning ............................................................................................................................................................ 60

CHCECE023 Analyse information to inform learning ................................................................................................................... 60

Topic 12: Curriculum and children’s agency ........................................................................................................................................... 63

CHCECE022 Promote children's agency ........................................................................................................................................... 63

CHCECE024 Design and implement the curriculum to foster children's learning and development .............. 65

Topic 13: Leadership and innovation .......................................................................................................................................................... 69

BSBLDR502 Lead and manage effective workplace relationships...................................................................................... 69

Self-assessment ............................................................................................................................................................................................... 69

BSBINN502 Build and sustain an innovative work environment .......................................................................................... 71

Self-assessment ............................................................................................................................................................................................... 71

Topic 14: Diversity .................................................................................................................................................................................................. 74

CHCDIV001 Work with diverse people ................................................................................................................................................ 74

Topic 15: Service management ..................................................................................................................................................................... 77

CHCECE019 Facilitate compliance in an education and care service .............................................................................. 77

CHCECE025 Embed sustainable practices in service operations ........................................................................................ 79

CHCPOL002 Develop and implement policy ................................................................................................................................... 81

Topic 16: Professional practice ....................................................................................................................................................................... 84

CHCPRP003 Reflect on and improve professional practice .................................................................................................... 84

PART B .......................................................................................................................................................................................................................... 86

About the Evidence Tasks ................................................................................................................................................................................. 86

Further questioning ............................................................................................................................................................................................... 86

The RPL Third Party Kit ........................................................................................................................................................................................ 87



CONTENTS

EVIDENCE TASKS .................................................................................................................................................................................................. 88

Topic 1: Maintaining work health and safety........................................................................................................................................... 88

Topic 2: Legislation and frameworks ........................................................................................................................................................... 90

Topic 3: First aid in early childhood .............................................................................................................................................................. 92

Topic 4: Child development and creativity ............................................................................................................................................... 93

Topic 5: Safe environments and partnerships with families ........................................................................................................... 95

Topic 6: Care and wellbeing ............................................................................................................................................................................. 97

Topic 7: Child protection .................................................................................................................................................................................. 100

Topic 8: Interactions with children ............................................................................................................................................................. 101

Topic 9: Cultural competence ...................................................................................................................................................................... 102

Topic 10: Behaviour guidance and inclusion ....................................................................................................................................... 104

Topic 11: Observation and planning ......................................................................................................................................................... 106

Topic 12: Curriculum and children’s agency ........................................................................................................................................ 107

Topic 13: Leadership and innovation ....................................................................................................................................................... 109

Topic 14: Diversity .............................................................................................................................................................................................. 111

Topic 15: Service management ................................................................................................................................................................. 112

Topic 16: Professional practice ................................................................................................................................................................... 114

Evidence Register – CHC50113 Diploma of Early Childhood Education and Care......................................................... 115



RPL CANDIDATE KIT – PART A

INTRODUCTION

The purpose of this kit is to assist you to determine whether RPL is an appropriate pathway for the units within

CHC50113 Diploma of Early Childhood Education and Care.

What is RPL?

RPL recognises the knowledge and skills you already have. It ‘involves assessment of an individuals’ relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual

application for credit’ (Australian Qualifications Framework Handbook, 2nd Edition, 2013).

RPL is further defined by the AQTF and the VET Quality Framework as ‘an assessment process that assesses an individual’s formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a VET

qualification.

Therefore your RPL application will be based on your ability to demonstrate that you possess the level of skill and

knowledge as outlined in each unit of competency you wish to apply for, and that you are able to apply them

practically.

The RPL model used by <Organisation> is a guided and supported process that relies on your ability to

demonstrate your competence by:

submitting a portfolio of both mandatory and optional evidence for each unit

answering verbal questions asked by your assessor – about the evidence provided and also to determine

your level of knowledge

providing a list of referees for your assessor to contact to confirm your competence

asking a supervisor/third party to further confirm your competence by completing a third party report

assessing your practical skills in the workplace (where applicable and appropriate).

About this kit

You may have decided, with assistance/direction from our staff, that RPL is a better option for you than training

and assessment in the qualification.

An assessor from our organisation will have talked to you further about the RPL process and what it involves. They

will have talked to you about your work experience and knowledge, determined that you may be a suitable RPL

applicant, and provided you with this RPL Candidate Kit to complete.

This kit is divided into two parts, as detailed below.

Part A

It is in this section that you will decide what units you are able to apply for. To help you do this, you will need to

review and complete the following:

1. Qualification Summary: review the units to determine which ones you may be able to obtain RPL for.

2. Self-assessment Checklists: review each unit’s descriptor. If you think you can provide evidence of your skills

and knowledge for the unit, complete the checklist provided. You may decide that RPL is not suitable for

some of the units – you can indicate on your Qualification Summary that you would like to enrol in training for

these units. If you apply for RPL for partial completion of this qualification, you will be issued with a statement

of attainment for these units upon successful completion of the RPL process.

3. Evidence Tasks: this section is a brief summary of the type of information you need to gather to show your

competence in each unit. The evidence you provide must relate to your own experiences – you must not

provide work completed by others!

4. Evidence Brainstorm: this is where you can think about any other evidence that may support your claim for

RPL for each unit.

5. RPL Application Form: you will need to complete this form when you have finished filling out the sections in

Part A.

6. Preliminary evidence: these are specific items that you must provide to your assessor when you submit Part A

of this kit.




Once you have completed all the requirements in Part A, you will need to submit it to your assessor.

Upon submission of Part A, your assessor will review your application and preliminary evidence to determine if you

are suitable to continue with the assessment process for the units you have indicated.

If your assessor deems that you are able to proceed with the rest of the assessment process, they will provide you

with the following:

an invoice for the RPL assessment

a written agreement

a quote for training in any units that you are not applying to obtain RPL for (where applicable).

Once you have signed and returned the written agreement and made arrangements for payment, your assessor

will contact you and make arrangements to meet or communicate via phone or video conference.

During this meeting your assessor will do the following:

ask you some questions about the information you have provided – for example, they may want to know

more about your employment history and the experiences you have had there, or why you attended specific

courses or undertook certain professional development activities

talk to you about your self-assessment ratings – for example, they may question you further if you have given

yourself a rating of 5 for many items in the unit; alternatively, if you have provided lower self-assessment

ratings (such as lots of 3s) but you can provide a large range of suitable evidence, your assessor may want

you to reconsider your rating

talk to you the about the items you have listed in the Evidence Brainstorm section; your assessor will tick the

items they want you to add to your evidence portfolio – this means that you do not have to waste time

gathering evidence that is not relevant to unit requirements.

make arrangements for assessment of practical skills – this might include visits to your workplace, when

these will occur and so on (note that this may not be required for the units you are applying for – your

assessor will advise you further about this process if it is applicable to your situation).

make arrangements with you for the RPL Third Party Kit to be completed for the relevant units – you should

talk to your assessor about the person you wish to complete this kit; your assessor may contact this person to

determine if they are in a position to support your application; once the third party person has been approved,

they will receive a copy of the RPL Third Party Kit – your assessor will indicate in the kit which checklists the

third party person needs to complete

make arrangements for your next meeting, upon which you will have completed the requirements in Part B of

this kit (note that you may need to meet another 2–3 times during the RPL process).

Part B

Before your next meeting with your assessor, you will need to complete Part B, which includes:

1. Tasks for each unit – these tasks help you to gather the required evidence for each unit. Any evidence in your

Evidence Brainstorm should also be collected at this stage.

2. Evidence Register – this is where you write down a description of each item that you have provided as

evidence, as well as the unit that it relates to.

3. Collecting the completed Third Party Report from your approved person.

These items will become your evidence portfolio. You will need to bring this portfolio to your next meeting with

your assessor (or send via mail if you are not meeting face to face).

At this meeting (or during additional meetings as required), your assessor will do the following:

Review your evidence portfolio and ask you questions about each piece of evidence. This is to ensure that

documentation and other specific evidence you have provided is in fact your own work and/or supports your

involvement in specific processes and activities related to each unit of competency.

Ask you verbal questions for each unit, referring to the RPL Assessor Kit for this qualification.

Review the comments and feedback provided in the RPL Third Party Kit and ask you any additional questions

based on this feedback – for example, your assessor may want you to talk about specific situations or

activities the third party person has commented on.

Note: at some time during this stage your assessor may visit your workplace to observe you putting your skills and

knowledge into practice. This may not be relevant to the units/qualification you have selected – your assessor will

have already discussed with you whether observation will occur.




Finalising assessment

Once all meetings have taken place and your assessor has obtained the required evidence and information from

you, they will make an assessment decision.

To assist with this, your assessor will contact your referees and also the person who completed your RPL Third

Party Kit to discuss your skills, knowledge and ability to complete the requirements of each unit in a range of

contexts varying situations.

You will be advised of the outcome once your assessor has made their final decision.

Gap training

If training is required to achieve a full qualification (and you wish to gain the full qualification), your assessor will

document a plan for meeting the training needs and make appropriate arrangements.

Qualification or Statement of Attainment

You will be issued with a qualification (if you have obtained RPL in all units) or a statement of attainment (if you

have obtained RPL for some units in the qualification).

Remember!

Your assessor’s role is to support you through all stages of the RPL assessment process. If you have any questions or concerns about your application, contact your assessor immediately.




The RPL process – an overview

Candidate enquires about RPL

Assessor and candidate have preliminary

discussion to determine suitability

Candidate receives RPL Candidate Kit if suitable to

go ahead with assessment

Candidate completes and submits Part A of the

RPL Candidate Kit

If deemed suitable to proceed, the candidate

receives a written agreement, invoice for

application fee and a quote for further training

(where applicable)

Candidate is recommended to

undertake formal training

Assessment process begins:

First meeting held; Self-assessment Checklists

reviewed and discussed; evidence plan developed;

third party person approved

Candidate completes Part B of RPL Candidate Kit

Further meetings held: verbal questioning; review

of RPL Third Party Kit, other evidence; practical

skills observed (where required/relevant)

Assessor contacts referees and third party person

Gap training undertaken (if required)

RPL outcome determined

RPL is deemed unsuitable based

on application


on preliminary discussion

Qualification or statement of

attainment issued




PART A

In this section you will need to:

complete the Qualification Summary

rate your ability using the Self-assessment Checklist for the relevant units

review the Evidence Tasks for each unit

complete the Evidence Brainstorm

fill out the RPL Application Form

gather preliminary evidence to complete your application.

The Qualification Summary

Review the units in this kit and work out which ones you want to complete. Highlight these on the Qualification

Summary.

Once you have completed your Self-assessment Checklists, come back to the Qualification Summary and tick

whether you can obtain RPL for each unit or if you require further training. The need for further training will be

identified if you score, on average, 3 or under for a unit. These units may need to be completed using a training

and assessment pathway – we call these units your ‘skills gaps’. A skills gap is an area in which you require training – that is, you do not have all the skills and knowledge required

to meet the unit of competency requirements. This is an area where RPL would not be suitable, and we can work

with you to determine a suitable training plan in order for you to achieve the relevant unit. A skills gap is usually a

number of units that a candidate needs to complete in order to gain a full qualification, after completing some

units through RPL. Filling a skills gap will enable us to issue you with a full qualification.

You will discuss your Self-assessment ratings with your assessor at your first meeting.

About your self-assessments

The Self-Assessment Checklists help you work out if you should apply for RPL for each unit. Go through the

statements in the checklist for each unit and rate your level of skill based on the scale below.

Skill Rating Scale

0 = Not applicable You do not believe this is relevant to the position or requirements of industry.

1 = Not skilled You are not competent in this area. You require c support in normal day to day

routines and you do not have the required skills and knowledge.

2 = Not competent –

Limited skills

You have low depth of skill in this area, perhaps with ability in some areas but not

all. This indicates that you require intermittent support to complete these tasks

including in routine and predictable situations. You may have some skills and

knowledge in this area but it is not in-depth.

3 = Mostly competent –

Assistance required

sometimes

You are able to perform most tasks and have some depth of skill. You can perform

competently during routine situations with occasional assistance required for

complex application and non-routine situations. You have good skills and

knowledge in this area but sometimes need to refer to others for support.

4 = Competent without

assistance

You have sound and in-depth level of skill & competency. This indicates you are

able to complete tasks independently, are able to respond appropriately to

contingencies and are capable in a range of contexts both routine and non-

routine. You have in-depth skills and knowledge in the area.

5 = Able to support others You have detailed and advanced skills and are able to support and mentor others.

This indicates that you are able to provide leadership and support to others and

have comprehensive skills and knowledge which may be more in-depth than

required by this unit.




Once you’ve given yourself a rating in the Self-Assessment Checklists, the ratings will give you an idea about

whether RPL is appropriate.

If you have rated yourself at an average of 4 or 5 for all questions in a unit, then it is worth pursuing RPL for that

unit.

If your rating is an average of 3, you may or may not be able to complete the unit through RPL. It is worth thinking

about the evidence available and/or discussing the unit’s suitability for RPL with your assessor at your first meeting.

Remember you can apply for RPL for only one unit, a number of units or the whole course. Where a qualification is

partly received through RPL, a statement of attainment will be issued for the units achieved, or a training program

can be developed for the remaining units to make up the qualification.

If you are unsure whether you have the required skills and knowledge for a unit, jot down the evidence that could

relate to the unit and this can be discussed further with the assessor at the initial interview.

Submitting Part A of this kit

When you have completed all sections in Part A of this kit, you will need to submit it to your assessor for their

review.

If your assessor decides you can go ahead with the rest of the assessment process (that is, Part B of this kit), you

will be issued with:

an invoice for the RPL assessment

a written agreement

a quote for training in any units that you are not applying to obtain RPL for (where applicable).




Qualification Summary

The Diploma of Early Childhood Education and Care requires the completion of 23 core units and 5 elective units.

The following list outlines the available units. Come back to this page at the end of completing the Self-

Assessment Checklists and indicate your decision about whether you will apply for RPL for each unit or if you need

to complete training.

Note: the core unit HLTAID004 Provide an emergency first aid response in an education and care setting is not

included as part of the RPL process.

Units

Complete

through RPL Training required

HLTWHS003 Maintain work health and safety (C)

CHCECE009 Use an approved learning framework to guide

practice (C)

CHCLEG001 Work legally and ethically (C)

CHCECE017 Foster the holistic development and wellbeing of the

child in early childhood (C)

HLTAID004 Provide an emergency first aid response in an

education and care setting (C)

CHCECE018 Nurture creativity in children (C)

CHCECE016 Establish and maintain a safe and healthy

environment for children (C)

CHCECE026 Work in partnership with families to provide

appropriate education and care (C)

CHCECE002 Ensure the health and safety of children (C)

CHCECE003 Provide care for children (C)

CHCECE004 Promote and provide healthy food and drinks (C)

CHCECE005 Provide care for babies and toddlers (C)

CHCPRT001 Identify and respond to children and young people at

risk (C)

CHCECE007 Develop positive and respectful relationships with

children (C)

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander

cultural safety (C)

CHCECE001 Develop cultural competence (C)

CHCECE020 Establish and implement plans for developing

cooperative behaviour (C)

CHCECE021 Implement strategies for the inclusion of all children

(C)

CHCECE023 Analyse information to inform learning (C)

CHCECE022 Promote children’s agency (C)




Units

Complete

through RPL Training required

CHCECE024 Design and implement the curriculum to foster

children’s learning and development (C)

BSBLDR502 Lead and manage effective workplace relationships

(E)

BSBINN502 Build and sustain an innovative work environment (E)

CHCDIV001 Work with diverse people (E)

CHCECE019 Facilitate compliance in an education and care setting

(C)

CHCECE025 Embed sustainable practices in service operations (C)

CHCPOL002 Develop and implement policy (E)

CHCPRP003 Reflect on and improve professional practice (E)

Number of units to be completed through RPL:

Number of units to be completed through training:




RPL Application Form

1 Enrolment Details

Are you enrolling in a full qualification or part

qualification (i.e. individual units)?

Full qualification Individual units

Which qualification/units do you wish to enrol in? CHC50113 Diploma of Early Childhood Education and

Care

2 Personal Details

Surname: Title: Mr/Mrs/Miss/Ms/Dr

First Name: Middle Name/s:

Gender: Male Female Date of Birth: / /

Home Address:

Post Code:

Postal Address:

(if different from above)

Post Code:

Home Phone: ( ) Work: ( )

Mobile: Email:

3 Current Employment

Are you currently employed? Yes No

If Yes, is your occupation related to the qualification in which you are seeking RPL

for?

Yes No

What is the name of your employer?

Do you have a workplace where you are able to be assessed on-the-job for the

qualification you are seeking RPL for?

Yes No

Please provide details of the workplace:

Name:

Address:

Type of workplace (profession):

5 Further training

Have you completed any nationally recognised training related to the industry you

are seeking RPL for?

Yes No

Completion date (month, year): Country:

Name of course and institution (if applicable):




6 Professional referees – provide at least 2 (who have acted in senior capacity to you and can verify

your skills)

Person 1

Name:

Position: Organisation:

Relationship to you:

Phone Number: Mobile Number:

Email Address:

Person 2

Name:




Email Address:

Person 3

Name:




Email Address:




Preliminary RPL Application Evidence

You are required to include specific evidence to support your RPL application as outlined below.

Document Description Included?

Part A of this RPL Candidate Kit, which must include the completed:

Qualification Summary

Relevant Self-assessment Checklists

RPL Application Form: this must include the contact details of at least two professional

referees who have acted in a senior capacity to you in the workplace and who can verify

your competency

Your detailed and up-to-date Curriculum Vitae (CV)

Certified copies of any relevant qualifications and transcripts you have completed

Evidence that you have been working in a relevant role during the past two years – this might

include your position description, performance reviews etc

Payment of RPL Application Fee. This can be paid by cheque, money order or credit card over

the phone.

Declaration

I declare that the information contained in this application is true and correct and that all documents are

genuine.

Candidate Signature: Date:

Printed Name:

Please return Part A of this kit and your supporting documents to

<Insert organisation details>




SELF-ASSESSMENT CHECKLISTS

Topic 1: Maintaining work health and safety

HLTWHS003 Maintain work health and safety

Application of the unit

This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS)

policies, procedures and work practices as part of a small work team.

This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care

for other workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,

Australian/New Zealand standards and industry codes of practice.

Self-assessment

Use this rating scale to determine whether you are able to do each of the points listed below.

Skill Rating Scale:

0 = Not applicable 1 = Not skilled

2 = Not competent – limited skills 3 = Mostly competent – assistance required sometimes

4 = Competent without assistance 5 = Able to support others

Questions Yes No Skill rating

0, 1, 2, 3, 4, 5

I can identify existing and potential hazards and record them 1.

according to workplace procedures.

I contribute to the development of strategies for implementing risk 2.

controls in line with workplace policies and procedures.

I implement risk controls in line with the hierarchy of risk control 3.

and workplace and legislative requirements.

I can identify and report health and safety issues with risk controls, 4.

including residual risks in line with workplace and legislative

requirements.

I regularly provide information about WHS policies and 5.

procedures to my work team.

I provide information about identified hazards and the outcomes 6.

of risk assessment and risk controls to my work team.

I monitor housekeeping practices and day to day work activities to 7.

ensure that WHS policies and procedures are followed.

I maintain WHS incident records in my work area according to 8.

workplace policies and legislative requirements.

I encourage work team participation in WHS consultative 9.

activities.

I encourage and assist team members to contribute to WHS. 10.

I can follow workplace procedures for a simulated emergency 11.

situation.

In order to apply for RPL, you must have given yourself a skill rating between 3–5 for each statement.




Evidence Tasks for this topic

In Part B of this kit you will need to complete a range of tasks to show that you can do the activities/actions for this

topic. Listed below is a summary of the pieces of evidence you will need to gather or activities you need to

complete.

If you tick ‘No’ for any item, perhaps talk to someone who you work with/have worked with or talk to your assessor – they may be able to remind you of a time when you have done a particular activity or completed a specific piece

of workplace documentation.

Note: in some cases you may not be able to take copies of workplace documentation (or remove them from your

workplace). Your assessor will visit you in your workplace and you will need to show them the evidence you have

gathered (for example, either hard copies or sit in front of a computer and show your assessor all required

documentation). Talk to your supervisor about any confidentiality/privacy requirements (for example, how to black

out or obscure client names and other identifiable information, etc).

Evidence

Can I provide/do this?

Yes No

A workplace risk assessment that you have completed.

A third party report from a supervisor (or other approved third party person) stating that

you have participated in a WHS meeting in the workplace (see Part B for further

information).

A third party report from a supervisor (or other approved third party person) stating that

you consistently follow WHS procedures and complete WHS documentation (see

Part B for further information).

Evidence Brainstorm

Now is the time to think about any other evidence that you may wish to provide for this topic. Write down some

items below and show the list to your assessor at your next meeting. Your assessor will advise you as to whether

you should add any of these items to your Evidence Register.

Other evidence to gather (write down the unit it applies to)

Assessor use only:

Candidate to provide? or

Should I apply for RPL for this unit?

Think about your responses above. Based on your self-assessment and your ability to gather the required

evidence for this topic, should you apply for RPL?

HLTWHS003 Maintain work health

and safety Yes No Not sure (if you are unsure, talk to your assessor)

Candidate’s signature: ___________________________________________________________________________________




Topic 2: Legislation and frameworks

CHCECE009 Use an approved learning framework to guide practice

CHCLEG001 Work within relevant legal and ethical framework



This unit describes the skills and knowledge required to enable educators to provide children with opportunities

to maximise their potential and develop a foundation for future success.

This unit applies to educators working in a range of education and care services.



Self-assessment


Skill Rating Scale:





0, 1, 2, 3, 4, 5

I can investigate different approved frameworks and identify the 1.

framework relevant to my service.

I can recognise the differences between the relevant framework 2.

and other approved frameworks.

I can clarify the relevance of the framework with educators to 3.

identify its relationship to other aspects of law and regulations.

I can investigate how the framework is applied to support 4.

children’s learning.

I have explored and developed an understanding of the principles 5.

and practices of the relevant framework.

I work in collaboration with others to apply the principles and 6.

practices of the learning framework to all aspects of my role as an

educator.

I work in collaboration with others to implement the framework 7.

learning outcomes.

I reflect on my own practices in the workplace and discuss with 8.

supervisor.

I can investigate and document my own involvement in 9.

pedagogical practices in my service.





CHCLEG001 Work legally and ethically


This unit describes the skills and knowledge required to identify and work within the legal and ethical

frameworks that apply to an individual job role.

This unit applies to community services and health workers who play a proactive role in identifying and meeting

their legal and ethical responsibilities.



Self-assessment


Skill Rating Scale:





0, 1, 2, 3, 4, 5

I can identify, access and interpret sources of information about 1.

the legal requirements that apply to my work role.

I can identify the scope and nature of my own legal rights and 2.

responsibilities relating to my work role.

I adhere to the legal requirements, policies and procedures during 3.

my work practice within the scope of my role.

I can recognise potential and actual breaches and report 4.

appropriately, according to organisational procedures.

I can identify, access and interpret sources of information about 5.

the legal and ethical responsibilities that apply to my work role.

I can identify the scope and nature of my own ethical 6.

responsibilities in relation to my work role.

I meet my ethical responsibilities according to workplace policies 7.

and protocol, within the scope of my work role.

I can recognise potential ethical issues and dilemmas and discuss 8.

these with an appropriate person.

I can recognise my own personal values and attitudes and take 9.

into account to ensure that my work practice is non-judgmental.

I use effective problem solving techniques when exposed to 10.

competing value systems.

I can recognise unethical conduct and report to an appropriate 11.

person.

I can recognise potential and actual conflicts of interests and take 12.

appropriate action.

I can identify situations where work practices could be improved 13.

to meet legal responsibilities.

I pro-actively share feedback with colleagues and supervisors. 14.





0, 1, 2, 3, 4, 5

I identify and take opportunities to contribute to the review and 15.

development of organisational policies and protocols.


Evidence Tasks for this topic

In Part B of this kit you will need to complete a range of tasks to show that you can do the activities/actions for this

topic. Listed below is a summary of the pieces of evidence you will need to gather or activities you need to

complete.

If you tick ‘No’ for any item, perhaps talk to someone who you work with/have worked with or talk to your assessor – they may be able to remind you of a time when you have done a particular activity or completed a specific piece

of workplace documentation.

Note: in some cases you may not be able to take copies of workplace documentation (or remove them from your

workplace). Your assessor will visit you in your workplace and you will need to show them the evidence you have

gathered (for example, either hard copies or sit in front of a computer and show your assessor all required

documentation). Talk to your supervisor about any confidentiality/privacy requirements (for example, how to black

out or obscure client names and other identifiable information, etc).

Evidence

Can I provide/do this?

Yes No

Obtain a third party report from a supervisor (or other approved third party person)

stating that you have worked with others to implement an approved learning

framework (see Part B for further information).

Provide a written report about the learning framework you implement in your role as an

educator (see Part B for further information).

Obtain a third party report from a supervisor (or other approved third party person)

stating that you have worked in a manner that meets the legal and ethical requirements

of the early childhood education and care industry (see Part B for further information).

Evidence Brainstorm

Now is the time to think about any other evidence that you may wish to provide for this topic. Write down some

items below and show the list to your assessor at your next meeting. Your assessor will advise you as to whether

you should add any of these items to your Evidence Register.

Other evidence to gather (write down the unit it applies to)

Assessor use only:

Candidate to provide? or




Should I apply for RPL for these units?

Think about your responses above. Based on your self-assessment and your ability to gather the required

evidence for this topic, should you apply for RPL?

CHCECE009 Use an approved

learning framework to guide

practice

Yes No Not sure (if you are unsure, talk to your assessor)

CHCLEG001 Work legally and

ethically

Yes No Not sure (if you are unsure, talk to your assessor)

Candidate’s signature: ___________________________________________________________________________________




Topic 3: First aid in early childhood

HLTAID004 Provide an emergency first aid response in an education and care setting

Note: This unit is not covered by the RPL process.




Topic 4: Child development and creativity

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

CHCECE018 Nurture creativity in children



This unit describes the skills and knowledge required to foster and enhance the holistic development and

wellbeing of children from birth to 6 years of age.

The unit applies to educators working in a range of early education and care service settings.



Self-assessment


Skill Rating Scale:





0, 1, 2, 3, 4, 5

I assess and monitor children’s physical, social, emotional, 1.

cognitive, and language skills and development.

I plan and provide appropriate experiences and opportunities to 2.

foster each child’s fine and gross motor skills.

I plan and provide experiences which challenge the physical skills 3.

and abilities of children.

I promote children’s physical fitness. 4.

I plan and provide opportunities for different forms of social 5.

interaction between children during play, with respect for each

child’s interests, goals and developmental stage.

I create opportunities for children to participate in meaningful 6.

ways in group discussions and shared decision making.

I structure experiences for children in a way that promotes 7.

cooperation and conflict resolution.

I encourage and promote a sense of community within my 8.

workplace.

I arrange the environment in a way that encourages interactions 9.

between children as well as accommodating children’s needs for privacy and quiet.

I provide children with opportunities to investigate ethical issues 10.

relevant to their lives and their communities.

I create opportunities for children to experience strength and 11.

success during play.

I plan and provide opportunities for children to challenge their 12.





0, 1, 2, 3, 4, 5

emerging skills and capabilities.

I provide opportunities for children to engage independently with 13.

tasks.

I create opportunities for children to explore their self-image and 14.

identity through play.

I provide children with opportunities to release their feelings and 15.

express their emotions.

I provide children with opportunities to participate in science, 16.

maths and technology experiences.

I plan and provide opportunities for children to experience the 17.

consequences of their actions and choices through play.

I create learning environments where children are encouraged to 18.

explore, experiment and take appropriate risks in their learning.

I build opportunities for involvement in experiences that support 19.

the investigation of ideas, complex concepts and thinking,

reasoning and hypothesising.

I make opportunities available for children to construct and take 20.

apart, as a strategy for learning.

I provide children with a wide range of everyday materials that 21.

they can use to create patterns, sort, categorise and compare.

I plan and provide developmentally appropriate play experiences 22.

and opportunities to foster language and literacy.

I create opportunities for children to listen and respond to 23.

language.

I value children’s linguistics heritage and encourage the 24.

acquisition of home languages.

I provide children with opportunities to engage with both familiar 25.

and unfamiliar culturally constructed text.

I create environments enriched with literacy including the display 26.

of home languages and Standard English.

I provide resources that encourage children to experiment with 27.

images and print.

I support children to inquire, try new ideas and take on challenges. 28.

I provide resources that offer children challenge, intrigue and 29.

surprise.

I assist to promote children’s sense of belonging and 30.

connectedness.

I engage children in sustained shared conversations to extend 31.

their thinking.

I provide the opportunity to scaffold children’s learning and 32.

development.

I assist children to see their mistakes as opportunities to learn and 33.

grow.

I encourage and facilitate families’ diverse contributions to the 34.

learning community.





0, 1, 2, 3, 4, 5

I share information with colleagues about children’s development 35.

and wellbeing.

I create learning environments where children are able to 36.

immerse themselves in self-directed play.

I recognise spontaneous teachable moments as they occur and 37.

use them to build on children’s learning.

I ensure that there is a balance of child-initiated and educator-38.

supported learning.

I provide learning environments which encourage children to 39.

explore, experiment and take risks in their learning.

I facilitate team collaboration of assessments and evaluation 40.

relating to children’s development and wellbeing.


Candidate name: ______________________________________________________________________________________

Assessor name: _______________________________________________________________________________________

ASSESSOR KIT RPL

CHC50113 Diploma of Early

Childhood Education and Care




This kit is an RPL Assessor’s Kit developed by Eduworks Resources. It is based on a flexible, streamlined model of RPL that aims to guide and support the candidate and the assessor throughout the process.


RTOs that have purchased the license for this kit are given the permission to use and adapt this RPL kit to suit the

needs of their organisation. Please give reference to Eduworks Resources in tools and documents derived from this

kit.

RPL Assessor Kit CHC50113 V1.0 (ID 105541) Page 3


Contents

Contents

Introduction ................................................................................................................................................................................................................. 5

Approach to RPL ................................................................................................................................................................................................ 5

About this RPL Assessment Kit.......................................................................................................................................................................... 5

RPL Assessor Kit ................................................................................................................................................................................................. 5

RPL Candidate Kit .............................................................................................................................................................................................. 6

RPL Third Party Kit ............................................................................................................................................................................................. 7

The RPL process ....................................................................................................................................................................................................... 7

Introducing the candidate to RPL ............................................................................................................................................................. 7

Part A of the RPL Candidate Kit and subsequent meetings ....................................................................................................... 7

Part B of the RPL Candidate Kit and subsequent meetings ....................................................................................................... 8

Finalising assessment .................................................................................................................................................................................... 9

Gap training .......................................................................................................................................................................................................... 9

Record keeping .................................................................................................................................................................................................. 9

RPL evidence ............................................................................................................................................................................................................ 10

The RPL process – an overview .............................................................................................................................................................. 11

Definitions ................................................................................................................................................................................................................... 12

Assessment ........................................................................................................................................................................................................ 12

Dimensions of Competency ...................................................................................................................................................................... 12

Principles of Assessment ............................................................................................................................................................................ 12

Rules of Evidence ............................................................................................................................................................................................ 13

Employability Skills ......................................................................................................................................................................................... 13

Reasonable Adjustment ............................................................................................................................................................................... 13

Assessment Outcome Summary ................................................................................................................................................................... 14

Third Party/Professional Referee Discussion Record ......................................................................................................................... 16

Training Plan ............................................................................................................................................................................................................. 17

RPL Assessment Records .................................................................................................................................................................................. 18

Topic 1: Maintaining work health and safety .................................................................................................................................... 18

Topic 2: Legislation and frameworks .................................................................................................................................................... 23

Topic 3: First aid in early childhood ....................................................................................................................................................... 31

Topic 4: Child development and creativity ........................................................................................................................................ 32



Contents

Topic 5: Safe environments and partnerships with families .................................................................................................... 42

Topic 6: Care and wellbeing ...................................................................................................................................................................... 51

Topic 7: Child protection .............................................................................................................................................................................. 74

Topic 8: Interactions with children ......................................................................................................................................................... 79

Topic 9: Cultural competence .................................................................................................................................................................. 84

Topic 11: Observation and planning .................................................................................................................................................. 104

Topic 12: Curriculum and children’s agency ................................................................................................................................. 109

Topic 13: Leadership and innovation ................................................................................................................................................ 117

Topic 14: Diversity ........................................................................................................................................................................................ 127

Topic 15: Service management............................................................................................................................................................ 133

Topic 16: Professional practice ............................................................................................................................................................. 145



Introduction

Introduction

The purpose of this kit is to guide you through the process of assessing Recognition of Prior Learning (RPL) for

CHC50113 Diploma of Early Childhood Education and Care.

Approach to RPL

RPL is a process that recognises the knowledge and skills already held by a candidate. It ‘involves assessment of an individuals’ relevant prior learning (including formal, informal and non-formal learning) to determine the credit

outcomes of an individual application for credit’ (Australian Qualifications Framework Handbook, 2nd edn, 2013.)

It is further defined by the AQTF and the VET Quality Framework as ‘an assessment process that assesses an individual’s formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a VET

qualification.

A candidate’s RPL application should be based on their ability to demonstrate levels of skill and knowledge

detailed in each unit of competency applied for. They must also be able to apply these skills and knowledge

practically. Examples of the types of evidence that may be used to demonstrate competence is listed below.

The RPL model used by <Organisation> is a guided and supported process that relies on the candidate’s ability to demonstrate their competence by answering verbal questions from an assessor, providing referees and, where

possible, assessing their practical skills in the workplace. Unlike other RPL models, written evidence is used to

back up and support RPL assessment, rather than being based entirely on it. The RPL process will include a

number of interviews between the candidate and the assessor which provides the candidate with an opportunity

to demonstrate level of skill and knowledge.

About this RPL Assessment Kit

This kit consists of three separate documents that guide assessors, candidates and third parties through the RPL

assessment process. Brief details about each kit are provided below.

RPL Assessor Kit

This RPL Assessor Kit has been designed to guide you through the process of making a decision about RPL for

each unit for a particular candidate. It includes:

Instructions and definitions – including a step-by-step procedure for RPL.

Assessment Outcome Summary – to record outcomes against units as they are achieved.

Third Party/Referee Discussion Records – a space to record discussions with professional referees.

Employability Skills Confirmation – for you to record how the candidate has demonstrated each of the

employability skill requirements for this qualification (where applicable). This table is to be used if a candidate

is gaining RPL for a complete qualification.

Training Plan – a space to record a training plan for any skills gaps identified throughout the process.

RPL Assessment Record for each unit – checklists for each unit that include tasks, questioning and

observable items to be assessed, which are mapped to unit of competency requirements.

This RPL Assessor Kit is complemented by the following documents, which are described in further detail below.

RPL Candidate Kit

RPL Third Party Kit.



Introduction

Finalising assessment

To finalise the assessment process, you should undertake these final few steps:

Review the third party person’s ratings, feedback and comments in the RPL Third Party Kit. Their responses may give rise to further questions that you may like to ask the candidate. For example, the third party person

may have identified that the candidate had difficulty understanding a specific task/process at one time. You

may need to then question the candidate about this task/process and see if they now have a better

understanding.

You can contact the third party person if anything in the kit is unclear or ambiguous, or if you want further

detail about any comments provided. The third party person’s detail will be listed in the Third Party Declaration in the kit.

Contact the professional referees listed at the front of the RPL Candidate Kit to discuss the workplace

competency of the candidate for each unit. Ask any questions you feel necessary to help form the

competency decision. Take notes and keep records of your conversations in the Third Party/Professional

Referee Discussion Record in this kit. Now you can make a decision about whether RPL will be granted for

each unit.

Advise the candidate of the outcome when you have completed the process – summarise all outcomes on the

Assessment Outcome Summary in this kit.

If the candidate is completing the full qualification through RPL, you will need to complete the Employability

Skills Confirmation (if applicable to the qualification) to document the evidence submitted against the

employability skills of this qualification.

Gap training

If training is required to achieve a full qualification (and the candidate wishes to gain the full qualification), you are

to document a plan for meeting the training needs and make appropriate arrangements.

Record keeping

You must provide records of interviews and assessment outcomes to the office after each meeting during the RPL

process. On completion of assessment, the following items must be returned to the candidate’s file for archiving:

all evidence submitted

the RPL Candidate Application Kit

the RPL Third Party Kit

the RPL Assessor Kit.

The candidate will then be issued with a qualification or statement of attainment.

Remember!

It is important the candidate is aware that they can contact either yourself or <Organisation> for help if they have

any concerns or difficulties completing their RPL Candidate Kit.

Meetings can be held over the phone, face to face or via video conference.



Introduction

RPL evidence

There are a number of different types of evidence that the candidate will need to provide over the course of the

RPL assessment:

preliminary evidence as part of their submission of Part A, which must include:

– a detailed and up-to-date Curriculum Vitae (CV) showing details of their recent roles – the CV must be

dated and signed

– certified copies of any relevant qualifications and transcripts they have completed

– evidence that they have been working in a relevant role during the past two years – this might include

position descriptions, performance reviews and so on.

mandatory evidence (that is, Evidence Tasks) detailed for each unit in Part B of their kit

supplementary evidence as indicated in their Evidence Brainstorm

completed RPL Third Party Kit, to be submitted with Part B of their kit

direct observation of practical skills (where applicable)

answers to verbal questions they are asked as detailed in this kit.

Supplementary evidence as indicated in the Evidence Brainstorm will vary greatly between candidates due to their

industries/workplaces, job roles and privacy/confidentiality requirements, but may include:

photos or videos of them completing tasks in their workplace (such as using specific equipment or

undertaking repair activities, preparing their work area and so on)

testimonials from others, usually those in a senior position who can confirm experience, level of skill and their

observations of performance

samples of work (for example, workplace policies and procedures, workplace correspondence, reports, other

relevant documentation filled out by the candidate as part of their work duties)

reflective papers, journals or portfolios that relate past learning to the competency requirements of the unit

participation in exactly the same or modified versions of assessments from the non-RPL course.



Introduction

The RPL process – an overview

Candidate enquires about RPL

Assessor and candidate have preliminary

discussion to determine suitability

Candidate receives RPL Candidate Kit if suitable to

go ahead with assessment

Candidate completes and submits Part A of the

RPL Candidate Kit

If deemed suitable to proceed, the candidate

receives a written agreement, invoice for

application fee and a quote for further training

(where applicable)

Candidate is recommended to

undertake formal training

Assessment process begins:

First meeting held; Self-assessment Checklists

reviewed and discussed; evidence plan developed;

third party person approved

Candidate completes Part B of RPL Candidate Kit

Further meetings held: verbal questioning; review

of RPL Third Party Kit, other evidence; practical

skills observed (where required/relevant)

Assessor contacts referees and third party person

Gap training undertaken (if required)

RPL outcome determined


on application


on preliminary discussion

Qualification or statement of

attainment issued



Introduction

Definitions

Assessment

Assessment is ‘The process of collecting evidence and making judgments on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by

the relevant industry competency standards of a Training Package or by the learning outcomes of an accredited

course.’ (Australian Qualifications Framework Handbook, 2nd edn, 2013.)

Dimensions of Competency

To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of

competency ensure the person being assessed has the skills to perform competently in variety of different

circumstances. To be competent, a person must demonstrate the following:

Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical

skills and these are usually described in the performance criteria.

Task Management Skills: These are skills in organising and coordinating, which are needed to be able to

work competently while managing a number of tasks or activities within a job.

Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in

routine and breakdowns while also performing competently.

Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location

and with others. These skills may be described in the range of variables and underpinning skills and

knowledge.

Transfer Skills: The ability to transfer skills and knowledge to new situations and contexts.

Principles of Assessment

To ensure quality outcomes, assessment should ensure:

Validity: Assessment is valid when the process is sound and assesses what it claims to assess. Validity

requires that:

– Assessment against the units of competency must cover the broad range of skills and knowledge that

are essential to competent performance.

– Assessment of knowledge and skills must be integrated with their practical application.

– Judgement of competence must be based on sufficient evidence (that is, evidence gathered on a

number of occasions and in a range of contexts using different assessment methods). The specific

evidence requirements of each unit of competency provide advice on sufficiency.

There are five major types of validity: face, content, criterion (i.e. predictive and concurrent), construct and

consequential.

In general, validity is concerned with the appropriateness of the inferences, use and consequences that result

from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a

candidate (e.g. competent/not yet competent, a grade and/or a mark), based on the evidence of performance

by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision,

exploring alternative explanations for good or poor performance, and feeding them back into the assessment

process to reduce errors when making inferences about competence.

Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed

for a particular purpose and target group may not necessarily lead to valid interpretations of performance and

assessment decisions if the tool was used for a different purpose and/or target group.

Reliability: Reliability refers to the degree to which evidence presented for assessment is consistently

interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the

required competencies in assessment and relevant vocational competencies (or to assess in conjunction

with someone who has the vocational competencies). It can only be achieved when assessors share a

common interpretation of the assessment requirements of the unit(s) being assessed.



Introduction

There are five types of reliability: internal consistency; parallel forms; split-half; inter-rater; and, intra rater. In

general, reliability is an estimate of how accurate or precise the task is as a measurement instrument.

Reliability is concerned with how much error is included in the evidence.

Flexibility: To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods

appropriate to the context, competency and the candidate; and support continuous competency

development.

Fairness: Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires

clear communication between the assessor and the candidate to ensure that the candidate is fully informed

about, understands and is able to participate in, the assessment process, and agrees that the process is

appropriate. It also includes an opportunity for the person being assessed to challenge the result of the

assessment and to be reassessed if necessary (AQTF Users’ Guide to the Essential Conditions and Standards for Continuing Registration 2010).

Rules of Evidence

Authenticity: To accept evidence as authentic, an assessor must be assured that the evidence presented for

assessment is the candidate’s own work. Currency: In assessment, currency relates to the age of the evidence presented by a candidate to

demonstrate that they are still competent. Competency requires demonstration of current performance, so

the evidence collected must be from either the present or the very recent past.

Sufficiency: This relates to the quality and quantity of evidence assessed. It requires collection of enough

appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can

be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence

requirements of each unit of competency provide advice on sufficiency.

Validity: See the definition under Principles of Assessment (AQTF Users’ Guide to the Essential Conditions and Standards for Continuing Registration 2010).

Employability Skills

Employability skills are non-technical skills which play a significant part in contributing to an individual's effective

and successful participation in the workplace. Employability skills are also sometimes referred to as generic skills,

capabilities, enabling skills or key competencies. In Australia the employability skills are:

communication skills, which contribute to productive and harmonious relations between employees and

customers

teamwork skills, which contribute to productive working relationships and outcomes

problem-solving skills, which contribute to productive outcomes

initiative and enterprise skills, which contribute to innovative outcomes

planning and organising skills, which contribute to long-term and short-term strategic planning

self-management skills, which contribute to employee satisfaction and growth

learning skills, which contribute to ongoing improvement and expansion in employee and company

operations and outcomes

technology skills, which contribute to effective execution of tasks.’ (Training Packages @ Work at http://www.tpatwork.com/back2basics/ db4_employabilitysk.htm)

Reasonable Adjustment

Reasonable adjustment refers to measures or actions taken to provide a student with a disability [or a language or

literacy disadvantage] the same educational opportunities as everyone else. To be reasonable, adjustments must

be appropriate for that person, must not create undue hardship for a registered training organisation and must be

allowable within rules defined by the Training Package or Course Curriculum (Training Packages @ Work

http://www.tpatwork.com/back2basics/db8_ reasonable adjus.htm).



Introduction

Assessment Outcome Summary

Candidate Name:

______________________________________________________________________________________________________

The Diploma of Early Childhood Education and Care requires the completion of 23 core units and 5 elective units.

The following list outlines the available units. Record the final results for each unit on this page following the RPL

assessment process.

Note: the core unit HLTAID004 Provide an emergency first aid response in an education and care setting is not

included as part of the RPL process.

Units

Method () Result Sign off by assessor

RPL Training None

Outcome:

refer to legend Date

Assessor

Initials

HLTWHS003 Maintain work health and

safety (C)

CHCECE009 Use an approved learning

framework to guide practice (C)


(C)

CHCECE017 Foster the holistic

development and wellbeing of the child

in early childhood (C)

HLTAID004 Provide an emergency first

aid response in an education and care

setting (C)

CHCECE018 Nurture creativity in

children (C)

CHCECE016 Establish and maintain a

safe and healthy environment for

children (C)

CHCECE026 Work in partnership with

families to provide appropriate

education and care (C)

CHCECE002 Ensure the health and

safety of children (C)

CHCECE003 Provide care for children

(C)

CHCECE004 Promote and provide

healthy food and drinks (C)

CHCECE005 Provide care for babies

and toddlers (C)

CHCPRT001 Identify and respond to

Outcome Legend:

RPL-C = RPL Competent/ Achieved

RPL-NA = RPL Not Achieved

C = Competent (only use if training has taken place, non-RPL assessment)

NYC = Not Yet Competent (only use if assessment is non-RPL assessment)

CT= Credit Transfer NR = National Recognition



Introduction

Units

Method () Result Sign off by assessor

RPL Training None

Outcome:

refer to legend Date

Assessor

Initials

children and young people at risk (C)

CHCECE007 Develop positive and

respectful relationships with children (C)

CHCDIV002 Promote Aboriginal and/or

Torres Strait Islander cultural safety (C)

CHCECE001 Develop cultural

competence (C)

CHCECE020 Establish and implement

plans for developing cooperative

behaviour (C)

CHCECE021 Implement strategies for

the inclusion of all children (C)

CHCECE023 Analyse information to

inform learning (C)

CHCECE022 Promote children’s agency

(C)

CHCECE024 Design and implement the

curriculum to foster children’s learning and development (C)

BSBLDR502 Lead and manage effective

workplace relationships (E)

BSBINN502 Build and sustain an

innovative work environment (E)

CHCDIV001 Work with diverse people

(E)

CHCECE019 Facilitate compliance in an

education and care setting (C)

CHCECE025 Embed sustainable

practices in service operations (C)

CHCPOL002 Develop and implement

policy (E)

CHCPRP003 Reflect on and improve

professional practice (E)

Assessor’s signature: ___________________________________________________________________________________

Name: _______________________________________________ Date: _______________________________________

Candidate’s signature: _________________________________________________________________________________

Name: _______________________________________________ Date: _______________________________________



Introduction

Third Party/Professional Referee Discussion Record

Record your discussions with the third party person and/or professional referee.

Referee’s Details/Third Party Person 1

Name:

Position:

Relationship to Candidate:

Contact Details:

Date of Discussion:

Details of Discussion:

Referee’s Details/Third Party Person 2

Name:

Position:

Relationship to Candidate:

Contact Details:

Date of Discussion:

Details of Discussion:



Introduction

Training Plan

Use this page if skills gaps are identified during the RPL process and a plan is needed to provide training in order

to achieve a full qualification. Document which units the plan applies to, how the candidate will participate in

training and how assessments will be completed.

Once completed, provide this information to the office for quoting purposes.

Training Plan

Candidate name:

Relating to units:

Training Plan




RPL Assessment Records



Unit HLTWHS003 Maintain work health and safety

Application This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.

This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.


Evidence required

for this unit

Note: any information provided by the candidate must have identifiable data blacked out

Workplace risk assessment completed by candidate in the workplace

Third party report from a manger/supervisor stating that the candidate has participated in a WHS meeting in the workplace and provided WHS information to at least two workers, including:

explaining work place policies and procedures

demonstrating safe housekeeping practices

correctly using PPE.

Third party report from a manger/supervisor stating that the candidate:

consistently monitors safety procedures in their day-to-day work activities

follows procedures for reporting hazards

completed a workplace incident report

has participated in a simulated emergency drill at least once.

Has a third party report been provided for this unit?

Other (please specify):

Core/Elective Core

Performance

evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the

context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and

workplace procedures:

conducted a workplace risk assessment and recorded the results, including: Task 1

identification of hazards and potential hazards Task 1

risk assessment Task 1

strategies for minimising risk Task 1

analysis of residual risk. Task 1

provided WHS information to at least two workers, including: Task 2




explanation of WHS policies and procedures Task 2

demonstration of safe housekeeping practices Task 2

correct use of personal protective equipment (PPE). Task 2

consistently monitored safety procedures in the day-to-day work activities required by the job role Task 3

completed a workplace incident report Task 3

followed workplace procedures for a simulated emergency situation. Task 3




Legend: S/I = Sufficient/Insufficient

Evidence Tasks Key points/answer guide Further assessor comments S/I

Mapping

WHS003

The candidate will need to gather workplace risk assessment and third party reports.

They will need to show this evidence to you and answer the questions as detailed below.

1. Candidates are to provide a risk assessment they have completed in their workplace.

Questions to ask the candidate about their experiences:

Describe the potential hazard or hazards that you identified in your risk assessment.

What was your assessment of the hazard/s?

What strategies did you come up with to minimise the risks?

How did you implement risk controls?

Where there any residual risks? How did you determine whether there were/were not?

Where does your workplace store risk assessments and incident reports?

Talk me through the principles of hazards and risk assessments and the concept of the hierarchy of control.

Explain your workplace’s policies and any legislative requirements relating to:

reporting health and safety issues

WHS record keeping.

Candidate provided a workplace risk assessment completed by themselves in their workplace.

Candidate described the potential hazard/s identified in the risk assessment.

Candidate explained the risk assessment and possible strategies to minimise risks.

Candidate described how they implemented risk controls.

Candidate described their analysis of residual risks.

Candidate is aware of where workplace risk assessments and incident reports are kept in the workplace.

Candidate has sound knowledge of the principles of hazards and hierarchy of control.

Candidate has sound knowledge of workplace policies and legislative requirements for reporting health and safety issues and record keeping in their workplace.

PE1, PE1.1, PE1.2,

PE1.3, PE1.4, 1.1,

1.2,1.3, 1.4, 2.4, 3.2,

KE1.3, KE3, KE3.1,

KE3.2, KE3.3, KE3.4,

KE3.5

2. Candidates are to provide a third party report from their workplace manager/supervisor stating that they have participated in a WHS meeting in the workplace, including:

providing WHS information to at least two workers

explaining WHS policies and procedures

demonstrating safe housekeeping practices

correct use of PPE.


What were the WHS policies and procedures that you referred to during your meeting/s?

What was the purpose of the meeting/discussion?

Describe the safe housekeeping practices that you demonstrated and why you demonstrated these.

What PPE you use at work and how you correctly use these items as you demonstrated to work colleagues.

Candidate provided a third party report from workplace manager/supervisor stating that the candidate has actively participated in a WHS meeting.

Candidate described the purpose of the meeting and listed the WHS policies and procedures that they referred to during the meeting.

Candidate described the safe housekeeping practices discussed with and demonstrated these during the meeting.

Candidate listed the PPE used in their workplace and how these items are correctly used.

PE2, PE2.2, PE2.3,

2.1, 2.2, 3.1, 3.3, KE5




Questioning Key points/answer guide Further assessor comments S/I

Mapping

WHS003

1. Tell me about your state or territory’s legislative requirements. You will need to tell me about:

Your state or territory’s WHS authorities – who are they?

What are the rights and responsibilities of a person conducting a business or undertaking officers (including duty of care)?

What are the rights and responsibilities of workers (including duty of care)?

What are the regulatory requirements relevant to your industry?

What hazardous manual tasks you do in your work role and what requirements relate to these?

Requirements relevant to infection control.

Candidate has sound knowledge of state/ territory legislation and how it impacts on their workplace’s regulations, codes of practice and industry standards including:

Their state/territory WHS authorities

The rights and responsibilities of a person conducting a business or undertaking officers and workers, including duty of care

Regulatory requirements relevant to their particular industry

Hazardous manual tasks

Infection control

KE1, KE1.1, KE1.2,

KE1.4, KE1.5, KE1.6

2. What are some hazards that are common to your workplace and work role? How might they cause harm?

Candidate lists at least two common hazards in their work environment and how these hazards can cause harm.

KE2

Additional Comments on Topic 1

Results RPL or NYC Date Assessor Name Assessor Signature Candidate Name Candidate Signature

HLTWHS003 Maintain work

health and safety







Unit CHCECE009 Use an approved learning framework to guide practice

Application This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future

success.



Evidence required

for this unit

Note: any information provided by the candidate must have identifiable data blacked out.

Third party report from a supervisor (or other approved third party person) stating that the candidate:

has worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care setting

has worked closely with others and under supervision to help implement the framework

consistently reflects on and discusses their practice with their supervisor and other colleagues.

Written report:

Candidate is required to investigate and document at least two examples of how the learning framework is demonstrated in their workplace

Candidate is required to research and document at least one example of how each principle of the learning framework is reflected in the service

Candidate is required to investigate and document their own involvement

in at least three examples of pedagogical practices in their workplace.



Core/Elective Core

Performance

evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care service, including:

Task 1

investigating and documenting at least two examples of how the learning framework is demonstrated in the service

Task 2

researching and documenting at least one example of how each principle of the learning framework is reflected in the service

Task 2

working closely with others and under supervision to help implement the framework Task 1

reflecting on and discussing practice with supervisor and others Task 1

investigated and documented their own involvement in at least three examples of pedagogical practices in the service.

Task 2




Unit CHCLEG001 Work legally and ethically

Application This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.

This unit applies to community services and health workers who play a proactive role in identifying and meeting their legal and ethical responsibilities.


Evidence required

for this unit

Note: any information provided by the candidate must have identifiable data blacked out

Third party report from a supervisor (or other approved third party person) stating that the candidate:

has completed workplace activities in accordance with legal and ethical

requirements in at least three different situations

has developed appropriate responses to at least three different legal or ethical

issues in the workplace

has identified and communicated at least two potential work practice

improvements designed to enhance workplace responsiveness to legal and

ethical requirements.



Core/Elective Core

Performance

evidence


context of the job role. There must be evidence that the candidate has:

completed workplace activities in accordance with legal and ethical requirements in at least three different

situations

Task 3

developed appropriate responses to at least three different legal or ethical issues relevant to the work role Task 3

identified and communicated at least two potential work practice improvements designed to enhance workplace

responsiveness to legal and ethical requirements

Task 3






Mapping

ECE009 LEG001

The candidate will need to gather written report and third party reports.


1. Candidates are to provide a third party report from a supervisor or (other approved third party person) stating that the candidate:

works collaboratively with at least one other educator to implement an approved learning framework within an approved education and care setting

works closely with others and under supervision to help implement the framework

consistently reflects on and discusses practice with supervisor and others.


What is the name of the learning framework you implement in your work role?

Describe how you apply the principles and practices of the learning framework to all aspects of your role as an educator.

How does the implementation of the learning framework support children’s learning?

Candidate provided a third party report from a supervisor or (other approved third party person) stating that the candidate:

works collaboratively with at least one other educator to implement an approved learning framework within an approved education and care setting

works closely with others and under supervision to help implement the framework

consistently reflects on and discusses practice with supervisor and others.

The candidate named the correct learning framework implemented in their work role.

Candidate described how they apply the principles and practices of the learning framework to all aspects of their role as an educator.

Candidate described how the implantation of the learning framework in their work role supports children’s learning.

PE1, PE1.3, PE1.4,

2.3, 2.4, 2.5

2. Candidates are to provide a written report

Requirements of the report:

Candidate is required to investigate and document at least two examples of how the learning framework is demonstrated in their workplace.

Candidate is required to research and document at least one example of how each principle of the learning framework is reflected in their service.

Candidate is required to document their own involvement in at least three examples of pedagogical practices in their

Candidate provided a written report in a word document and addressed all of the requirements as follows:

Candidate investigated and documented at least two examples of how the learning framework is demonstrated in their workplace.

Candidate researched and documented at least one example of how each principle of the learning framework is reflected in their service.

Candidate documented their own involvement in at least three examples of pedagogical practices in their workplace.

PE1.1, PE1.2, PE1.5,

1.1, 2.1, 2.2




Additional Comments on Topic 2

Results RPL or NYC Date Assessor Name Assessor Signature Candidate Name Candidate Signature

CHCECE009 Use an approved

learning framework to guide

practice

CHCLEG001 Work legally and

ethically

Topic 3: First aid in early childhood

HLTAID004 Provide an emergency first aid response in an education and care setting

Note: This unit has not been included as part of this RPL process.




Topic 4: Child development and creativity CHCECE017 Foster the holistic development and wellbeing of the child in early childhood


Unit CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

Application This unit describes the skills and knowledge required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age.

The unit applies to educators working in a range of early education and care service settings.


Evidence required

for this unit


Third party report from a supervisor (or other approved third party person stating that the candidate has planned for and provided at least three opportunities for children of varying ages to develop in a range of areas over a period of 240 hours in at least one regulated education and care service including:

Facilitating and supporting emotional and psychological development in children

Encouraging self-help and independence of children

Opportunities to foster children’s positive self-concept and self-esteem

Providing a positive and safe environment to encourage children to express thoughts, feelings and ideas.

Supporting programming documents relevant to the required third party report,

including but not limited to:

observations

learning stories

program plans

daily/weekly reflections.

Note: (please ensure that you adhere to all organisational policies and procedures regarding privacy and confidentiality before providing supporting documents).



Core/Elective Core

Performance

evidence


context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

planned and provided at least three opportunities for children of varying ages to develop in a range of areas,

including:

Task 1 and Task 2

facilitating and supporting emotional and psychological development in children Task 1 and Task 2

encouraging self-help and independence of children Task 1 and Task 2

planning opportunities to foster children’s positive self-concept and self-esteem Task 1 and Task 2

providing a positive and safe environment to encourage children to express thoughts, feelings and ideas. Task 1 and Task 2

performed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work

in at least one regulated education and care service.

Task 1 and Task 2




Unit CHCECE018 Nurture creativity in children

Application This unit describes the skills and knowledge required to nurture creativity in children.

The unit applies to educators who work with children in a variety of education and care services.


Evidence required

for this unit


Third party report from a supervisor (or other approved third party stating that the candidate has planned and provided at least three programs or active learning environments that foster creativity in children of varying ages including;

creative experiences initiated by children

dramatic and imaginative play opportunities

creative approaches to routines

opportunities for each child to develop expression and skills.

Third party report from a supervisor (or other approved third party stating that the candidate has facilitated the active participation of at least three children of varying ages through encouragement, appropriate interactions and communication.



Core/Elective Core

Performance

evidence



planned and provided at least three programs or active learning environments that foster creativity in for children of varying ages, including:

Task 3

creative experiences initiated by children Task 3

dramatic and imaginative play opportunities Task 3

creative approaches to routines Task 3

opportunities for each child to develop self-expression and skills. Task 3

facilitated the active participation of at least three children of varying ages through encouragement, appropriate interactions and communications.

Task 4






Mapping

ECE017 ECE018

The candidate will need to gather third party reports and supporting program planning documentation.


1. Candidates are to provide a third party report from a supervisor (or other approved third party person stating that the candidate has planned for and provided at least three opportunities for children of varying ages to develop in a range of areas over a period of 240 hours in at least one regulated education and care service including:






List some of the materials you used in the program that offer challenge, intrigue and surprise

Describe how you engage children in sustained conversations to extend their thinking

How do you recognise teachable moments as they occur and build on children’s learning?

Give me an example of the opportunities you provide to scaffold children’s learning and development.

Candidate provided a third party report from a supervisor (or other approved third party person stating that the candidate has planned for and provided at least three opportunities for children of varying ages to develop in a range of areas over a period of 240 hours in at least one regulated education and care service including:





Candidate listed some of the materials they used in the program that offer challenge, intrigue and surprise.

Candidate described how they engage children in sustained conversations to extend their thinking.

Candidate described how they recognise teachable moments as they occur and build on children’s learning.

Candidate gave an example of the opportunities they provide to scaffold children’s learning and development.

PE1, PE1.1, PE1.2,

PE1.3, PE1.4, PE2,

6.2

2. Supporting programming documents relevant to the required third party report in Task 1, including but not limited to:

observations

learning stories

Candidate obtained required supporting program planning documentation.

Candidate displays knowledge of the methods of observation to assess and monitor all aspects of children’s skills and development.

1.1, 2.1, 3.1, 4.1, 5.1

5.1



Topic 5: Safe environments and partnerships with families

Topic 5: Safe environments and partnerships with families CHCECE016 Establish and maintain a safe and healthy environment for children

CHCECE026 Work in partnership with families to provide appropriate education and care

Unit CHCECE016 Establish and maintain a safe and healthy environment for children

Application The unit describes the skills and knowledge to establish and maintain a safe and healthy environment for children.



Evidence required

for this unit


Third party report from a supervisor (or other approved third party) stating that the candidate has established and maintained an environment that is safe and healthy for children in an early education and care service, including:

Communicating hazards and safety issues to appropriate persons within the service

Coordinating emergency responses including evacuation plans

Planning and coordinating the supervision of children

Promoting and monitoring safety practices including the administration of medicines and safe handling of food

Coordinating appropriate procedures for handling infections and illness, including communicating with families

Enacting strategies to support children to take increasing responsibility for their own health and physical wellbeing.



Core/Elective Core

Performance

evidence



established and maintained an environment that is safe and healthy for children in at least once service, including: Task 1

communicating hazards and safety issues to appropriate persons within the service Task 1

coordinating emergency responses including evacuation plans Task 1

planning and coordinating supervision of children Task 1

promoting and monitoring safety practices, including administration of medicines and safe handling of food Task 1

coordinating appropriate procedures for handling infections and illnesses, including communicating with

families

Task 1

enacting strategies to support children to take increasing responsibility for their own health and physical

wellbeing.

Task 1




Unit CHCECE026 Work in partnership with families to provide appropriate education and care for children

Application This unit describes the skills and knowledge required to work in partnership with families to provide appropriate education and care for the child.



Evidence required

for this unit


Third party report from a supervisor (or other approved third party) stating that the candidate has worked collaboratively with at least three families to support education and care, including;

communicating information about children’s interests and development developing care strategies together


involving families in the service and program by encouraging participation in children’s experiences

providing opportunities for families to give feedback on the service and program.



Core/Elective Core

Performance

evidence



worked collaboratively with at least three different families to support education and care, including: Task 2

– communicating information about children’s interests and development Task 2

– developing care strategies together Task 2

– engaging in discussion relevant to the child and family Task 2

involved families in the service/program by: Task 2

– encouraging participation in children’s experiences Task 2

– providing opportunities for families to give feedback on service/program Task 2






Mapping

ECE016 ECE026

The candidate will need to gather required third party reports.


1. Candidates are to provide a third party report from a supervisor (or other approved third party) stating that the candidate has established and maintained an environment that is safe and healthy for children in an early education and care service, including:








Describe a time when you have discussed a child’s health needs and daily routine during the enrolment process. What questions did you ask the child’s parent/guardian?

How do you ensure that any concerns or questions about a child’s health needs are conveyed to the child’s family?

List two strategies you have implemented to support children to take increasing responsibility for their own health and physical wellbeing.

Describe the procedure you follow in relation to notifying families of illness and

Candidate provided required third party report from a supervisor (or other approved third party) stating that the candidate has established and maintained an environment that is safe and healthy for children in an early education and care service, including:







Candidate described a time when they have discussed a child’s health needs and daily routine during the enrolment process and discussed the questions they asked the child’s parent/guardian?

Candidate described how they ensure that any concerns or questions about a child’s health needs are conveyed to each child’s family.

Candidate listed two strategies they have implemented to support children to take increasing responsibility for their own health and physical wellbeing.

Candidate described the procedure they follow in relation to notifying families of illness and injuries that affect children in the service.

PE1, PE1.1, PE1.2,

PE1.3, PE1.4, PE1.5,

PE1.6, 1.1, 1.2





Mapping

ECE016 ECE026

injuries that affect children in the service.

2. Candidate is to provide a third party report from a supervisor (or other approved third party) stating that the candidate has worked collaboratively with at least three families to support education and care, including:

communicating information about children’s interests, relationships, experiences and development

developing care strategies together





What opportunities do you give families to provide feedback on the service and program?

How do you communicate information with families about children’s interests and development?

How do you inform families of any incidents affecting their child?

Tell me about a time when you have engaged in shared decision making with a family regarding their child

Candidate provided a third party report from a supervisor (or other approved third party) stating that they have worked collaboratively with at least three families to support education and care, including:

communicating information about children’s interests, relationships, experiences and development





Candidate discussed the opportunities they give families to provide feedback on the service and program.

Candidate described how they communicate information with families about children’s interests and development.

Candidate described how they inform families of any incidents affecting their child.

Candidate discussed a time when they have engaged in shared decision making with a family regarding their child.

PE1, PE1.1, PE1.2,

PE1.3, PE2, PE2.1,

PE2.2, 2.1, 2.2, 2.4

3. Candidates are to provide copies of any other evidence that you indicated was appropriate to gather on their Evidence Brainstorm.

Detail questions asked to the candidate in the ‘Further assessor comments section’.

Candidate obtained the required documentation.

Candidate’s responses to questions about extra pieces of evidence were suitable and demonstrated appropriate knowledge of topic discussed.

Questioning Key points/answer guide Further assessor comments S/I Mapping

Candidate name: _________________________________________________________________________________________

THIRD PARTY KIT RPL

CHC50113 Diploma of Early Childhood

Education and Care




This kit is an RPL Third Party Kit developed by Eduworks Resources. It is based on a flexible, streamlined model of RPL that aims to

guide and support the candidate and the assessor throughout the process.


RTOs that have purchased the license for this kit are given the permission to use and adapt this RPL kit to suit the needs of their

organisation. Please give reference to Eduworks Resources in tools and documents derived from this kit.

RPL Third Party Kit CHC50113 V1.0 (ID 106088) Page 3


Contents

Introduction ................................................................................................................................................................................................................. 5

Who should complete this kit?.......................................................................................................................................................................... 5

What do I have to do? ............................................................................................................................................................................................ 5

How are my comments used in the assessment decision? ............................................................................................................ 5

Skill rating scale ........................................................................................................................................................................................................ 5

Third Party Declaration .......................................................................................................................................................................................... 6

Assessor contact ...................................................................................................................................................................................................... 6

Third Party Declaration .......................................................................................................................................................................................... 7

Units to complete ..................................................................................................................................................................................................... 9

Checklists .................................................................................................................................................................................................................... 10

HLTWHS003 Maintain work health and safety ............................................................................................................................ 10

CHCECE009 Use an approved learning framework to guide practice .......................................................................... 12

CHCLEG001 Work legally and ethically ........................................................................................................................................... 15

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood ............................ 17

CHCECE018 Nurture creativity in children ..................................................................................................................................... 19

CHCECE016 Establish and maintain a safe and healthy environment for children ................................................ 21

CHCECE026 Work in partnership with families to provide appropriate education and care ............................. 23

CHCECE002 Ensure the health and safety of children ............................................................................................................ 25

CHCECE003 Provide care for children ............................................................................................................................................. 27

CHCECE004 Promote and provide healthy food and drinks ............................................................................................... 29

CHCECE005 Provide care for babies and toddlers ................................................................................................................... 31

CHCPRT001 Identify and respond to children and young people at risk ...................................................................... 34

CHCECE007 Develop positive and respectful relationships with children ................................................................... 36

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety ........................................................... 37

CHCECE001 Develop cultural competence .................................................................................................................................. 39

CHCECE020 Establish and implement plans for developing cooperative behaviour ........................................... 41

CHCECE021 Implement strategies for the inclusion of all children ................................................................................. 43

CHCECE023 Analyse information to inform learning ............................................................................................................... 45

CHCECE022 Promote children's agency ........................................................................................................................................ 47

CHCECE024 Design and implement the curriculum to foster children's learning and development........... 49

BSBLDR502 Lead and manage effective workplace relationships .................................................................................. 51



BSBINN502 Build and sustain an innovative work environment ...................................................................................... 54

CHCDIV001 Work with diverse people ............................................................................................................................................. 57

CHCECE019 Facilitate compliance in an education and care service........................................................................... 59

CHCECE025 Embed sustainable practices in service operations .................................................................................... 61

CHCPOL002 Develop and implement policy................................................................................................................................ 63

CHCPRP003 Reflect on and improve professional practice ................................................................................................. 65



RPL THIRD PARTY REPORT

Introduction

Thank you for agreeing to complete this RPL Third Party Kit, which will contribute to evidence for the Recognition of

Prior Learning process the candidate is currently undertaking for CHC50113 Diploma of Early Childhood Education

and Care.

Who should complete this kit?

This kit is to be completed by someone who is currently working, or has previously worked, in a supervisory

capacity to the candidate and can confirm their skills and knowledge as relevant to workplace performance.

What do I have to do?

This kit includes a checklist for each unit in the Diploma of Early Childhood Education and Care. We ask that you

answer the questions as they relate to the candidate’s performance by providing a rating from the skill rating scale

below.

Please add your comments about how you have seen the candidate demonstrate these skills.

You can also record any concerns you may have about their competence in the feedback section. There may be

some units that you don’t need to complete, as the candidate may be completing only part of the qualification, and

some units in this kit are optional electives. The candidate’s assessor will have indicated in this kit which checklists

you are to fill out.

Note: Some units will require you to write a short summary of the student’s ability to complete specific workplace activities. This is required in situations where the student may not be able to provide evidence due to

confidentiality/privacy concerns – you will need to explain how you have seen the student do this type of work and

whether they are able to do it competently and in line with workplace procedures/requirements.

How are my comments used in the assessment decision?

There are no right or wrong answers. It is your perception or opinion that is important. You are not providing the

assessment decision; however, your comments will assist the assessor in forming their final opinion of the

candidate’s competence. The candidate will provide a range of evidence to help the assessor make the final

decision.

Skill rating scale

The rating scale below details the ratings you can give the candidate in each checklist. If you do not feel you are in

a position to provide an opinion about a particular question, please leave it blank.

Skill Rating Scale

0 = Not applicable You do not believe this is relevant to the position or requirements of industry.

1 = Not skilled The candidate is not competent in this area. They require support in normal day-

to-day routines and do not have the required skills and knowledge.

2 = Not competent –

Limited skills

The candidate has low depth of skill in this area, perhaps with ability in some

areas but not all. This indicates that they require intermittent support to complete

these tasks, including in routine and predictable situations. They may have some

skills and knowledge in this area but it is not in-depth.

3 = Mostly competent –

Assistance required

sometimes

The candidate is able to perform most tasks and has some depth of skill. They

can perform competently during routine situations with occasional assistance

required for complex application and non-routine situations. They have good

skills and knowledge in this area but sometimes need to refer to others for

support.

4 = Competent without

assistance

The candidate has sound and in-depth level of skill and competency. This

indicates they are able to complete tasks independently, are able to respond

appropriately to contingencies and are capable in a range of contexts both

routine and non-routine. They have in-depth skills and knowledge in the area.




Skill Rating Scale

5 = Able to support others The candidate has detailed and advanced skills and is able to support and

mentor others. This indicates that they are able to provide leadership and

support to others and have comprehensive skills and knowledge which may be

more in-depth than required by this unit.

When filling out the checklists, consider:

Is the candidate able to perform the described criteria competently, consistently and in a range of situations

and contexts? Would they be able to perform the task in a different workplace or away from their normal

working conditions? Are they able to perform competently, even when busy and when things go wrong? If

yes, then the candidate is likely to be ‘Competent without assistance’ in this area and they may be ‘Able to

support others’. Does the candidate perform competently most of the time, but sometimes requires support from others to

provide reassurance or guidance? If so, this may suggest they are ‘Competent without assistance’. Is the candidate able to perform competently, but unsure in other environments or if something does not go

according to the usual plan? If so, this suggests that they may be ‘Mostly competent – assistance required

sometimes’. Is the candidate able to complete some tasks described, but not all? If so, this indicates they are ‘Not

competent – limited skills’.

Third Party Declaration

Please complete the Third Party Declaration (see the next page) and ensure you provide your contact details on

this form.

Assessor contact

An assessor from our organisation will contact you to discuss the candidate’s performance and ask any questions related to the feedback you will provide. This is purely to help the assessor make an assessment decision.




Third Party Declaration

Name of third party person: _______________________________________________________________________

Name of candidate: _____________________________________________________________________________

Please complete the following information.

Your name: _____________________________________________________________________________________

Name of organisation: ___________________________________________________________________________

Your position title: _______________________________________________________________________________

Length of time you have worked in management/supervisory position to the candidate:

____________________________________________________________________________________________

Your qualification details:

Qualification name: _____________________________________________________________________________

Institute completed: ______________________________________________________________________________

Year completed: _________________________________________________________________________________



Year completed: _________________________________________________________________________________



Year completed: _________________________________________________________________________________

Length of time you have known the candidate?

Less than 1 year 1–2 years 2–5 years More than 5 years

Your relationship to the candidate: Supervisor / Manager / Employer (circle one)

Please detail when and where you worked with the candidate and how long you worked with them for.

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________




Units to complete

The units included in the CHC50113 Diploma of Early Childhood Education and Care are listed below.

It may have been established that the candidate is only applying for RPL for certain units in the qualification. If this

is the case, you will not need to fill out all of the checklists in this kit.

The assessor has ticked the units below that you will need to complete.

Units

Checklist to be

completed?

HLTWHS003 Maintain work health and safety (C)

CHCECE009 Use an approved learning framework to guide practice (C)

CHCLEG001 Work legally and ethically (C)

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood (C)

CHCECE018 Nurture creativity in children (C)

CHCECE016 Establish and maintain a safe and healthy environment for children (C)

CHCECE026 Work in partnership with families to provide appropriate education and care (C)

CHCECE002 Ensure the health and safety of children (C)

CHCECE003 Provide care for children (C)

CHCECE004 Promote and provide healthy food and drinks (C)

CHCECE005 Provide care for babies and toddlers (C)

CHCPRT001 Identify and respond to children and young people at risk (C)

CHCECE007 Develop positive and respectful relationships with children (C)

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety (C)

CHCECE001 Develop cultural competence (C)

CHCECE020 Establish and implement plans for developing cooperative behaviour (C)

CHCECE021 Implement strategies for the inclusion of all children (C)

CHCECE023 Analyse information to inform learning (C)

CHCECE022 Promote children’s agency (C)

CHCECE024 Design and implement the curriculum to foster children’s learning and development (C)

BSBLDR502 Lead and manage effective workplace relationships (E)

BSBINN502 Build and sustain an innovative work environment (E)

CHCDIV001 Work with diverse people (E)

CHCECE019 Facilitate compliance in an education and care setting (C)

CHCECE025 Embed sustainable practices in service operations (C)

CHCPOL002 Develop and implement policy (E)

CHCPRP003 Reflect on and improve professional practice (E)



Skill Rating Scale

0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent

without assistance; 5 = Able to support others

Checklists



This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.

This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.


Did the candidate: Yes No

Skill rating

0, 1, 2, 3, 4, 5

1. Conduct a workplace risks assessment and record the results?

2. Identify hazards and potential hazards?

3. Assess risks and put in place strategies to reduce the risks?

4. Always apply safe housekeeping practices?

5. Use PPE correctly?

6. Consistently monitor safety procedures during their day-to-day

work activities?

7. Complete a workplace incident report?

8. Participate in at least one simulated emergency drill?

9. Participate in at least one workplace safety meeting where they:

provided WHS information to at least two workers

explained service policies and procedures

discussed safe housekeeping practices

demonstrated correct use of PPE.



Skill Rating Scale



Please provide a short report of the candidate’s abilities and performance in regards to the points above.

Feedback

Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?

Further comments/feedback:

Name of Third Party:

Signature of Third Party: Date:



Skill Rating Scale





This unit describes the skills and knowledge required to enable educators to provide children with opportunities to

maximise their potential and develop a foundation for future success.





Skill rating

0, 1, 2, 3, 4, 5

1. Work collaboratively with at least one other educator to

implement an approved learning framework within an approved

education and care setting?

2. Work closely with others and under supervision to help

implement the framework?

3. Consistently reflect on and discussed their own practice with

yourself (or their supervisor) and their colleagues?




Skill Rating Scale

