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CHCECE030 Student Pack V10.0_converted Flipbook PDF
CHCECE030 Student Pack V10.0_converted
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Student Pack What is the purpose of this document? The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered. The information includes the following: • • •
Information related to the unit of competency Guidelines and instructions to complete each task and activity A student evaluation form
Student Evaluation Form These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.
Link to other unit documents • • •
The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student. The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements. The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.
Document Usage CAQA Resources https://caqaresources.com.au/ Student Pack © 2022 CAQA Resources, CAQA and RTO Training Resources This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template. License Agreement: Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below. If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
1. Student and trainer details Student details Full name: Student ID: Contact number: Email address: Trainer details Full name:
2. Qualification and unit of competency Qualification/Course/Program Details Code:
CHC30121
Name:
Certificate III in Early Childhood Education and Care
Unit of competency Code:
CHCECE030
Name:
Support Inclusion and Diversity
Releases:
1.0
Release date:
20/Jul/2021
3. Assessment Submission Method ☐
By hand to trainer/assessor ☐
☐
Online submission via Learning Management System (LMS)
☐
Any other method _________________________________________________
By email to trainer/assessor
(Please describe here)
4. Student declaration • •
• •
I have read and understood the information in the Unit Requirements prior to commencing this Student Pack I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack; For the purposes of assessment, I give the trainer/assessor permission to: o o
Reproduce this assessment and provide a copy to another member of staff; and Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature:
________________________________
Date: ____/_____/______________
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
5. Assessment Plan The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways. Evidence number/ Assessment method/ Type of evidence/ Sufficient evidence Task number Task name recorded/Outcome Assessment task 1 Knowledge Test (KT) S / NS (First Attempt) S / NS (Second Attempt) Assessment task 2 Assessment task 3
Observation Documentation / Reflective Journal / Action Plan Record (RJ / DR)
S / NS (First Attempt)
Practical Task (PT)
S / NS (First Attempt)
S / NS (Second Attempt) S / NS (Second Attempt)
Assessment task 4
Workplace Observation (WO)
S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 5
Third Party Observation (TPO)
S / NS (First Attempt) S / NS (Second Attempt)
Outcome
C ☐ NYC ☐
Date assessed:
Trainer signature:
6. Completion of the Assessment Plan Your trainer is required to fill out the Assessment Plan Outcome records above, when: • • • •
You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency. Your work has been reviewed and assessed by your trainer/assessor. You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency. You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as: • • • •
Result of Assessment (satisfactory or unsatisfactory) Student name, signature and date Assessor name, signature and date Relevant and detailed feedback
7. Unit Requirements You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.
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Unit Code: CHCECE030
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Student Pack
Pre-Assessment Checklist: Task 1 - Knowledge Test The purpose of this checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. Section 2: Reasonable adjustments I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment Declaration (Student to complete) ☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________
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Unit Code: CHCECE030
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Student Pack
Assessment method-based instructions and guidelines: Knowledge Test Assessment type •
Written Questions
Instructions provided to the student: Assessment task description: • • • • •
This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency. The Knowledge Test is comprised of twelve (12) written questions. You must respond to all questions and submit them to your Trainer/Assessor. You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions: • • • • • •
All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test). You must read and respond to all questions. You may handwrite/use a computer to answer the questions. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts: • • •
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.
Location: •
This assessment task may be completed in: a classroom learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment. ☐ ☐
•
Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
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Student Pack Instructions for answering the written questions: • • • • • • • •
Complete a written assessment consisting of a series of questions. You will be required to answer all the questions correctly. Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer. Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking. Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality. You must write your responses in your own words. Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used. When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment This assessment task is designed to contribute to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours in a range of contexts and industry settings and knowledge regarding the following: •
• • •
• •
•
Knowledge of requirements of the National Quality Standard and related regulations and laws applicable to this unit including: o collaborative partnerships with families and communities o educational program and practice o relationships with children Knowledge of how inclusion and diversity is reflected in the relevant approved learning frameworks Knowledge of Early Childhood Australia Code of Ethics Knowledge of the concepts of inclusion, diversity and cultural safety: o definition of terms and their application in a children’s education and care context o their role and importance in children’s education and care work Knowledge of aspects of identity and culture that may affect an individual’s perspectives about inclusion and diversity Knowledge of awareness of the impact of own behaviours in regard to: o inclusion o bias o discrimination o ethics Knowledge of areas of diversity in society, their characteristics and how individuals may be affected in living their daily lives: o culture o race, ethnicity o disability o gender and gender identification o intergenerational disadvantage o family types o sexual orientation and sexual identity o socioeconomic circumstances
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Student Pack •
•
•
•
Knowledge of service policies and initiatives that support inclusion and diversity: o engagement with local communities o sharing of cultural knowledge o experiencing diversity through activities and interactions o building on diverse backgrounds of children Knowledge of techniques used by educators to model and support open, respectful, inclusive and ethical interactions in children: o showing awareness of and respect for individual culture, values and beliefs o acknowledging both similarities and differences o demonstrating positive attitudes to differences o using cross-cultural communication skills Knowledge of reflective practice: o what is reflection o why and how educators use reflection o what is meaningful reflection Knowledge of potential needs of marginalised groups or individuals requiring support: o protective factors o physical, mental and emotional health and care needs.
Task instructions • • •
This is an individual assessment. To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.
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Student Pack
Assessment Task 1: Knowledge Test Provide your response to each question in the box below. Q1:
1.1 • • •
Explain the aim of the three (3) quality areas in the National Quality Standard (NQS) that reflect inclusion and diversity. Answer in 20 – 40 words for each. Area 1 – Collaborative partnerships with families and communities Area 5 – Educational program and practice Area 6 – Relationships with children
Satisfactory response Yes ☐
1.2 Based on the three (3) quality areas listed above, explain how each area can be implemented in early childhood education and care service’s practices and procedures. Answer in 30 – 50 words for each.
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No ☐
Student Pack Q2:
2.1 Describe how inclusion and diversity are reflected in the Early Years Learning Framework (EYLF). Answer in 30 – 50 words. 2.2 Describe how the following principles of the Early Years Learning Framework (Belonging, Being and Becoming) reflect inclusion and diversity in the workplace. Answer in 20 – 40 words for each. • • •
Satisfactory response Yes ☐
No ☐
Secure, Respectful, and Reciprocal relationships High Expectations and Equity Respect for Diversity
3.1 Access the Early Childhood Code of Ethics (ECA Code of Ethics) and
Satisfactory response
identify the core principles essential in guiding ethical behaviour.
Yes ☐
Q3:
3.2 Describe how the following core principles can be reflected in daily experiences at early childcare services. Answer in 20 – 40 words for each. • • •
Respectful, responsive and reciprocal relationships Partnerships with families and communities Effective learning and teaching
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No ☐
Student Pack
Q4:
4.1 In the context of children’s education and care services, define the following terms and describe their role and importance in children’s education and care work. Answer in 40 – 70 words for each. • Inclusion • Diversity • Cultural safety
Satisfactory response Yes ☐
4.2 Explain how the three (3) terms listed above are applied in an early childhood education and care context. Answer in 30 – 50 words.
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No ☐
Student Pack Q5:
5.1. Identify two (2) aspects of identity and culture that may affect an individual’s perspective about inclusion and diversity. Answer in 30 – 60 words for each.
Satisfactory response Yes ☐
No ☐
5.2 Reflect on your own family background and environment and identify two (2) significant things that may have an influence on your attitude and perspectives regarding inclusion and diversity. Answer in 50 – 100 words
Q6:
6.1 • • • • 6.2
Describe how the following concepts may be negatively impacted by your own behaviours. Answer in 10 – 30 words for each. Inclusion Bias Discrimination Ethics
Satisfactory response Yes ☐
As an educator, describe how you can avoid biased and discriminative behaviours towards children and families and ensure inclusive and ethical practice. Answer in 30 – 50 words.
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Unit Code: CHCECE030
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No ☐
Student Pack
Q7:
7.1 Define the characteristics of each area of diversity in society listed below. Answer in 15 – 30 words for each. • Culture • Race / ethnicity • Disability • Gender and gender identification • Intergenerational disadvantage • Family types • Sexual orientation and sexual identity • Socioeconomic circumstances
Satisfactory response Yes ☐
7.2 Describe how each term listed above may impact an individual’s daily experiences. Answer in 15 – 30 words for each.
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Unit Code: CHCECE030
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No ☐
Student Pack
Q8:
8.1 In an early childhood education and care environment, explain why it is important to: • • • •
Engage with local communities Share cultural knowledge Experience diversity through activities and interactions Build on diverse backgrounds of children
Satisfactory response Yes ☐
Answer in 15 – 30 words for each. 8.2 Provide two (2) examples of policies and initiatives that support inclusion for the following: • • • •
Engaging with local communities Sharing cultural knowledge Experiencing diversity through activities and interactions Building on diverse backgrounds of children
Answer in 20 – 40 words for each.
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No ☐
Student Pack
Q9:
A child who is attending an early childhood education and care service has recently moved from the Middle East and speaks limited English. Explain how you can show respect for the child’s culture, acknowledge and respect individual differences and communicate effectively with both the child and their family? Answer in 50 – 80 words.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
Satisfactory response Yes ☐
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No ☐
Student Pack Q10:
10.1 Based on your own experiences as an educator, identify techniques you have used or have witnessed another educator using that: • • • •
Show awareness of and respect for individual culture, values and beliefs Acknowledge both similarities and differences Demonstrate positive attitudes to differences Demonstrate effective cross-cultural communication skills
Satisfactory response Yes ☐
Answer in 30 – 60 words for each. 10.2 A child attending the service has recently moved across from South Sudan. Majority of the children in the service are of Australian background and speak English as a first language. The child from Sudan, Dak, and his family, speak limited English. As an educator, identify techniques you can use that: • • • •
Show awareness of and respect for individual culture, values and beliefs Acknowledge both similarities and differences Demonstrate positive attitudes to differences Demonstrate effective cross-cultural communication skills
Answer in 30 – 50 words for each.
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Unit Code: CHCECE030
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No ☐
Student Pack Q11:
11.1 Explain what the term ‘reflection’ means in an early childhood education and care service. Answer in 15 – 30 words. 11.2 Explain why and how educators may use reflection in their daily practices. Answer in 30 – 50 words.
Satisfactory response Yes ☐
No ☐
11.3 Explain what the term ‘meaningful reflection’ means in an early childhood education and care service. Answer in 15 – 30 words.
Q12:
12.1 Define the following terms. Answer in 15 – 30 words. • •
Satisfactory response
Protective factors Physical, mental and emotional health and care needs
Yes ☐
12.2 A child in the service is facing difficulties at home. Their family is living in poverty and is struggling to deal with this issue. Identify potential physical, mental and emotional health and care needs for the child and a protective factor which may help address the poverty issue. Answer in 20 – 40 words.
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No ☐
Student Pack
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Student Pack
Assessment Results Sheet Outcome
First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:
Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:
Student Declaration
•
• •
•
•
I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
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Student Pack Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration
I hold: ☐ ☐ ☐ ☐
Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. Trainer/Assessor Signature Date Office Use Only
The outcome of this assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________
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Unit Code: CHCECE030
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Student Pack
Pre-Assessment Checklist: Journal/Discussion Record
Task
2
–
Reflective
The purpose of this checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT). ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. Section 2: Reasonable adjustments I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment Declaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________
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Student Pack
Assessment method-based instructions and guidelines: Reflective Journal/Discussion Record Assessment type •
Reflective Journal/Discussion Record
Instructions provided to the student: Assessment task description: • • • • •
This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment task is a reflective journal / action plan record. This assessment task requires you to support inclusion and diversity. You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available. You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.
Applicable conditions: • • • • •
This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test). You will be assessed independently on this assessment task. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor. Your trainer/assessor may ask you relevant questions during this assessment task
Resubmissions and reattempts: • • •
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.
Location: •
This assessment task may be completed in: ☐ workplace, ☐ simulated work environment
•
Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.
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Unit Code: CHCECE030
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Student Pack Purpose of the assessment The purpose of this assessment task is to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours. • •
Skills to use a process of reflection to explore impact of own values and biases in relation to practices with families and children, and discuss the reflection process with a workplace or learning supervisor on two occasions Skills to identify and use three different opportunities to support inclusion and diversity with children in daily practice, including both routine and play experiences.
Task instructions • • • • •
This is an individual assessment. To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. Your writing must be concise, to the point, not provide irrelevant information and according to the word limit given. You must write your responses in your own words. You will be required to complete all parts of this assessment task.
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Student Pack
Assessment Task 2 – Reflective Journal/Discussion Record This assessment task requires you to complete a reflective journal on two (2) occasions and (3) weeks apart. You are required to answer the three (3) questions below in your reflections and use 100 – 150 words for each question. • • •
How are your own life experiences, history or background influencing your current values, beliefs and attitudes towards diversity and inclusion? (100-150 words) How are your own life experiences, history or background influencing your interactions and relationships with people from different backgrounds? (100-150 words) What are your values, beliefs, attitudes and biases on diversity and inclusion? How do they impact your inclusive practice, and what are the behaviours contributing to your inclusive practice? (100-150 words)
Upon completion of the journal, you are required to participate in two (2) discussions where your workplace or learning supervisor to discuss your reflections. Please ensure Appendix C: Approved Early Childhood Educator Information Sheet is filled in prior to completing this assessment. Please ensure you are logging your work placement hours in Appendix D: Log Sheet.
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Reflective Journal/Discussion Record 1 How are your own life experiences, history or background influencing your current values, beliefs and attitudes towards diversity and inclusion? Answer in 100 – 150 words.
How are your own life experiences, history or background influencing your interactions and relationships with people from different backgrounds? Answer in 100 – 150 words.
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Student Pack What are your values, beliefs, attitudes and biases on diversity and inclusion? How do they impact your inclusive practice and what are the behaviours contributing to your inclusive practice? Answer in 100 – 150 words.
Once you have completed your journal, discuss the three (3) reflections with your workplace or learning supervisor. You are also required to discuss: • • •
What is reflection? As an educator, why and how do you reflect? How do you make reflection meaningful?
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Student Pack
Performance Checklist Occasion one: Your task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task the student needs to demonstrate competency in the following critical aspects of evidence.
S
N/S
Trainer/Assessor to complete (Comment and feedback to students)
Did the student: Describe how their life experiences, history or background is influencing their current values, beliefs and attitudes towards diversity and inclusion?
Describe how their own life experiences, history or background is influencing their interactions and relationships with people from different backgrounds?
Describe how their values, beliefs, attitudes and biases on diversity and inclusion may impact their inclusive practice and identify the behaviours contributing to inclusive practice?
Describe what reflection is, why and how they reflect, and what makes their reflection meaningful?
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Student Pack
Reflective Journal/Discussion Record 2 How are your own life experiences, history or background influencing your current values, beliefs and attitudes towards diversity and inclusion? Answer in 100 – 150 words.
How are your own life experiences, history or background influencing your interactions and relationships with people from different backgrounds? Answer in 100 – 150 words.
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Student Pack What are your values, beliefs, attitudes and biases on diversity and inclusion? How do they impact your inclusive practice and what are the behaviours contributing to your inclusive practice? Answer in 100 – 150 words.
Once you have completed your journal, discuss the three (3) reflections with your workplace or learning supervisor. You are also required to discuss: • • •
What is reflection? As an educator, why and how do you reflect? How do you make reflection meaningful?
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Student Pack
Performance Checklist Occasion two: Your task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task the student needs to demonstrate competency in the following critical aspects of evidence.
S
N/S
Trainer/Assessor to complete (Comment and feedback to students)
Did the student: Describe how their life experiences, history or background is influencing their current values, beliefs and attitudes towards diversity and inclusion?
Describe how their own life experiences, history or background is influencing their interactions and relationships with people from different backgrounds?
Describe how their values, beliefs, attitudes and biases on diversity and inclusion may impact their inclusive practice and identify the behaviours contributing to inclusive practice?
Describe what reflection is, why and how they reflect, and what makes their reflection meaningful?
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Student Pack
Assessment Results Sheet Outcome
First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Second attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Student Declaration
•
• •
•
•
I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
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Student Pack Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration
I hold: ☐ ☐ ☐ ☐
Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. Trainer/Assessor Signature Date Office Use Only
The outcome of the assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________
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Student Pack
Pre-Assessment Checklist: Task 3 – Workplace Task The purpose of this checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT). ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. Section 2: Reasonable adjustments I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment Declaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________
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Student Pack
Assessment method-based instructions and guidelines: Workplace Task Assessment type •
Workplace Task
Instructions provided to the student: Assessment task description: • • • •
This is the third (3) assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment task is a workplace Task. You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available. You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.
Applicable conditions: • • • • •
This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test). You will be assessed independently on this assessment task. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor. Your trainer/assessor may ask you relevant questions during this assessment task
Resubmissions and reattempts: • • •
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.
Location: •
This assessment task may be completed in: ☐ workplace, ☐ simulated work environment
•
Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.
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Student Pack Purpose of the assessment The purpose of this assessment task is to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours. • •
Skills to use a process of reflection to explore impact of own values and biases in relation to practices with families and children, and discuss the reflection process with a workplace or learning supervisor on two occasions Skills to identify and use three different opportunities to support inclusion and diversity with children in daily practice, including both routine and play experiences.
Task instructions • • • •
• •
This is an individual assessment. To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. Your writing must be concise, to the point, not provide irrelevant information and according to the word limit given. Assessment must ensure access to: o National Quality Framework: ▪ National Quality Standard ▪ the relevant approved learning framework o Early Childhood Australia Code of Ethics o service standards, policies and procedures for: ▪ collaborative partnerships with families and communities ▪ educational program and practice ▪ relationships with children ▪ inclusion o children in a regulated education and care service in Australia. You must write your responses in your own words. You will be required to complete all parts of this assessment task.
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Student Pack
Assessment Task 3 – Workplace Task This assessment task requires you to complete the tasks listed below to demonstrate your knowledge and skills in supporting inclusion and diversity with children in a regulated children’s education and care service in Australia. You must identify and use three (3) different opportunities to support inclusion and diversity with children in daily practice, including both routine and play experiences. You and the trainer/assessor must ensure that the child’s right to privacy and confidentiality with regards to personal details are upheld at all times. You will be assessed according to the criteria in the performance checklist below. You are required to: Identify and use three (3) different opportunities to support inclusion and diversity with children in daily practice, including both routine and play experiences where you provide evidence that you: • • • • • • • • • • • • • •
Explain how you identified different aspects of diversity and inclusion in your workplace Explain the communication techniques you used that model open, inclusive, and ethical interactions with children, families, and colleagues. Provide an example of communication techniques used with the following groups: children, families and colleagues. Explain two (2) opportunities you used that encouraged and promoted participation by individuals and groups. How did you support these opportunities with the individuals and groups? Provide one (1) example for group and one (1) example for individuals. Describe two (2) different inclusive work practices you used that supported culture, gender, abilities, and other aspects of safety. Describe two (2) opportunities you identified and used to build on the diverse backgrounds of children and families in your workplace. Identify three (3) community members you can consult with to obtain or share knowledge of local cultural, ethnic, gender and other groups. Explain how you consulted with and followed community protocols with each community member identified. Describe two (2) different opportunities you provided for the children to learn about similarities and differences in the world around them. Reflect on two (2) discussions you had with children on different occasions regarding equal and respectful interactions. Describe the situation and what you did. Describe how you observed, on two (2) different occasions, children’s participation, and interactions. From these observations, how did you identify and communicate any needs for additional support to improve inclusive relationships? Describe two (2) situations where you collaborated with peers, mentors, or others to support individual children with specific needs.
Assessment must ensure access to: •
• •
National Quality Framework: o National Quality Standard o the relevant approved learning framework Early Childhood Australia Code of Ethics Service standards, policies and procedures for:
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Student Pack
•
o collaborative partnerships with families and communities o educational program and practice o relationships with children o inclusion Children in a regulated education and care service in Australia.
To complete these workplace tasks, you are required to use the templates below and if required, provide additional evidence to support your answers. Please ensure Appendix C: Approved Early Childhood Educator Information Sheet is filled in prior to completing this assessment. Please ensure you are logging your work placement hours in Appendix D: Log Sheet.
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Student Pack Occasion 1 Service Name: Date/s: Times/s: Age Group of Children: Number of children present: 1. Explain how you identified different aspects of diversity and inclusion in your workplace. Answer in 50-100 words.
2. 2.1 Explain the communication techniques you used that model open, inclusive, and ethical interactions with children, families, and colleagues. Answer in 30-50 words
2.2
Provide an example of communication techniques used with the following groups: Answer in 15 – 30 words. • Children • Families • Colleagues
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3. 3.1 Explain two (2) opportunities you used that encouraged and promoted participation by individuals and groups. Answer in 30-50 words. 3.2 How did you support these opportunities with the individuals and groups? Provide one (1) example for group and one (1) example for individuals. Answer in 15 – 30 words for each.
4. Describe two (2) different inclusive work practices you used that supported culture, gender, abilities, and other aspects of safety. Answer in 50 – 90 words.
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Student Pack 5. Describe two (2) opportunities you identified and used to build on the diverse backgrounds of children and families in your workplace. Answer in 20-40 words for each.
6. 6.1 Identify three (3) community members you can consult with to obtain or share knowledge of local cultural, ethnic, gender and other groups. 6.2 Explain how you consulted with and followed community protocols with each community member identified. Explain in 20-40 words for each community member.
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Student Pack 7. Describe two (2) different opportunities you provided for the children to learn about similarities and differences in the world around them. Answer in 50-80 words for each opportunity.
8. Reflect on two (2) discussions you had with children on different occasions regarding equal and respectful interactions. Describe the situation and what you did. Answer in 40 – 60 words for each.
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Student Pack 9. 9.1
Describe how you observed, on two (2) different occasions, children’s participation, and interactions. Answer in 30-50 words for each.
9.2 From these observations, how did you identify and communicate any needs for additional support to improve inclusive relationships? Answer in 30-50 words for each occasion.
10. Describe two (2) situations where you collaborated with peers, mentors, or others to support individual children with specific needs. Answer in 30 – 60 words for each
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Student Pack
Performance Checklist Occasion 1: Your task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task the student needs to demonstrate competency in the following critical aspects of evidence.
S
N/S
Trainer/Assessor to complete (Comment and feedback to students)
Did the student: explain how they identified different aspects of diversity and inclusion in the workplace?
❑ ❑
explain the communication techniques used that modelled open, inclusive, and ethical interactions with children, families, and colleagues?
❑ ❑
provide an example of communication techniques used with the following groups:
❑ ❑
• Children • Families • Colleagues explain two (2) opportunities used that encouraged and promoted participation by individuals and groups?
❑ ❑
how they supported these opportunities with the individuals and groups? And provided one (1) example for group and one (1) example for individuals?
❑ ❑
describe two (2) different inclusive work practices they used that supported culture, gender, abilities, and other aspects of safety?
❑ ❑
describe two (2) opportunities they identified and used to build on the diverse backgrounds of children and families in your workplace?
❑ ❑
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Student Pack Identify three (3) community members they can consult with to obtain or share knowledge of local cultural, ethnic, gender and other groups?
❑ ❑
explain how they consulted with and followed community protocols with each community member identified?
❑ ❑
describe two (2) different opportunities they provided for the children to learn about similarities and differences in the world around them?
❑ ❑
reflect on two (2) discussions they had with children on different occasions regarding equal and respectful interactions and described the situation and what they did?
❑ ❑
describe how they observed, on two (2) different occasions, children’s participation, and interactions?
❑ ❑
from the observations, describe how they identified and communicated any needs for additional support to improve inclusive relationships?
❑ ❑
describe two (2) situations where they collaborated with peers, mentors, or others to support individual children with specific needs.
❑ ❑
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Student Pack Service Name: Date/s: Times/s: Age Group of Children: Number of children present: 1. Explain how you identified different aspects of diversity and inclusion in your workplace. Answer in 50-100 words.
2. 2.1 Explain the communication techniques you used that model open, inclusive, and ethical interactions with children, families, and colleagues. Answer in 30-50 words
2.2
Provide an example of communication techniques used with the following groups: Answer in 15 – 30 words. • Children • Families • Colleagues
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Student Pack
3. 3.1 Explain two (2) opportunities you used that encouraged and promoted participation by individuals and groups. Answer in 30-50 words. 3.2 How did you support these opportunities with the individuals and groups? Provide one (1) example for group and one (1) example for individuals. Answer in 15 – 30 words for each.
4. Describe two (2) different inclusive work practices you used that supported culture, gender, abilities, and other aspects of safety. Answer in 50 – 90 words.
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Student Pack 5. Describe two (2) opportunities you identified and used to build on the diverse backgrounds of children and families in your workplace. Answer in 20-40 words for each.
6. 6.1 Identify three (3) community members you can consult with to obtain or share knowledge of local cultural, ethnic, gender and other groups. 6.2 Explain how you consulted with and followed community protocols with each community member identified. Explain in 20-40 words for each community member.
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Student Pack 7. Describe two (2) different opportunities you provided for the children to learn about similarities and differences in the world around them. Answer in 50-80 words for each opportunity.
8. Reflect on two (2) discussions you had with children on different occasions regarding equal and respectful interactions. Describe the situation and what you did. Answer in 40 – 60 words for each.
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Student Pack 9. 9.1 Describe how you observed, on two (2) different occasions, children’s participation, and interactions. Answer in 30-50 words for each. 9.2 From these observations, how did you identify and communicate any needs for additional support to improve inclusive relationships? Answer in 30-50 words for each occasion.
9
Describe two (2) situations where you collaborated with peers, mentors, or others to support individual children with specific needs. Answer in 30 – 60 words for each
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Student Pack
Performance Checklist Occasion 2: Your task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task the student needs to demonstrate competency in the following critical aspects of evidence.
S
N/S
Trainer/Assessor to complete (Comment and feedback to students)
Did the student: explain how they identified different aspects of diversity and inclusion in the workplace?
❑ ❑
explain the communication techniques used that modelled open, inclusive, and ethical interactions with children, families, and colleagues?
❑ ❑
provide an example of communication techniques used with the following groups:
❑ ❑
• Children • Families • Colleagues explain two (2) opportunities used that encouraged and promoted participation by individuals and groups?
❑ ❑
how they supported these opportunities with the individuals and groups? And provided one (1) example for group and one (1) example for individuals?
❑ ❑
describe two (2) different inclusive work practices they used that supported culture, gender, abilities, and other aspects of safety?
❑ ❑
describe two (2) opportunities they identified and used to build on the diverse backgrounds of children and families in your workplace?
❑ ❑
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Student Pack Identify three (3) community members they can consult with to obtain or share knowledge of local cultural, ethnic, gender and other groups?
❑ ❑
explain how they consulted with and followed community protocols with each community member identified?
❑ ❑
describe two (2) different opportunities they provided for the children to learn about similarities and differences in the world around them?
❑ ❑
reflect on two (2) discussions they had with children on different occasions regarding equal and respectful interactions and described the situation and what they did?
❑ ❑
describe how they observed, on two (2) different occasions, children’s participation, and interactions?
❑ ❑
from the observations, describe how they identified and communicated any needs for additional support to improve inclusive relationships?
❑ ❑
describe two (2) situations where they collaborated with peers, mentors, or others to support individual children with specific needs.
❑ ❑
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Student Pack Service Name: Date/s: Times/s: Age Group of Children: Number of children present: 1. Explain how you identified different aspects of diversity and inclusion in your workplace. Answer in 50-100 words.
2. 2.1 Explain the communication techniques you used that model open, inclusive, and ethical interactions with children, families, and colleagues. Answer in 30-50 words
2.2
Provide an example of communication techniques used with the following groups: Answer in 15 – 30 words. • Children • Families • Colleagues
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Student Pack
3. 3.1 Explain two (2) opportunities you used that encouraged and promoted participation by individuals and groups. Answer in 30-50 words. 3.2 How did you support these opportunities with the individuals and groups? Provide one (1) example for group and one (1) example for individuals. Answer in 15 – 30 words for each.
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Student Pack 4. Describe two (2) different inclusive work practices you used that supported culture, gender, abilities, and other aspects of safety. Answer in 50 – 90 words.
5. Describe two (2) opportunities you identified and used to build on the diverse backgrounds of children and families in your workplace. Answer in 20-40 words for each.
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Student Pack 6. 6.1 Identify three (3) community members you can consult with to obtain or share knowledge of local cultural, ethnic, gender and other groups. 6.2 Explain how you consulted with and followed community protocols with each community member identified. Explain in 20-40 words for each community member.
7. Describe two (2) different opportunities you provided for the children to learn about similarities and differences in the world around them. Answer in 50-80 words for each opportunity.
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Student Pack 8. Reflect on two (2) discussions you had with children on different occasions regarding equal and respectful interactions. Describe the situation and what you did. Answer in 40 – 60 words for each.
9. 9.2
Describe how you observed, on two (2) different occasions, children’s participation, and interactions. Answer in 30-50 words for each.
9.2 From these observations, how did you identify and communicate any needs for additional support to improve inclusive relationships? Answer in 30-50 words for each occasion.
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Student Pack 10. Describe two (2) situations where you collaborated with peers, mentors, or others to support individual children with specific needs. Answer in 30 – 60 words for each
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Student Pack
Performance Checklist Occasion 3: Your task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task the student needs to demonstrate competency in the following critical aspects of evidence.
S
N/S
Trainer/Assessor to complete (Comment and feedback to students)
Did the student: explain how they identified different aspects of diversity and inclusion in the workplace?
❑ ❑
explain the communication techniques used that modelled open, inclusive, and ethical interactions with children, families, and colleagues?
❑ ❑
provide an example of communication techniques used with the following groups:
❑ ❑
• Children • Families • Colleagues explain two (2) opportunities used that encouraged and promoted participation by individuals and groups?
❑ ❑
how they supported these opportunities with the individuals and groups? And provided one (1) example for group and one (1) example for individuals?
❑ ❑
describe two (2) different inclusive work practices they used that supported culture, gender, abilities, and other aspects of safety?
❑ ❑
describe two (2) opportunities they identified and used to build on the diverse backgrounds of children and families in your workplace?
❑ ❑
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Unit Code: CHCECE030
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Student Pack identify three (3) community members they can consult with to obtain or share knowledge of local cultural, ethnic, gender and other groups?
❑ ❑
explain how they consulted with and followed community protocols with each community member identified?
❑ ❑
describe two (2) different opportunities they provided for the children to learn about similarities and differences in the world around them?
❑ ❑
reflect on two (2) discussions they had with children on different occasions regarding equal and respectful interactions and described the situation and what they did?
❑ ❑
describe how they observed, on two (2) different occasions, children’s participation, and interactions?
❑ ❑
from the observations, describe how they identified and communicated any needs for additional support to improve inclusive relationships?
❑ ❑
describe two (2) situations where they collaborated with peers, mentors, or others to support individual children with specific needs.
❑ ❑
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Assessment Results Sheet Outcome
First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Second attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Student Declaration
•
• •
•
•
I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
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Student Pack Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration
I hold: ☐ ☐ ☐ ☐
Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. Trainer/Assessor Signature Date Office Use Only
The outcome of the assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________
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Student Pack
Vocational Placement – Workplace Observation Assessment Task 4 & Assessment Task 5
–
Vocational Placement To complete this unit, vocational placement is required in a regulated education and care service in Australia. The vocational placement workplace must be an accredited centre has the adequate resources, including supervisory staff and equipment to allow you to complete all the assessment tasks required by the course. The supervisor who observes your performance and signs off on your workplace observations must have a qualification equivalent to or above a Diploma of Early Childhood Education and Care. They also need to be in a position of authority to be able to provide you with guidance and supervision as you complete your work placement. For further information on Vocational Placement please refer to the Vocational Placement Kit Supervisor Guidelines Assessment Task 5 is designed to be used by both the student and their Work Placement Supervisor. The student’s role is to complete the assessments in conjunction with Assessment Task 3 and demonstrate the skills relevant. Assessment Task 3 allow the student to record the instances where they were able to demonstrate these skills. Assessment Task 3 should be completed and provided to the Work Placement Supervisor to assist with completing the observation in Assessment Task 5. The Work Placement Supervisor is required to supervise and observe the student as they demonstrate their skills. They are also required to provide feedback and guidance to the students. As the work placement supervisor, you are not required to assess the student. Your role is to observe the student, and as an industry expert, provide your observations to the trainer/assessor to assist in determining of the student is competent in the unit. If a student is not yet satisfactory, then the feedback provided by you will provide the student with the opportunities to practice the task and be able to work towards and achieve competence in the task. Student Guidelines If, at any time, you cannot attend your placement, you are required to notify the workpalce as soon as possible, following their guidelines and polices for this. Duties assigned will be under the supervision of a qualified staff member and you are required to always conduct yourself accordingly and professionally. Please ensure Appendix C: Approved Early Childhood Educator Information Sheet is filled in prior to completing this assessment. Please ensure you are logging your work placement hours in Appendix D: Log Sheet.
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Student Pack
Assessor Instructions: Task 4 – Workplace Observation For this assessment, your assessor will organise to observe you when you are demonstrating your knowledge and skills in supporting inclusion and diversity with children in daily practice in an early childhood education and care service. The skills outlined in the workplace observations table underneath must be demonstrated on three (3) different occasions by you in the workplace. Your assessor is required to observe you on one (1) occasion. The remaining two (2) occasions can be observed by either the assessor or the third-party representative (refer to Task 5 for third party instructions). You need to identify and use three (3) different opportunities to support inclusion and diversity with children in daily practice, including both routine and play experiences. When you are supporting inclusion and diversity with the children in your daily practice you need to: • • • • • • • • • •
Identify the impact of different aspects of diversity and inclusion in the workplace. Use communication techniques that model open, inclusive, ethical interactions with children, families and colleagues. Use and support opportunities that encourage and promote participation by all individuals and groups. Use inclusive work practices that support cultural, gender, ability and other forms of safety. Identify and use opportunities that build on the diverse backgrounds of children and families in the service. Identify and consult with community members and follow community protocols to obtain or share knowledge of local cultural, ethnic, gender and other diverse groups. Provide children with opportunities to learn about similarities and differences in the world around them. Engage children in collaborative discussions about respectful and equal relations. Observe children’s interactions and participation and identify and communicate any needs for additional support to improve inclusive relationships. Engage with peers, mentors or others to support individual children with specific needs.
The workplace must be a regulated children’s education and care service in Australia. You and the trainer/assessor must ensure that the child’s right to privacy and confidentiality with regards to personal details are upheld at all times. You will be assessed according to the criteria in the workplace observation checklist underneath.
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Workplace Observation CHCECE030 Support inclusion and diversity Assessor name Dates of observation
Did the student:
Occasion 1 Yes/ No
Occasion 2 Occasion 3 Yes/ No Yes/No
identify the impact of different aspects of diversity and inclusion in the workplace?
use communication techniques that modelled open, inclusive, ethical interactions with children, families and colleagues? use and support opportunities that encouraged and promoted participation by all individuals and groups?
use inclusive work practices that supported cultural, gender, ability and other forms of safety? identify and use opportunities that built on the diverse backgrounds of children and families in the service to promote diversity and inclusion?
identify and consult with community members and follow community protocols to obtain or share knowledge of local cultural, ethnic, gender and other diverse groups?
provide children with opportunities to learn about similarities and differences in the world around them?
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack engage children in collaborative discussions about respectful and equal relations?
observe children’s interactions and participation and identified and communicated any needs for additional support to improve inclusive relationships?
engage with peers, mentors or others to support individual children with specific needs?
Feedback about the student’s overall performance:
Result of Observation Task
Assessor
□ Satisfactory
□ Unsatisfactory
I have observed student performance and confirm student meets the required criteria.
Name and signature
Version Number: 10 (Review date: 01/06/2022)
Date: __/__/____
Unit Code: CHCECE030
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Student Pack
Assessment Results Sheet Outcome
First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Second attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Student Declaration
•
• •
•
•
I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration
I hold: ☐ ☐ ☐ ☐
Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. Trainer/Assessor Signature Date Office Use Only
The outcome of the assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________
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Unit Code: CHCECE030
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Student Pack
Assessor Instructions: Task 5 – Third Party Observation For this assessment, your trainer/assessor will organise a third party to observe you when you are demonstrating your knowledge and skills in supporting inclusion and diversity with children in daily practice in and early childhood education and care service. The third-party representative must be working with the student on a regular basis and have a minimum qualification of a Diploma of Early Childhood and Education or higher. The third party must be able to be authenticated by the RTO. The skills outlined in the workplace observations table underneath can be demonstrated on two (2) different opportunities by you in a regulated children’s education and care service in Australia. The third-party can only observe you on a maximum of two (2) occasions. The assessor can complete all 3 observations in Assessment Task 4. The following aspects of performance evidence must be directly observed by the assessor on one occasion (Assessment Task 4): •
supporting inclusion and diversity with children in daily practice
The remaining performance evidence may be collected through authenticated third-party reports: • • •
Observation and third-party reports must be supplemented by other forms of evidence Interactions with children must be supervised by an approved early childhood educator. You and the third-party representative must ensure that the child’s right to privacy and confidentiality with regards to personal details are upheld at all times.
You will be assessed according to the criteria in the workplace observation checklist underneath. You need to identify and use two (2) different opportunities to support inclusion and diversity with children in daily practice, including both routine and play experiences. When you are supporting inclusion and diversity with the children in your daily practice you need to: • • • • • • • • • •
Identify the impact of different aspects of diversity and inclusion in the workplace. Use communication techniques that model open, inclusive, ethical interactions with children, families and colleagues. Use and support opportunities that encourage and promote participation by all individuals and groups. Use inclusive work practices that support cultural, gender, ability and other forms of safety. Identify and use opportunities that build on the diverse backgrounds of children and families in the service. Identify and consult with community members and follow community protocols to obtain or share knowledge of local cultural, ethnic, gender and other diverse groups. Provide children with opportunities to learn about similarities and differences in the world around them. Engage children in collaborative discussions about respectful and equal relations. Observe children’s interactions and participation and identify and communicate any needs for additional support to improve inclusive relationships. Engage with peers, mentors or others to support individual children with specific needs.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
Third-Party Verification Log (for assessor use only) Instructions for the Assessor:
Name of Third-party
Role in the Student’s Assessment
Contact Details (Phone/email address)
Date contacted
Third-Party verifies evidence submissions of the student are true and accurate? Yes ☐
No ☐
Assessor’s Notes
Yes ☐
No ☐
Assessor’s Notes
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
Third Party Observation CHCECE030 Support inclusion and diversity Third Party name: Third Party title in service: Dates of observation:
Did the Student:
Occasion 1 S/NYS
Occasion 2 S/NYS
identify the impact of different aspects of diversity and inclusion in the workplace?
use communication techniques that modelled open, inclusive, ethical interactions with children, families and colleagues? use and support opportunities that encouraged and promoted participation by all individuals and groups?
use inclusive work practices that supported cultural, gender, ability and other forms of safety? identify and use opportunities that build on the diverse backgrounds of children and families in the service to promote diversity and inclusion?
identify and consult with community members and follow community protocols to obtain or share knowledge of local cultural, ethnic, gender and other diverse groups?
provide children with opportunities to learn about similarities and differences?
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
Page 69 of 83
Student Pack engage children in collaborative discussions about respectful and equal relations?
observe children’s interactions and participation and identify and communicate any needs for additional support to improve inclusive relationships?
engage with peers, mentors or others to support individual children with specific needs?
Feedback about the student’s overall performance:
Third Party Name:
Third Party Title:
Third Party Signature:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack For office use only: Result of Observation Task
Assessor
□ Satisfactory
□ Unsatisfactory
I have discussed with the third party regarding the student’s performance and confirmed student meets the required criteria.
Assessor Name:
Assessor signature:
Date:
____/____/_____
Comments:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
Assessment Results Sheet Outcome
First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Second attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Student Declaration
•
• •
•
•
I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration
I hold: ☐ ☐ ☐ ☐
Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. Trainer/Assessor Signature Date Office Use Only
The outcome of the assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
Appendix A: Reasonable Adjustments Write (task name and number) where reasonable adjustments have been applied:
Reasonable Adjustments Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. • The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) •
Category
Possible Issue
LLN
NonEnglish Speaking Background
Speaking Reading Writing Cultural background Confidence
Speaking Reading Writing Confidence
Reasonable Adjustment Strategy (select as applicable) Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Indigenous
Age
Educational background
Disability
Knowledge and understanding Flexibility Services Inappropriate training and assessment Educational background Limited study skills
Reading Writing Numeracy Limited study skills and/or learning strategies Speaking Reading Writing Numeracy Limited study skills and/or learning strategies
Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Make sure font size is not too small Trainer/Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in an accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift Discuss with the Student previous learning experience Ensure learning and assessment methods meet the student’s individual need
Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in an accessible format, e.g. a textbook in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack Explanation of reasonable adjustments strategy used
Trainer/Assessor Name Trainer/Assessor Declaration
I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.
Trainer/Assessor Signature Date
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
Appendix B: Learner Evaluation Form Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below: • • • •
logistics and support facilitation training material assessment
Dates of Training
Employer/Work site (if applicable)
Date of Evaluation
Logistics and Support Evaluation Criteria/Question
1
The communication regarding the required attendance and time to study to pass this unit was correct The staff were efficient and helpful. The training equipment and material used was effective and prepared. The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)
Strongly Disagree
A No.
2 3 4
Additional Comments on Logistics and Support
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Unit Code: CHCECE030
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Strongly Agree
Student Name (Optional)
Agree
Trainer/Assessor Name
Neutral
Unit of Competency Name
Disagree
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!
1 2 3 4 5 6 7
Additional Comments on Training
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Strongly Agree
Trainer/Assessor Evaluation The trainer/assessor was prepared and knowledgeable on the subject of the program The trainer/assessor encouraged student participation and input The trainer/assessor made use of a variety of methods, exercises, activities and discussions The trainer/assessor used the material in a structured and effective manner The trainer/assessor was approachable and respectful of the learners The trainer/assessor was punctual and kept to the schedule The trainer/assessor was easy to understand and used the correct language
Agree
B
Neutral
Criteria/Question
Strongly Disagree
No.
Disagree
Student Pack
Student Pack
Strongly Agree
Agree
Neutral
Disagree
Criteria/Question
Strongly Disagree
No.
C
Learning Evaluation 1 The learning outcomes of the unit are relevant and suitable. 2 The content of the unit was relevant and suitable for the target group. 3 The length of the training was suitable for the unit. 4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. 5 The learning material was free from spelling and grammar errors 6 Handouts and exercises were clear, concise and relevant to the outcomes and content. 7 Learning material was generally of a high standard, and user-friendly Additional Comments on Learning Evaluation
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
Appendix C: Approved Information Sheet
Early
Childhood
Educator
Prior to commencing Assessment Task 2, 3, 4 and 5, please ask the workplace to fill in the below form. When you meet with your work placement, they will be required to nominate a supervisor for your time during placement. The below form need to be filled in together with your work placement supervisor, so you trainer/assessor is also able to communicate with them as necessary. This needs to be filled out to ensure that you are completing work placement in a real workplace environment and have access to the appropriate support and supervision required while you are completing activities that are related to the workplace. Approved Early Childhood Educator Information Sheet Work Placement Details Work Placement Provider: Postal Address: State/Territory: Contact Number: Email Address:
Work Placement Supervisors Details
Name: Title: Contact Number: Email Address: Qualifications:
Qualification/s held:
These must meet the early childhood teaching qualification requirements below: hold an approved early childhood teaching qualification hold a former approved early childhood teaching qualification that was commenced before 1 January 2012 hold a qualification that ACECQA has determined to be an equivalent early childhood teacher qualification Other Approved Early Childhood Educator(s), who may supervise and observe the student: Name:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack Title: Contact Number: Email Address: Qualifications:
Name: Title: Contact Number: Email Address: Qualifications:
Name: Title: Contact Number: Email Address: Qualifications:
Declaration (to be signed by the authorised supervisor) By signing this declaration, I verify the information provided is true and accurate Name: Title: Contact Number: Email Address: Signature: Date:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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Student Pack
Appendix D: Log Sheet Work placement details You must complete the work-placement hours specified below to complete this course. Your logbook is evidence that you have completed the practical component of your qualification. This document will need to be taken to your work placement each day you attend and signed off by your supervisor. If, for any reason, you fall behind in your work placement hours, you will need to make up any missed hours. When this happens, it is your responsibility to organise a suitable make-up time with your Workplace Supervisor and your assessor. By not keeping up with your hours, your assessor will not be able to complete their observations. Please note that this may result in you not completing your qualification. Supervisors Instructions Your role is to supervise and observe the student during their vocational placement at the service. The student will log the dates of their work placement in the table provided. You are asked to review the dates specified and confirm that the student has attended work placement on these days. By signing on each entry, you are confirming the student has attended placement and is completing the practical components of the unit. Complete all parts of the form, including the Supervisor Declaration section. Once done, please return this form to the candidate.
Work Placement hours: Start Date: Finish Date: Supervisor Name:
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Unit Code: CHCECE030
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Student Pack Log sheet
Date
Start Time
Total Hours (excluding End Time lunch break)
Supervisor Signature
Comments
Total Hours Supervisor Name: Supervisor Signature : Trainer Name: Trainer Signature:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CHCECE030
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