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TRANSCRIPT
ASSESSMENT KIT
SAMPLE
CHC50113
D IPLOMA OF EARLY CHILDHOOD
EDUCATION AND CARE
Student first name: ______________________________________________________________________________
Student last name: ______________________________________________________________________________
STUDENT ASSESSMENT
BOOKLET
CHC50113
D IPLOMA OF EARLY CHILDHOOD
EDUCATION AND CARE
TOPIC: OBSERVATIONS AND FAMILY
PARTNERSHIPS
CHCECE023 Analyse in format ion to in form learn ing
CHCECE026 Work in par tnersh ip wi th fami l ies to prov ide appropr ia te educat ion and care for ch i ldren
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CONTENTS
ASSESSMENT OVERVIEW ............................................................................................................................................................. 4
ASSESSMENT PLAN ........................................................................................................................................................................ 5
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1........................................................................................ 7
ASSESSMENT TASK 1: WRITTEN QUESTIONS .................................................................................................................... 9
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2...................................................................................... 15
ASSESSMENT TASK 2: CASE STUDIES ................................................................................................................................. 17
Case Study 1: Jason .................................................................................................................................................................. 17
Case Study 2: Sienna ................................................................................................................................................................ 20
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3...................................................................................... 23
ASSESSMENT TASK 3: PROJECT - OBSERVE, DOCUMENT AND ANALYSE INFORMATION ABOUT
CHILDREN .......................................................................................................................................................................................... 25
Part A - Observe, document and analyse information for three focus children .............................................. 26
Part B - Complete a summative assessment ................................................................................................................ 43
Part C - Invite families to collaborate ................................................................................................................................ 43
Part D - Collaboration with others ...................................................................................................................................... 45
Part E - Questions ..................................................................................................................................................................... 50
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4...................................................................................... 57
ASSESSMENT TASK 4: ROLE PLAY IN THE WORKPLACE .............................................................................................. 59
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ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of two units in this topic.
About your assessments
This unit requires that you complete three assessment tasks.
You must complete all tasks to achieve Competency for this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 3 questions to show that
you understand the knowledge required of this unit.
Assessment Task 2: Case studies You are required to complete the case studies by
answering each of the questions.
Assessment Task 3: Project - Observe,
document and analyse information
about children
There are five parts to this assessment:
▪ Part A: You are required to observe, document and
analyse information for three focus children.
▪ Part B: You are required to prepare a summative
assessment to reflect on the learning outcomes of
three focus children.
▪ Part C: You are required to write an invitation to three
families to collaborate with the service.
▪ Part D: You will collaborate with others to plan for the
future learning of each of the three focus children.
▪ Part E: You will answer a set of written questions
relating to Parts A and B of this assessment.
Assessment Task 4: Role play in the
workplace
You are required to participate in a role play providing and
receiving information to a parent whose child is enrolling
in the service.
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it
in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the
back of the Task Cover Sheet.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer
to your Student Handbook for more information about our appeals process.
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name:
Date of submission:
Topic: Observations and family partnerships
Units:
▪ CHCECE023 Analyse information to inform learning
▪ CHCECE026 Work in partnership with families to provide appropriate education and care for
children
Assessor to complete
Assessment Task
Satisfactory/
Not
Satisfactory Date
Was this a re-
submission?
Y/N
Written questions
STUDENT DECLARATION
I ________________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ________________________________________________________________________________
Student name: ____________________________________________________________________________________
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: _______________________________________________________________________________
Assessor name: ___________________________________________________________________________________
Date: _____________________________________________________________________________________________
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ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
You are to answer all the questions in this task.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ Access to textbooks and other learning materials.
▪ Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?
▪ If you’re a workplace-based student you will do this task in your own time.
▪ If you’re a classroom-based student you will do this task in the classroom or as homework – your
assessor will advise.
Write in the due date as advised by your assessor: ___________________________________________
WHAT DO I NEED TO SUBMIT?
Your answers to all the questions.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You
will need to do one of the following:
▪ Answer the questions that were incorrect in writing.
▪ Answer the questions that were incorrect verbally.
Instructions:
▪ This is an open book test – you can use your learning materials as reference.
▪ You need to answer all 3 questions correctly.
▪ You must answer the questions by writing in the space provided.
▪ If you need more space, you can use extra paper. Make sure you write on each extra piece of paper
your name and the question number/s you are answering.
▪ You may prefer to use your computer to type your answers. Your assessor will let you know if you
can email your answers as a Word file, or if you must print and submit hard copies.
QUESTION 1
Explain the concept of assessment in an early education and care setting, including the purpose,
principles and ethical and legal implications.
Assessment in early education and care setting
Purpose of assessment
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Principles of assessment
Legal and ethical implications
What is the purpose of a summative assessment?
Who has access to the information contained in children’s assessments?
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ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
You are required to complete the case studies by answering each of the questions.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ Access to textbooks and other learning materials
▪ Access to a computer and the internet.
WHEN DO I DO THIS TASK?
▪ If you’re a workplace-based student you will complete this task in your own time
▪ If you’re a classroom-based student you will complete this task in the classroom or as homework –
your assessor will advise
Write in the due date as advised by your assessor: ___________________________________________
WHAT DO I NEED TO SUBMIT?
▪ Answers to the questions for each case study.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You
will need to do one of the following:
▪ Answer the questions that were incorrect in writing.
▪ Answer the questions that were incorrect verbally.
INSTRUCTIONS:
Read through each case study and answer the questions that follow.
CASE STUDY 1: JASON
Jason has just turned 18 months old. He has been attending day care for two weeks now. On enrolment Jason’s mother said that she was a bit concerned about him. It was often very difficult to get his attention and he didn’t seem to be talking much. Observations of Jason have included the following comments:
▪ Jason often does not respond when his name is called.
▪ Jason was babbling to himself today. He was saying a-aa, ooooooo, aa-ooo, goo. I noticed it was very much like a very young baby would babble. I also noticed that Justin didn’t alter his pitch – the sounds he made were all on the same level.
▪ Today I was talking with Jason. He would say a-aa and I would repeat it. I tried sounds with consonants eg dada and mama but he did not repeat these.
▪ Today Jemima dropped a wooden box on the floor – it made a loud bang and made some of the
children jump. I was observing Jason at the time and saw that he did not seem to notice what had happened.
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Sienna’s father has asked you who he can get advice from about Sienna. He is very worried about her levels of anxiety. She sleeps beside the phone because she thinks her mother is going to call –
but she never does. When she does go to sleep she has nightmares.
Suggest a service in your local area that Sienna’s father could consult and provide contact details.
What do I need to hand in for this task? Have I completed this?
Your answers to both case studies
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ASSESSMENT TASK 3: PROJECT - OBSERVE, DOCUMENT AND ANALYSE INFORMATION
ABOUT CHILDREN
TASK SUMMARY:
There are five parts to this assessment:
▪ Part A: You are required to observe, document and analyse information for three focus children.
▪ Part B: You are required to prepare a summative assessment to reflect on the learning outcomes of
three focus children.
▪ Part C: You are required to write an invitation to three families to collaborate with the service.
▪ Part D: You will collaborate with others to plan for the future learning of each of the three focus
children.
▪ Part E: You will answer a set of written questions relating to Parts A and B of this assessment.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ Workplace policies and procedures relating to observing, documenting and analysing information
about children
▪ National Quality Standard
▪ Approved Learning Framework
▪ Three focus children of different ages and development stages.
▪ NQS PLP e-Newsletter No 40/2012: Summative Assessment http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-36-40/newsletter-40/
▪ Camera (or mobile device that can be used as a camera)
▪ Portfolio for each child.
WHEN DO I DO THIS TASK?
▪ If you’re a workplace-based student you will complete this task in your workplace
▪ If you’re a classroom-based student you will complete this task in your work placement
Write in the due date as advised by your assessor: ___________________________________________
WHAT DO I NEED TO SUBMIT?
▪ Part A - Completed observations and analysis for each child organised in a portfolio format.
▪ Part B – Completed summative assessments for each child
▪ Part C – Invitation to families
▪ Part D – Collaboration with others template
▪ Part E – Answers to questions.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor sees that you have not completed the task satisfactorily, you will need to redo the parts
of the task that are incorrect and then resubmit the entire assessment. Timeframes and details for
resubmission will be discussed with you when you are provided with the outcome of this task.
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B. Information from discussions from family
What is the child’s background?
What are the child’s interests?
Do you have any concerns about your child?
C. Information from discussions from colleagues
Names of colleagues consulted with:
Colleagues’ comments on different domains of development:
Physical development Social/emotional
development Language development Cognitive development
Student signature: Date
Supervisor confirmation:
I have discussed this observation with the student. Work was done in line with workplace policies and
procedures, the National Quality Framework and the approved learning framework for this service.
Comments:
Supervisor name:
Supervisor signature: Date
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Your invitation must:
▪ Create a welcoming invitation for the family to view and discuss the portfolio that you have produced
for their child.
▪ Thank the family for allowing you to work with their child.
▪ Provide a summary of the information that is included in the portfolio.
▪ Explain the goals for future learning that you have identified in Part B.
▪ Invite the family to be involved in decision making for their child’s individual needs (see Part D and note the supervisor’s permission requirements).
Your invitation must be professionally written in line with workplace procedures.
PART D - COLLABORATION WITH OTHERS
INSTRUCTIONS:
For this part of the task you are to collaborate with others to plan for the future learning of each of the
three focus children.
You must discuss the information you have gained from your observations (Part A) and your summative
assessment (Part B) with one other educator and either a family member (if permission has been given),
or your assessor who will role play the parents during a workplace visit.
During the discussions you should identify three experiences for each child that would build towards the
goals you have identified.
Complete the template on the following page.
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How do you feel you
could have improved?
Child 1
Child 2
Child 3
What would you do
differently next time?
Child 1
Child 2
Child 3
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ASSESSMENT TASK 4: ROLE PLAY IN THE WORKPLACE
TASK SUMMARY:
You will participate in a role play providing and receiving information to a parent whose child is enrolling
in the service.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ National Qualification Framework and relevant approved learning framework
▪ Workplace policies and procedures relating to observing, documenting and analysing information
about children and working in partnership with families
▪ Access to enrolment documentation, including information about the service available in other
languages
▪ Role play participant.
WHEN DO I DO THIS TASK?
▪ If you’re a workplace-based student you will complete this task in your workplace
▪ If you’re a classroom-based student you will complete this task in the classroom
Write in the due date as advised by your assessor: ___________________________________________
WHAT DO I NEED TO SUBMIT?
▪ There is nothing to submit for this role play.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor sees that you have not completed the role play satisfactorily, you will need to redo it.
Timeframes and details for resubmission will be discussed with you when you are provided with the
outcome of this task.
INSTRUCTIONS:
1. Before the beginning of the role play, prepare a process for yourself to make sure you gather all the
necessary information from the ‘parent’ so that you can use this for planning for the child. (For
example a checklist of what you will need to cover.)
2. During the role play you will need to follow workplace policies and procedures, NQF Standards and
Regulations to:
▪ Provide the parent with the information that they need about the child’s enrolment and how the service works.
▪ Find out about the child’s interests, development, and family and community context. ▪ Work with the parent to make decisions about planning for the child’s individual needs. See below for a full list of what you will need to show your assessor to successfully complete this
task.
Your assessor will be looking to see that you:
▪ Create a welcoming environment for families and communicate effectively
▪ Respond to questions and concerns promptly and politely
▪ Demonstrate a process to gather information for planning purposes
▪ Encourage family to share information about the child’s family life and culture ▪ Explain how the service will involve the family in decision making about their child’s care and
learning
MARKING GUIDE
CHC50113
D IPLOMA OF EARLY
CHILDHOOD EDUCATION
AND CARE
TOPIC: OBSERVATIONS AND
FAMILY PARTNERSHIPS
CHCECE023 Analyse in format ion
to inform learn ing
CHCECE026 Work in par tnersh ip
wi th fami l ies to prov ide appropr ia te
educat ion and care for ch i ldren
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ASSESSMENT INFORMATION
About this marking guide
This document is to be used as a guide to marking the assessment tasks required for this unit.
This document outlines the instructions provided to the student for each task and accompanying
sample/ benchmark answers and any relevant instructions for the assessor.
Assessment tasks
This unit is assessed in the following ways:
Assessment Task Overview
Assessment Task 1: Written questions Students must correctly answer all 3 questions to show that
they understand the knowledge required of this unit.
Assessment Task 2: Case studies The student is to complete the case studies by answering
each of the questions.
Assessment Task 3: Project There are five parts to this assessment:
▪ Part A: Students are required to observe, document and
analyse information for three focus children.
▪ Part B: Students are required to prepare a summative
assessment to reflect on the learning outcomes of three
focus children.
▪ Part C: The student is to write an invitation to three
families to collaborate with the service.
▪ Part D: The student will collaborate with others to plan
for the future learning of each of the three focus children.
▪ Part E: The student will answer a set of written questions
relating to Parts A and B of this assessment.
Assessment Task 4: Workplace
observation/role play
The student will participate in a role play providing and
receiving information to a parent whose child is enrolling in
the service.
INSTRUCTIONS TO THE RTO
Assessment task 3 requires the student to observe, document and analyse information for three focus children and to collaborate with the families and other educators.
Due to the nature of the work involved, it is important that the supervisor is made aware of the requirements of the assessment. The RTO should contact the workplace supervisor, for example by email, to:
▪ Make sure the supervisor is aware of the requirements of the assessment
▪ Ask the supervisor to think about three children from separate families that could be identified as focus children. They must be of different ages and different development stages.
▪ Explain the process for asking the families for permission
▪ Consider how the student will protect the privacy of the child
No photos of the child unless permission given
No reference in the assessment that will identify the child
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▪ being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.
Students should be provided with an appropriate time frame in which to resubmit their work, for example
students may:
▪ be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
▪ be provided with feedback on the day about their performance in a role play and then redo the task
during the next task
▪ need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up
observation may be required – you should discuss arrangements with the student’s supervisor to agree on a suitable time and date for reassessment.
Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.
Assessment outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS).
Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C)
for a unit. If one or more of tasks are assessed as Not Satisfactory, students will be given an overall
outcome for the unit of Not Yet Competent (NYC).
Students can be given two further attempts to complete the task and achieve a Satisfactory outcome.
Students need to be given a timeframe for resubmission and advised what they must include in the
resubmission.
Assessors are required to use the Assessment Record Tool to record the assessment decision for each
task. The Record of Assessment Outcomes on the final page of the Assessment Record Tool should be
completed by the assessor.
Task Cover Sheet
Assessors must ensure that students have completed the Assessment Task Cover Sheet for each
assessment task.
Assessment appeals
All students have the right to appeal an assessment decision. To make an appeal about an assessment
decision, students must follow the process outlined in the Student Handbook.
Training and Assessment Strategies
Each RTO will have a Training and Assessment Strategy that outlines the assessment methods and tasks
to be used in the delivery of each course.
All assessors should be provided with a copy of the relevant Training and Assessment Strategy for the
courses they deliver.
Assessors must ensure they work within the parameters and guidelines of the strategy and
communicate any areas that may need improvement or updating as they are identified.
Plagiarism, cheating and collusion
Where a trainer/assessor believes there has been an incident of academic misconduct involving
plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation.
Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.
Resources and equipment required for these assessments
You will need to ensure that the following items are available for students to complete their assessments:
▪ Access to textbooks and other learning materials (recommended textbook – Frameworks for
Learning and Development, 3rd Edition, by Karen Kearns).
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▪ Reliability:
This marking guide provides benchmark answers for each assessment task to ensure accuracy and
consistency in the assessment decision-making process.
▪ Flexibility:
A range of assessment methods are provided that are relevant to the unit’s context. ▪ Fairness:
Students are required to sign an agreement in their Student Assessment Booklet and state if they
have any special needs or considerations that may affect their ability to complete the assessments.
Any reasonable adjustments that are required to be made to these assessments must be noted in the
Assessment Record Tool for this unit, in the checklist for the relevant task.
Students are provided with information about the appeals process in their Student Assessment
Booklet and in their Student Handbook.
RULES OF EVIDENCE
▪ Validity:
This Marking Guide provides a set of benchmark responses for each assessment task. Assessors are
to record assessment outcomes for each task in the accompanying Assessment Record Tool.
Assessor observations require the assessor to watch the student complete specific workplace
activities in which they can demonstrate the skills and knowledge required.
▪ Sufficiency:
The ‘Unit mapping’ section at the end of this guide demonstrates how assessment tasks align with unit of competency requirements. Some units may require the student to demonstrate assessment
over a period of time and more than once. These requirements will be made clear in the relevant
assessment task.
▪ Currency:
Evidence for each assessment task will be gathered over the duration of the course. Workplace-
based tasks (if applicable) will allow the student to draw from current workplace conditions and
experiences, and students will be able to use technology, tools and equipment specific to their
workplace.
▪ Authenticity:
Students are required to sign the Assessment Task Cover Sheet, indicating that the work they have
submitted for assessment is their own.
Practical classroom tasks and workplace observations (if applicable) by the assessor ensure that the
assessor sees the student demonstrating the skills and knowledge required of this unit.
Third party reports (where applicable) require third party persons to sign that they have observed the
student undertake the tasks detailed in the checklist.
Reasonable adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that learners with recognised disabilities can access and participate in education and
training on the same basis as learners without disabilities. Sometimes reasonable adjustments, are
made to the learning environment, training delivery, learning resources and/or assessment tasks to
accommodate the particular needs of a learner with a disability. An adjustment is reasonable if it can
accommodate the learner’s particular needs, while also taking into account factors such as: the views of the learner; the potential effect of the adjustment on the learner and others; the costs and benefits of
making the adjustment.
Adjustments must:
▪ be discussed and agreed to by the learner with a disability
▪ benefit the learner with a disability
▪ maintain the competency standards
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ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
Students are to answer all written questions.
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ Access to textbooks and other learning materials.
▪ Access to a computer and the Internet.
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?
▪ Classroom based students will do this task in the classroom or as homework – advise the students as
to which is required.
▪ Workplace based students will do this task in their own time.
▪ Provide students with the due date for this assessment so they can write it in their Student
Assessment Booklet.
WHAT DO STUDENTS HAVE TO SUBMIT?
▪ Their answers to each question.
Instructions to students:
▪ This is an open book test – students can use their learning materials as reference.
▪ Students need to answer all 3 questions correctly.
▪ Students must answer the questions by writing in the space provided.
▪ If students need more space, they can use extra paper. All additional sheets of paper must include
their name and the question number/s they are answering.
▪ Students may prefer to use their computer to type their answers. Advise students if they can email
their answers as a Word file, or if they must print and submit hard copies.
NOTE TO THE ASSESSOR
Purpose of the task
Students are to demonstrate that they understand the knowledge required of this topic.
Submission
Students need to submit answers to all of the questions in this task.
Reassessment arrangements
If students answer any questions in this task incorrectly, they will need to be given an appropriate time in which to resubmit. Students should only redo questions that are incorrect; however they will need to resubmit the entire assessment.
Students can be given the opportunity to answer questions verbally if appropriate.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.
Guidance to assessing this task
Benchmark responses are provided for each question.
Record the outcome of this assessment in the Assessment Record Tool.
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QUESTION 1
Explain the concept of assessment in an early education and care setting, including the purpose,
principles and ethical and legal implications.
Assessment in early education and care setting
Purpose of assessment Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.
Principles of assessment Assessment principles may include:
▪ Assessment should be an integral component of curriculum design
▪ Good assessment requires a variety of sources of information
▪ Assessment methods should be valid, reliable, and fair
▪ Assessment must be objective and free from bias
▪ Assessment works best when it is ongoing rather than episodic.
Legal and ethical implications Legal and ethical implications may include:
▪ Privacy and confidentiality
▪ Sharing information with authorised persons
▪ Act in best interests of the child
▪ Children and families treated with respect and dignity
▪ Consider the child in the context of the family and their community
▪ Working within policies and procedures and legal and ethical
requirements
▪ Compliance with NQF standards.
What is the purpose of a summative assessment?
Answer may include:
Summative assessment is essentially summarised by reporting a child's progress and achievements. There are endless ways this is completed and it is a personal style (from letters to families, school reports to folios), however, some reporting formats are mandatory such as production of 'Transition Statements' which are forwarded onto primary teachers by Kindergartens immediately prior to starting school.
Who has access to the information contained in children’s assessments? Answer may include:
Information will be shared with families, other educators, relevant schools and may be accessed by a regulatory body as evidence of compliance with the National Qualify Framework.
Written consent will be obtained from parents before information is shared unless this is required legally.
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ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
The student is to complete the case studies by answering each of the questions.
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ Access to textbooks and other learning materials
▪ Access to a computer and the internet.
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?
▪ Class-based students will do this task in the classroom or as homework – advise students as to
which is required.
▪ Workplace-based students will do this task in their own time
▪ Provide students with the due date for this assessment so they can write it in their Student
Assessment Booklet.
WHAT DO STUDENTS HAVE TO SUBMIT?
▪ Answers to the questions for each case study.
Instructions to students:
CASE STUDY 1: JASON
Jason has just turned 18 months old. He has been attending day care for two weeks now. On
enrolment Jason’s mother said that she was a bit concerned about him. It was often very difficult to get his attention and he didn’t seem to be talking much. Observations of Jason have included the following comments:
▪ Jason often does not respond when his name is called.
▪ Jason was babbling to himself today. He was saying a-aa, ooooooo, aa-ooo, goo. I noticed it was very much like a very young baby would babble. I also noticed that Justin didn’t alter his pitch – the sounds he made were all on the same level.
▪ Today I was talking with Jason. He would say a-aa and I would repeat it. I tried sounds with consonants eg dada and mama but he did not repeat these.
▪ Today Jemima dropped a wooden box on the floor – it made a loud bang and made some of the children jump. I was observing Jason at the time and saw that he did not seem to notice what had happened.
NOTE TO THE ASSESSOR
Purpose of the task
The student needs to demonstrate that they can:
▪ Identify children who may need additional support to achieve learning outcomes
▪ Collaborate with families to support children’s learning and plan for individual needs
▪ Follow confidentiality requirements when sharing information
▪ Share information with parents and other stakeholders
▪ Respond to families’ concerns in an appropriate way
▪ Demonstrate an understanding of children and their individual family and community contexts
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NOTE TO THE ASSESSOR
▪ Collaborate with families to support children’s learning and plan for individual needs
▪ Share information with parents and other stakeholders
▪ Respond to families’ concerns in an appropriate way
▪ Demonstrate an understanding of children and their individual family and community contexts
▪ Facilitate shared decision-making with families
▪ Provide information about community services and resources.
Submission
Students need to submit answers to this case study.
Reassessment arrangements
If students answer any questions in this task incorrectly, they will need to be given an appropriate time in which to resubmit. Students should only redo questions that are incorrect; however they will need to resubmit the entire assessment.
Students can be given the opportunity to answer questions verbally if appropriate.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.
Guidance to assessing this task
Add any specific guidance/requirements about the activity.
Benchmark responses are provided for each question.
Record the outcome of Case Study 2 of this task in the Assessment Record Tool.
QUESTION 1
Discuss additional support that the service could provide to Sienna while she deals with the absence
of her mother.
Answer may include the following points:
▪ Provide Sienna with a ‘safe’ environment where she feels supported
▪ Provide an environment that is very predictable
▪ If possible have one educator working exclusively with her to provide emotional support
▪ Understand that she may be dealing with feelings of rejection, guilt, loneliness etc
▪ Keep in regular contact with the father to share information and progress
▪ Give Sienna the opportunity to talk if she wants to
▪ Encourage dramatic play, painting and other creative activities to assist her to act out her feelings
▪ Be supportive with her toilet incidents and deal with these tactfully and respectfully.
Discuss support that the service could provide to Sienna’s father during this period. Answer may include:
▪ Regular catch ups to share information and decision-making with her father
▪ Daily verbal reports
▪ Immediate contact if there is any issue of concern
▪ Involve father in the strategies to be used to support Sienna
▪ Suggest services that Sienna could be referred to if appropriate
▪ Suggest to father that he is important in Sienna’s life right now – find ways to relax and have fun together and provide as much stability as possible in Sienna’s life
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ASSESSMENT TASK 3: PROJECT – OBSERVE, DOCUMENT AND ANALYSE INFORMATION
ABOUT CHILDREN
TASK SUMMARY:
There are five parts to this assessment:
▪ Part A: Students are required to observe, document and analyse information for three focus children.
▪ Part B: Students are required to prepare a summative assessment to reflect on the learning
outcomes of three focus children.
▪ Part C: The student is to write an invitation to three families to collaborate with the service.
▪ Part D: The student will collaborate with others to plan for the future learning of each of the three
focus children.
▪ Part E: The student will answer a set of written questions relating to Parts A and B of this assessment.
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ Workplace policies and procedures relating to observing, documenting and analysing information
about children
▪ National Quality Standard
▪ Approved Learning Framework
▪ Three focus children of different ages and development stages.
▪ NQS PLP e-Newsletter No 40/2012: Summative Assessment http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-36-40/newsletter-40/
▪ Camera (or mobile device that can be used as a camera)
▪ Portfolio for each child.
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?
▪ Classroom-based students will do this task in their work placement.
▪ Workplace-based students will do this task in their workplace.
▪ Provide students with the due date for this assessment so they can write it in their Student
Assessment Booklet.
WHAT DO STUDENTS HAVE TO SUBMIT?
▪ Part A - Completed observations and analysis for each child organised in a portfolio format.
▪ Part B – Completed summative assessments for each child
▪ Part C – Invitation to families
▪ Part D – Collaboration with others template
▪ Part E – Answers to questions.
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PART A - OBSERVE, DOCUMENT AND ANALYSE INFORMATION FOR THREE FOCUS CHILDREN
Instructions to students:
Identify three focus children to observe over a period of five days. Using the permission form at the end
of this assessment, obtain permission from each child’s parent or guardian and your supervisor. You will
need to make copies of this permission form for each child.
The children must be of different ages and development stages. You may also be able to continue to
study these same children during the ‘Development and Curriculum’ topic later in this qualification.
Spend time closely observing, listening and talking to your focus children to gather the information.
Make sure you use one-on-one interactions as well as group interactions to gather information.
You must gather information using a variety of settings and sources.
Put together a portfolio for each child that includes:
▪ Secondary information
▪ Anecdotal observation of one indoor and one outdoor experience
▪ Running record
▪ Jottings
▪ Learning story
▪ Record of conversation
▪ Samples of children’s work. All information collected must be in line with assessment principles of reliability, validity and be free from
bias.
Include the voices of children, educators, peers, family and other professionals when relevant.
You will provide an analysis of each observation to identify the children’s strengths, interests,
relationships, play preferences, interactions and learning.
If possible, obtain information from the family about the child (verbally or through completion of an
‘About Me’ form). If this is not possible (eg due to workplace restrictions, unavailability of the parent or
some other reason) you may use information that has already been provided by the parent under other
circumstances.
Discuss each observation with your supervisor (or other relevant person) and obtain sign-off.
You should use the appropriate Learning Framework to guide you in your observations and your
analysis. You should ensure that each of the Learning Outcomes is covered in your observations so that
you obtain a holistic impression of the child.
Remember!
▪ You may be able to study these same focus children in a future topic (Development and
Curriculum)
▪ Obtain permission from parents/guardians and your supervisor to work with each child using the
permission form at the end of this assessment.
▪ If possible obtain permission to use photographs of the children. If this is not given, photographs
must not identify the child. Other children must not be identifiable in photographs.
▪ You must protect the privacy of all children. Do not refer to any child by name in this assessment.
▪ You must ensure that your discussions and reporting are unbiased. Avoid labelling children in a
negative manner and be respectful in your writing
▪ Templates have been provided. You may use these, or the relevant templates from your own
service.
▪ Ask your supervisor to sign off your observation templates.
If in doubt, always check with your supervisor and/or assessor.
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TEMPLATE 1 – SECONDARY INFORMATION
Photocopy this form three times – one for each child.
When complete, add the template to the child’s portfolio. Answers will vary depending on student response however you should ensure it is recorded in a way that is free from biased comments or negative labelling of children.
A. Information from child’s records
Child 1 Child 2 Child 3 (Circle which child this relates to)
Child’s initials: AB
Date of birth: 14 September 2012
Age: 4 years 5 months
Commenced at the Early Learning Centre: 1 September 20XX
Attendance:
Monday:
9am – 5pm
Tuesday:
9am – 5pm
Wednesday:
9am – 5pm
Thursday:
9am – 5pm
Friday:
9am – 5pm
Separation routine
Mother spends time to help AB to settle and generally she will transition over to her primary carer after about 10 minutes.
AB likes to go to the animal area where she will sit quietly playing with the animals for some time.
Learning goals
Document the goals set for this child against each of the learning outcomes:
Learning outcomes
Learning Outcome 1
Learning Outcome 2
Learning Outcome 3
Learning Outcome 4
Learning Outcome 5
Goals
▪ Support to establish relationships with other children
▪ Support to initiate and join in play
▪ Encourage AB to share her interests and experiences with others
▪ Develop a sense of belonging
▪ Build on own experiences to explore other ways of relating to people
▪ Solve problems with others
▪ Develop trust and confidence
▪ Enjoy time by herself
▪ Enjoy physical play
▪ Continue to find out more about areas of interest – extend learning on her interest in the animal world
▪ Continue exposure to mathematical symbols and letters
▪ Engage in sustained conversations with educators
▪ Start to exchange ideas with other children
▪ Talk about interests
▪ Explore texts, particularly about subjects of interest.
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Experience 1:
Short description of experience:
Visit by dog groomer
Local dog groomer has offered to come in to give children demonstration on how to groom their pets. The children will be able to groom the dog in pairs and will need to work together to do this.
Relationship to goals.
Builds on knowledge and interest in the animal world.
Continue to support to build friendships and cooperation with other children.
What are the learning outcomes
of this experience?
LO1 Establishing relationships with other children
Sharing experience and passion with others
Being part of a group
Expressing emotions
Caring and showing respect for animals.
LO2 Cooperating with others to care for the dog
Building experience in relating to others
Building on awareness of care and relationships for animals.
LO3 Cooperating and working collaboratively with others.
LO4 Experiencing wonder and interest
Following and extending own interest with enthusiasm
Using reflective thinking to consider what can be learnt
Mirroring, repeating and practicing actions (eg how to clean the dog’s teeth).
LO5 Exchanging ideas with adults and children
Talking about interests
Engaging in enjoyable interactions
Contributing own ideas and knowledge in small group discussions.
Experience 2:
Student to provide information for two more experiences.
Short description of experience:
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ASSESSMENT TASK 4: ROLE PLAY IN THE WORKPLACE
TASK SUMMARY:
The student will participate in a role play providing and receiving information to a parent whose child is
enrolling in the service.
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ National Qualification Framework and relevant approved learning framework
▪ Workplace policies and procedures relating to observing, documenting and analysing information
about children and working in partnership with families
▪ Access to enrolment documentation, including information about the service available in other
languages
▪ Role play participant.
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?
▪ Classroom-based students will do this task in the classroom.
▪ Workplace-based students will do this task in their workplace.
▪ Provide students with the date of this visit so they can write it in their Student Assessment Booklet.
WHAT DO STUDENTS HAVE TO SUBMIT?
▪ There is nothing to submit for this role play.
Instructions to students:
1. Before the beginning of the role play, prepare a process for yourself to make sure you gather all the
necessary information from the ‘parent’ so that you can use this for planning for the child. (For
example a checklist of what you will need to cover.)
2. During the role play you will need to follow workplace policies and procedures, NQF Standards and
Regulations to:
▪ Provide the parent with the information that they need about the child’s enrolment and how the service works.
▪ Find out about the child’s interests, development, and family and community context. ▪ Work with the parent to make decisions about planning for the child’s individual needs. See below for a full list of what you will need to show your assessor to successfully complete this
task.
NOTE TO ASSESSOR
Purpose of the task
▪ Create a welcoming environment for families and communicate effectively
▪ Respond to questions and concerns promptly and politely
▪ Demonstrate a process to gather information for planning purposes
▪ Encourage family to share information about the child’s family life and culture
▪ Explain how the service will involve the family in decision making about their child’s care and learning
▪ Discuss how information and observations will be used to plan for the child’s learning through play, intentional teaching, modelling and the learning environment
▪ Discuss how the family can access documentation about their child’s progress and development as well as samples of their work
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UNIT MAPPING – CHCECE023 - Analyse information to inform learning
Application This unit describes the skills and knowledge required to gather and analyse information about children’s learning, in order to inform practice. This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Licensing requirements NA
Prerequisites NA
Element Performance criteria
Assessment Tasks
AT1 AT2 AT3 AT4
1. Gather and document
information about
children
1.1 Undertake observations and gather detailed information
about children’s learning, using a wide range of approaches
A
1.2 Ensure the assessment methods and tools used to
gather information consider assessment principles E1
1.3 Gather information and observations over time and in a
variety of spaces A
1.4 Include the voices of educators, children, peers, families
and other professionals where appropriate A
1.5 Demonstrate inclusive assessment practices A, E2
2. Monitor children’s learning and
development
2.1 Use information and observations to analyse and
monitor children’s strengths, interests, relationships and learning in conjunction with the approved framework’s learning outcomes
B
2.2 Identify children who may need additional support in
order to achieve particular learning outcomes
CS1.1, 1.2
CS2.1 B
2.3 Use summative assessment to reflect on children’s learning over a period of time
B
2.4 Collaborate with families and colleagues to support
children’s learning
CS1
CS2 D
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Element Performance criteria
Assessment Tasks
AT1 AT2 AT3 AT4
2.5 Develop a process to ensure that information and
observations are gathered and used to inform planning
for all children
3. Use evidence to
inform practice
3.1 Use evidence to plan for children to learn through play,
intentional teaching, modelling and the learning
environment
D
3.2 Reflect on and improve own practices using evidence
gathered E3
4. Share information
appropriately
4.1 Implement strategies to ensure that children’s documentation can be shared with families
D
4.2 Follow confidentiality practices to ensure information is
shared appropriately CS1.4
Foundation skills Description
Assessment Tasks
AT1 AT2 AT3 AT4
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Writing ▪ in order to document observations in line with workplace
procedures and policies A-D
The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.
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Performance Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of
the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
▪ collected and documented observations of at least three different children, including:
children’s behaviour and learning A, B, E
children’s play preferences A, B, E
strengths, interests and relationships A, B, E
▪ applied information to educational practice, including:
sharing information with families, educators, children, experts and specialists CS1, CS2 CD
collaborating with families to plan for children’s individual needs CS1, CS2 C D E
using information gathered to inform planning B,D
Knowledge Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and
manage contingencies in the context of the work role. These include knowledge of:
▪ how to access:
the National Quality Framework Q3c
the National Quality Standards Q3f
the relevant approved learning framework Q3e CS1.2
▪ how to interpret the relevance of framework and standards documents in guiding
work in this unit of competency Q3 CS1.2
▪ observation and inclusion principles Q1a A, E
▪ confidentiality requirements Q1c CS1.4 All
▪ code of ethics Q1a
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Knowledge Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
▪ collaborative planning techniques CS1.2 C, D
▪ summative assessments Q1b B
▪ organisation standards, policies and procedures. All
Assessment Conditions
Assessment Tasks
AT1 AT2 AT3 AT4
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range of contexts and
situations cannot be provided in the workplace or may occur only rarely. These are
situations relating to emergency or unplanned procedures where assessment in these
circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment
where these skills and knowledge would be performed, with all the relevant equipment
and resources of that working environment.
Assessment must ensure use of:
▪ National Quality Framework for Early Childhood Education and Care
▪ the relevant approved learning framework under the National Quality Framework for
Early Childhood Education and Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs)
2015/AQTF mandatory competency requirements for assessors. RTO to ensure
MG OBSERVATIONS AND FAMILY PARTNERSHIPS V1.0 (ID 114387)MG OBSERVATIONS AND FAMILY PARTNERSHIPS V1.0 (ID 114387) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE
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UNIT MAPPING – CHCECE026 - Work in partnership with families to provide appropriate education and care for children
Application This unit describes the skills and knowledge required to work in partnership with families to provide appropriate education and care for the child.
This unit applies to educators working in a variety of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Licensing requirements NA
Prerequisites NA
Element Performance criteria
Assessment Tasks
AT1 AT2 AT3 AT4
1. Provide families with
opportunities to be
involved in the service
1.1 Create a welcoming environment for all families using
the service C
1.2 Respond to families’ questions, concerns and requests in a prompt and courteous way
CS1.3
CS2
1.3 Encourage families to share their knowledge, skills,
expertise and aspects of their family life and culture A
1.4 Inform and create opportunities for families to contribute
to the operation of the service in an advisory,
consultative or decision-making role
2. Provide information
to families about their
child
2.1 Share information with families about children’s progress, relationships, interests and experiences both in
and outside the service
C
2.2 Inform families promptly and sensitively of any incidents
affecting their child
2.3 Demonstrate an understanding of each child and their
family and community context
CS1.1, CS1.2
CS2 A C
2.4 Implement strategies that facilitate shared decision-
making with families
CS1.3
CS2 C
3.1 Make information about the operation of the service
available to families
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Element Performance criteria
Assessment Tasks
AT1 AT2 AT3 AT4
3. Provide information
to families about the
service
3.2 Provide information about the service in the main
languages used in the community
4. Provide information
about community
services and
resources
4.1 Make information available to families about community
services and resources
CS1.3
CS2
4.2 Ensure that there are processes in place to maintain
current contact details of community services and
resources
4.3 Assist families to locate and contact and/or access
community services and resources as required
CS1.3
CS2
Foundation skills Description
Assessment Tasks
AT1 AT2 AT3 AT4
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication ▪ in order to facilitate collaborative discussions with
parents and caregivers. D
The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.
Performance Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of
the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
▪ worked collaboratively with at least three different families to support education and
care, including:
communicating information about children’s interests and development C
developing care strategies together CS1 C
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Performance Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
CS2
engaging in discussion relevant to the child and family
CS1
CS2
▪ involved families in the service/program by:
encouraging participation in children’s experiences
providing opportunities for families to give feedback on service/program
Knowledge Evidence
Assessment Tasks
AT1 AT2 AT3 AT4
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and
manage contingencies in the context of the work role. These include knowledge of:
▪ how to access:
the National Quality Framework Q3a,b
the National Quality Standards Q3f
the relevant approved learning framework Q3d
▪ how to navigate through framework and standards documents to find areas relevant
to this unit of competency Q3
▪ strategies for involving family members in the service Q2b C
▪ organisation standards, policies and procedures ALL
▪ relevant theories that underpin the value of family/educator relationships. Q2a
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Assessment Conditions
Assessment Tasks
AT1 AT2 AT3 AT4
Skills must be assessed in the workplace.
In addition, simulations and scenarios must be used where the full range of contexts and
situations cannot be provided in the workplace or may occur only rarely. These are
situations relating to emergency or unplanned procedures where assessment in these
circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment
where these skills and knowledge would be performed, with all the relevant equipment
and resources of that working environment.
Assessment must ensure use of:
▪ National Quality Framework for Early Childhood Education and Care
▪ the relevant approved learning framework under the National Quality Framework for
Early Childhood Education and Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs)
2015/AQTF mandatory competency requirements for assessors. RTO to ensure
ASSESSMENT
RECORD TOOL
CHC50113
D IPLOMA OF EARLY CHILDHOOD
EDUCATION AND CARE
TOPIC: OBSERVATIONS AND FAMILY
PARTNERSHIPS
CHCECE023 Analyse in format ion to in form learn ing
CHCECE026 Work in par tnersh ip wi th fami l ies to prov ide appropr ia te educat ion and care for ch i ldren
Student first name: _________________________________________________________________________________
Student last name: _________________________________________________________________________________
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INTRODUCTION
Assessment requirements
This record tool is to be used to record the assessment decisions for the Observations and Family
Partnerships topic, which consists of the units:
▪ CHCECE023 Analyse information to inform learning
▪ CHCECE026 Work in partnership with families to provide appropriate education and care for children.
Assessment is based on a number of forms of evidence, as follows:
▪ Task 1: Written questions
▪ Task 2: Case studies
▪ Task 3: Project
▪ Task 4: Workplace observation/role play.
These assessments are targeted to a student who is studying the Diploma of Early Childhood Education
and Care.
Recording assessment outcomes
Use this Assessment Record Tool to record the outcomes of each assessment task related to this topic.
Add any further comments about the student’s performance to the Assessment Cover Sheet for the
relevant task.
Marking Guide
Refer to the Marking Guide for further instructions and details about each assessment task.
ASSESSMENT CHECKLISTS
Use the checklists below to record the outcomes of each task.
Record each outcome on the Record of Assessment Outcomes at the end of this document.
Please note that students are provided with three attempts in which to satisfactorily complete each
task.
Columns for each attempt and a space in which to record the date of each attempt (where applicable)
have been provided in the checklists.
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ASSESSMENT TASK 2: CASE STUDIES
CASE STUDY 1: JASON
Did the student demonstrate that they
can: Comments
Attempt 1 Yes/No
Date: _____________
Attempt 2 Yes/No
Date: ____________
Attempt 3 Yes/No
Date: _____________
Identify children who may need
additional support to achieve
learning outcomes?
Collaborate with families to
support children’s learning and plan for individual needs?
Follow confidentiality
requirements when sharing
information?
Share information with parents
and other stakeholders?
Respond to families’ concerns in
an appropriate way?
Demonstrate an understanding
of children and their individual
family and community contexts?
Facilitate shared decision making
with families?
Provide information about
community services and
resources?
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.
ART OBSERVATION AND FAMILY PARTNERSHIPS V1.0 (ID 114437) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE
© 2016 Eduworks Resources Page 12
PART E: QUESTIONS
Did the student demonstrate that they can: Comments
Attempt 1 Yes/No
Date: _____________
Attempt 2 Yes/No
Date: ____________
Attempt 3 Yes/No
Date: _____________
Make sure that assessment
methods and tools used to gather
information are in line with
assessment principles?
Demonstrate inclusive
assessment practices?
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed Assessment Task Cover Sheet.
Please note any reasonable adjustments for this assessment below.
Part A outcome Satisfactory Not Satisfactory Date:
Part B outcome Satisfactory Not Satisfactory Date:
Part C outcome Satisfactory Not Satisfactory Date:
Part D outcome Satisfactory Not Satisfactory Date:
Part E outcome Satisfactory Not Satisfactory Date:
Student name:
Trainer/assessor name:
ART OBSERVATION AND FAMILY PARTNERSHIPS V1.0 (ID 114437) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE
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PART E: QUESTIONS
Did the student demonstrate that they can: Comments
Attempt 1 Yes/No
Date: _____________
Attempt 2 Yes/No
Date: ____________
Attempt 3 Yes/No
Date: _____________
Trainer/assessor
signature:
ART OBSERVATION AND FAMILY PARTNERSHIPS V1.0 (ID 114437) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE
© 2016 Eduworks Resources Page 16
Did the student demonstrate that they can: Comments
Attempt 1 Yes/No
Date: ____________
Attempt 2 Yes/No
Date: _____________
Attempt 3 Yes/No
Date: _____________
Encourage families to be
involved in the operation of the
service?
Explain how the service and
families are able to share
information about the child’s interests and experience both
inside and outside the service?
Explain what will happen if their
child is involved in an incident?
Discuss privacy and
confidentiality procedures?
Discuss the standards of
behaviour that is expected of
educators (code of
conduct/ethics)?
Provide written information
about the operation of the
service in language other than
English if necessary?
Describe information that the
service can provide about
community services and
resources in the local area and
explain the process for keeping
this information current and
relevant?
ART OBSERVATION AND FAMILY PARTNERSHIPS V1.0 (ID 114437) CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE
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RECORD OF ASSESSMENT OUTCOMES: OBSERVATIONS AND FAMILY PARTNERSHIPS
This section records the outcome of each task/assessment requirement so that the final assessment
outcome can be determined for the following units in this topic.
▪ CHCECE023 Analyse information to inform learning
▪ CHCECE026 Work in partnership with families to provide appropriate education and care for children.
The table below shows all the assessment requirements for this topic and indicates which units each
assessment requirement relates to. Once a student has satisfactorily completed all requirements related
to a unit, they can be given a Final Assessment Result of ‘Competent’ for that unit. A number of spaces have been provided to record multiple attempts. Final Assessment Results should only be recorded once
all tasks for a unit have been attempted.
Assessment Tasks
CH
CE
CE
02
3
CH
CE
CE
02
6
Task Outcome
Satisfactory (S) Not satisfactory (NS) Date
Assessor initials
Assessment Task 1: Written questions
✓ ✓
Assessment Task 2: Case studies
▪ Case study 1
▪ Case study 2 ✓ ✓
Assessment Task 3: Project
▪ Part A
▪ Part B
▪ Part C
▪ Part D
▪ Part E
✓ ✓
Assessment Task 4: Role play
✓ ✓
Final Assessment Results Result (C/NYC) Date
CHCECE023 Analyse information to inform learning
CHCECE026 Work in partnership with families to provide
appropriate education and care for children
Student name:
Assessor name:
Assessor signature: Date: / /
Candidate name: _____________________________________________________________________________________
CANDIDATE KIT RPL
CHC50113 Diploma of Early Childhood
Education and Care
© 2016 Eduworks Resources
If you have any enquiries please contact us at [email protected] or on 1300 761 141.
Visit www.eduworks.com.au to view our product range.
This kit is an RPL Candidate Kit developed by Eduworks Resources. It is based on a flexible, streamlined model of RPL that aims to
guide and support the candidate and the assessor throughout the process.
Eduworks Resources, a division of RTO Advice Group Pty Ltd owns copyright to the material contained within this kit.
RTOs that have purchased the license for this kit are given the permission to use and adapt this RPL kit to suit the needs of their
organisation. Please give reference to Eduworks Resources in tools and documents derived from this kit.
RPL Candidate Kit CHC50113 V1.0 (ID 106096) Page 3
© 2016 Eduworks Resources
CONTENTS
Contents
INTRODUCTION........................................................................................................................................................................................................ 6
What is RPL? ............................................................................................................................................................................................................... 6
About this kit ................................................................................................................................................................................................................ 6
Finalising assessment ........................................................................................................................................................................................... 8
Gap training ................................................................................................................................................................................................................. 8
Qualification or Statement of Attainment .................................................................................................................................................... 8
The RPL process – an overview ....................................................................................................................................................................... 9
PART A .......................................................................................................................................................................................................................... 10
The Qualification Summary .............................................................................................................................................................................. 10
About your self-assessments ........................................................................................................................................................................... 10
Submitting Part A of this kit ............................................................................................................................................................................... 11
Qualification Summary........................................................................................................................................................................................ 12
RPL Application Form ........................................................................................................................................................................................... 14
SELF-ASSESSMENT CHECKLISTS ............................................................................................................................................................... 17
Topic 1: Maintaining work health and safety........................................................................................................................................... 17
HLTWHS003 Maintain work health and safety ............................................................................................................................... 17
Topic 2: Legislation and frameworks ........................................................................................................................................................... 19
CHCECE009 Use an approved learning framework to guide practice .............................................................................. 19
CHCLEG001 Work legally and ethically............................................................................................................................................... 20
Topic 3: First aid in early childhood .............................................................................................................................................................. 23
Topic 4: Child development and creativity ............................................................................................................................................... 24
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood ............................... 24
CHCECE018 Nurture creativity in children......................................................................................................................................... 27
Topic 5: Safe environments and partnerships with families ........................................................................................................... 30
CHCECE016 Establish and maintain a safe and healthy environment for children ................................................... 30
CHCECE026 Work in partnership with families to provide appropriate education and care ................................ 33
Topic 6: Care and wellbeing ............................................................................................................................................................................. 35
CHCECE002 Ensure the health and safety of children ............................................................................................................... 35
CHCECE003 Provide care for children ................................................................................................................................................. 37
CHCECE004 Promote and provide healthy food and drinks ................................................................................................... 39
CHCECE005 Provide care for babies and toddlers ....................................................................................................................... 40
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CONTENTS
Topic 7: Child protection ..................................................................................................................................................................................... 44
CHCPRT001 Identify and respond to children and young people at risk ......................................................................... 44
Topic 8: Interactions with children ................................................................................................................................................................ 47
CHCECE007 Develop positive and respectful relationships with children ...................................................................... 47
Topic 9: Cultural competence ......................................................................................................................................................................... 50
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety ............................................................... 50
CHCECE001 Develop cultural competence ..................................................................................................................................... 52
Topic 10: Behaviour guidance and inclusion .......................................................................................................................................... 55
CHCECE020 Establish and implement plans for developing cooperative behaviour ............................................... 55
CHCECE021 Implement strategies for the inclusion of all children ..................................................................................... 57
Topic 11: Observation and planning ............................................................................................................................................................ 60
CHCECE023 Analyse information to inform learning ................................................................................................................... 60
Topic 12: Curriculum and children’s agency ........................................................................................................................................... 63
CHCECE022 Promote children's agency ........................................................................................................................................... 63
CHCECE024 Design and implement the curriculum to foster children's learning and development .............. 65
Topic 13: Leadership and innovation .......................................................................................................................................................... 69
BSBLDR502 Lead and manage effective workplace relationships...................................................................................... 69
Self-assessment ............................................................................................................................................................................................... 69
BSBINN502 Build and sustain an innovative work environment .......................................................................................... 71
Self-assessment ............................................................................................................................................................................................... 71
Topic 14: Diversity .................................................................................................................................................................................................. 74
CHCDIV001 Work with diverse people ................................................................................................................................................ 74
Topic 15: Service management ..................................................................................................................................................................... 77
CHCECE019 Facilitate compliance in an education and care service .............................................................................. 77
CHCECE025 Embed sustainable practices in service operations ........................................................................................ 79
CHCPOL002 Develop and implement policy ................................................................................................................................... 81
Topic 16: Professional practice ....................................................................................................................................................................... 84
CHCPRP003 Reflect on and improve professional practice .................................................................................................... 84
PART B .......................................................................................................................................................................................................................... 86
About the Evidence Tasks ................................................................................................................................................................................. 86
Further questioning ............................................................................................................................................................................................... 86
The RPL Third Party Kit ........................................................................................................................................................................................ 87
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CONTENTS
EVIDENCE TASKS .................................................................................................................................................................................................. 88
Topic 1: Maintaining work health and safety........................................................................................................................................... 88
Topic 2: Legislation and frameworks ........................................................................................................................................................... 90
Topic 3: First aid in early childhood .............................................................................................................................................................. 92
Topic 4: Child development and creativity ............................................................................................................................................... 93
Topic 5: Safe environments and partnerships with families ........................................................................................................... 95
Topic 6: Care and wellbeing ............................................................................................................................................................................. 97
Topic 7: Child protection .................................................................................................................................................................................. 100
Topic 8: Interactions with children ............................................................................................................................................................. 101
Topic 9: Cultural competence ...................................................................................................................................................................... 102
Topic 10: Behaviour guidance and inclusion ....................................................................................................................................... 104
Topic 11: Observation and planning ......................................................................................................................................................... 106
Topic 12: Curriculum and children’s agency ........................................................................................................................................ 107
Topic 13: Leadership and innovation ....................................................................................................................................................... 109
Topic 14: Diversity .............................................................................................................................................................................................. 111
Topic 15: Service management ................................................................................................................................................................. 112
Topic 16: Professional practice ................................................................................................................................................................... 114
Evidence Register – CHC50113 Diploma of Early Childhood Education and Care......................................................... 115
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RPL CANDIDATE KIT – PART A
INTRODUCTION
The purpose of this kit is to assist you to determine whether RPL is an appropriate pathway for the units within
CHC50113 Diploma of Early Childhood Education and Care.
What is RPL?
RPL recognises the knowledge and skills you already have. It ‘involves assessment of an individuals’ relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual
application for credit’ (Australian Qualifications Framework Handbook, 2nd Edition, 2013).
RPL is further defined by the AQTF and the VET Quality Framework as ‘an assessment process that assesses an individual’s formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a VET
qualification.
Therefore your RPL application will be based on your ability to demonstrate that you possess the level of skill and
knowledge as outlined in each unit of competency you wish to apply for, and that you are able to apply them
practically.
The RPL model used by <Organisation> is a guided and supported process that relies on your ability to
demonstrate your competence by:
submitting a portfolio of both mandatory and optional evidence for each unit
answering verbal questions asked by your assessor – about the evidence provided and also to determine
your level of knowledge
providing a list of referees for your assessor to contact to confirm your competence
asking a supervisor/third party to further confirm your competence by completing a third party report
assessing your practical skills in the workplace (where applicable and appropriate).
About this kit
You may have decided, with assistance/direction from our staff, that RPL is a better option for you than training
and assessment in the qualification.
An assessor from our organisation will have talked to you further about the RPL process and what it involves. They
will have talked to you about your work experience and knowledge, determined that you may be a suitable RPL
applicant, and provided you with this RPL Candidate Kit to complete.
This kit is divided into two parts, as detailed below.
Part A
It is in this section that you will decide what units you are able to apply for. To help you do this, you will need to
review and complete the following:
1. Qualification Summary: review the units to determine which ones you may be able to obtain RPL for.
2. Self-assessment Checklists: review each unit’s descriptor. If you think you can provide evidence of your skills
and knowledge for the unit, complete the checklist provided. You may decide that RPL is not suitable for
some of the units – you can indicate on your Qualification Summary that you would like to enrol in training for
these units. If you apply for RPL for partial completion of this qualification, you will be issued with a statement
of attainment for these units upon successful completion of the RPL process.
3. Evidence Tasks: this section is a brief summary of the type of information you need to gather to show your
competence in each unit. The evidence you provide must relate to your own experiences – you must not
provide work completed by others!
4. Evidence Brainstorm: this is where you can think about any other evidence that may support your claim for
RPL for each unit.
5. RPL Application Form: you will need to complete this form when you have finished filling out the sections in
Part A.
6. Preliminary evidence: these are specific items that you must provide to your assessor when you submit Part A
of this kit.
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RPL CANDIDATE KIT – PART A
Once you have completed all the requirements in Part A, you will need to submit it to your assessor.
Upon submission of Part A, your assessor will review your application and preliminary evidence to determine if you
are suitable to continue with the assessment process for the units you have indicated.
If your assessor deems that you are able to proceed with the rest of the assessment process, they will provide you
with the following:
an invoice for the RPL assessment
a written agreement
a quote for training in any units that you are not applying to obtain RPL for (where applicable).
Once you have signed and returned the written agreement and made arrangements for payment, your assessor
will contact you and make arrangements to meet or communicate via phone or video conference.
During this meeting your assessor will do the following:
ask you some questions about the information you have provided – for example, they may want to know
more about your employment history and the experiences you have had there, or why you attended specific
courses or undertook certain professional development activities
talk to you about your self-assessment ratings – for example, they may question you further if you have given
yourself a rating of 5 for many items in the unit; alternatively, if you have provided lower self-assessment
ratings (such as lots of 3s) but you can provide a large range of suitable evidence, your assessor may want
you to reconsider your rating
talk to you the about the items you have listed in the Evidence Brainstorm section; your assessor will tick the
items they want you to add to your evidence portfolio – this means that you do not have to waste time
gathering evidence that is not relevant to unit requirements.
make arrangements for assessment of practical skills – this might include visits to your workplace, when
these will occur and so on (note that this may not be required for the units you are applying for – your
assessor will advise you further about this process if it is applicable to your situation).
make arrangements with you for the RPL Third Party Kit to be completed for the relevant units – you should
talk to your assessor about the person you wish to complete this kit; your assessor may contact this person to
determine if they are in a position to support your application; once the third party person has been approved,
they will receive a copy of the RPL Third Party Kit – your assessor will indicate in the kit which checklists the
third party person needs to complete
make arrangements for your next meeting, upon which you will have completed the requirements in Part B of
this kit (note that you may need to meet another 2–3 times during the RPL process).
Part B
Before your next meeting with your assessor, you will need to complete Part B, which includes:
1. Tasks for each unit – these tasks help you to gather the required evidence for each unit. Any evidence in your
Evidence Brainstorm should also be collected at this stage.
2. Evidence Register – this is where you write down a description of each item that you have provided as
evidence, as well as the unit that it relates to.
3. Collecting the completed Third Party Report from your approved person.
These items will become your evidence portfolio. You will need to bring this portfolio to your next meeting with
your assessor (or send via mail if you are not meeting face to face).
At this meeting (or during additional meetings as required), your assessor will do the following:
Review your evidence portfolio and ask you questions about each piece of evidence. This is to ensure that
documentation and other specific evidence you have provided is in fact your own work and/or supports your
involvement in specific processes and activities related to each unit of competency.
Ask you verbal questions for each unit, referring to the RPL Assessor Kit for this qualification.
Review the comments and feedback provided in the RPL Third Party Kit and ask you any additional questions
based on this feedback – for example, your assessor may want you to talk about specific situations or
activities the third party person has commented on.
Note: at some time during this stage your assessor may visit your workplace to observe you putting your skills and
knowledge into practice. This may not be relevant to the units/qualification you have selected – your assessor will
have already discussed with you whether observation will occur.
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RPL CANDIDATE KIT – PART A
Finalising assessment
Once all meetings have taken place and your assessor has obtained the required evidence and information from
you, they will make an assessment decision.
To assist with this, your assessor will contact your referees and also the person who completed your RPL Third
Party Kit to discuss your skills, knowledge and ability to complete the requirements of each unit in a range of
contexts varying situations.
You will be advised of the outcome once your assessor has made their final decision.
Gap training
If training is required to achieve a full qualification (and you wish to gain the full qualification), your assessor will
document a plan for meeting the training needs and make appropriate arrangements.
Qualification or Statement of Attainment
You will be issued with a qualification (if you have obtained RPL in all units) or a statement of attainment (if you
have obtained RPL for some units in the qualification).
Remember!
Your assessor’s role is to support you through all stages of the RPL assessment process. If you have any questions or concerns about your application, contact your assessor immediately.
RPL Candidate Kit CHC50113 V1.0 (ID 106096) Page 9
© 2016 Eduworks Resources
RPL CANDIDATE KIT – PART A
The RPL process – an overview
Candidate enquires about RPL
Assessor and candidate have preliminary
discussion to determine suitability
Candidate receives RPL Candidate Kit if suitable to
go ahead with assessment
Candidate completes and submits Part A of the
RPL Candidate Kit
If deemed suitable to proceed, the candidate
receives a written agreement, invoice for
application fee and a quote for further training
(where applicable)
Candidate is recommended to
undertake formal training
Assessment process begins:
First meeting held; Self-assessment Checklists
reviewed and discussed; evidence plan developed;
third party person approved
Candidate completes Part B of RPL Candidate Kit
Further meetings held: verbal questioning; review
of RPL Third Party Kit, other evidence; practical
skills observed (where required/relevant)
Assessor contacts referees and third party person
Gap training undertaken (if required)
RPL outcome determined
RPL is deemed unsuitable based
on application
RPL is deemed unsuitable based
on preliminary discussion
Qualification or statement of
attainment issued
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RPL CANDIDATE KIT – PART A
PART A
In this section you will need to:
complete the Qualification Summary
rate your ability using the Self-assessment Checklist for the relevant units
review the Evidence Tasks for each unit
complete the Evidence Brainstorm
fill out the RPL Application Form
gather preliminary evidence to complete your application.
The Qualification Summary
Review the units in this kit and work out which ones you want to complete. Highlight these on the Qualification
Summary.
Once you have completed your Self-assessment Checklists, come back to the Qualification Summary and tick
whether you can obtain RPL for each unit or if you require further training. The need for further training will be
identified if you score, on average, 3 or under for a unit. These units may need to be completed using a training
and assessment pathway – we call these units your ‘skills gaps’. A skills gap is an area in which you require training – that is, you do not have all the skills and knowledge required
to meet the unit of competency requirements. This is an area where RPL would not be suitable, and we can work
with you to determine a suitable training plan in order for you to achieve the relevant unit. A skills gap is usually a
number of units that a candidate needs to complete in order to gain a full qualification, after completing some
units through RPL. Filling a skills gap will enable us to issue you with a full qualification.
You will discuss your Self-assessment ratings with your assessor at your first meeting.
About your self-assessments
The Self-Assessment Checklists help you work out if you should apply for RPL for each unit. Go through the
statements in the checklist for each unit and rate your level of skill based on the scale below.
Skill Rating Scale
0 = Not applicable You do not believe this is relevant to the position or requirements of industry.
1 = Not skilled You are not competent in this area. You require c support in normal day to day
routines and you do not have the required skills and knowledge.
2 = Not competent –
Limited skills
You have low depth of skill in this area, perhaps with ability in some areas but not
all. This indicates that you require intermittent support to complete these tasks
including in routine and predictable situations. You may have some skills and
knowledge in this area but it is not in-depth.
3 = Mostly competent –
Assistance required
sometimes
You are able to perform most tasks and have some depth of skill. You can perform
competently during routine situations with occasional assistance required for
complex application and non-routine situations. You have good skills and
knowledge in this area but sometimes need to refer to others for support.
4 = Competent without
assistance
You have sound and in-depth level of skill & competency. This indicates you are
able to complete tasks independently, are able to respond appropriately to
contingencies and are capable in a range of contexts both routine and non-
routine. You have in-depth skills and knowledge in the area.
5 = Able to support others You have detailed and advanced skills and are able to support and mentor others.
This indicates that you are able to provide leadership and support to others and
have comprehensive skills and knowledge which may be more in-depth than
required by this unit.
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RPL CANDIDATE KIT – PART A
Once you’ve given yourself a rating in the Self-Assessment Checklists, the ratings will give you an idea about
whether RPL is appropriate.
If you have rated yourself at an average of 4 or 5 for all questions in a unit, then it is worth pursuing RPL for that
unit.
If your rating is an average of 3, you may or may not be able to complete the unit through RPL. It is worth thinking
about the evidence available and/or discussing the unit’s suitability for RPL with your assessor at your first meeting.
Remember you can apply for RPL for only one unit, a number of units or the whole course. Where a qualification is
partly received through RPL, a statement of attainment will be issued for the units achieved, or a training program
can be developed for the remaining units to make up the qualification.
If you are unsure whether you have the required skills and knowledge for a unit, jot down the evidence that could
relate to the unit and this can be discussed further with the assessor at the initial interview.
Submitting Part A of this kit
When you have completed all sections in Part A of this kit, you will need to submit it to your assessor for their
review.
If your assessor decides you can go ahead with the rest of the assessment process (that is, Part B of this kit), you
will be issued with:
an invoice for the RPL assessment
a written agreement
a quote for training in any units that you are not applying to obtain RPL for (where applicable).
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RPL CANDIDATE KIT – PART A
Qualification Summary
The Diploma of Early Childhood Education and Care requires the completion of 23 core units and 5 elective units.
The following list outlines the available units. Come back to this page at the end of completing the Self-
Assessment Checklists and indicate your decision about whether you will apply for RPL for each unit or if you need
to complete training.
Note: the core unit HLTAID004 Provide an emergency first aid response in an education and care setting is not
included as part of the RPL process.
Units
Complete
through RPL Training required
HLTWHS003 Maintain work health and safety (C)
CHCECE009 Use an approved learning framework to guide
practice (C)
CHCLEG001 Work legally and ethically (C)
CHCECE017 Foster the holistic development and wellbeing of the
child in early childhood (C)
HLTAID004 Provide an emergency first aid response in an
education and care setting (C)
CHCECE018 Nurture creativity in children (C)
CHCECE016 Establish and maintain a safe and healthy
environment for children (C)
CHCECE026 Work in partnership with families to provide
appropriate education and care (C)
CHCECE002 Ensure the health and safety of children (C)
CHCECE003 Provide care for children (C)
CHCECE004 Promote and provide healthy food and drinks (C)
CHCECE005 Provide care for babies and toddlers (C)
CHCPRT001 Identify and respond to children and young people at
risk (C)
CHCECE007 Develop positive and respectful relationships with
children (C)
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander
cultural safety (C)
CHCECE001 Develop cultural competence (C)
CHCECE020 Establish and implement plans for developing
cooperative behaviour (C)
CHCECE021 Implement strategies for the inclusion of all children
(C)
CHCECE023 Analyse information to inform learning (C)
CHCECE022 Promote children’s agency (C)
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RPL CANDIDATE KIT – PART A
Units
Complete
through RPL Training required
CHCECE024 Design and implement the curriculum to foster
children’s learning and development (C)
BSBLDR502 Lead and manage effective workplace relationships
(E)
BSBINN502 Build and sustain an innovative work environment (E)
CHCDIV001 Work with diverse people (E)
CHCECE019 Facilitate compliance in an education and care setting
(C)
CHCECE025 Embed sustainable practices in service operations (C)
CHCPOL002 Develop and implement policy (E)
CHCPRP003 Reflect on and improve professional practice (E)
Number of units to be completed through RPL:
Number of units to be completed through training:
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RPL CANDIDATE KIT – PART A
RPL Application Form
1 Enrolment Details
Are you enrolling in a full qualification or part
qualification (i.e. individual units)?
Full qualification Individual units
Which qualification/units do you wish to enrol in? CHC50113 Diploma of Early Childhood Education and
Care
2 Personal Details
Surname: Title: Mr/Mrs/Miss/Ms/Dr
First Name: Middle Name/s:
Gender: Male Female Date of Birth: / /
Home Address:
Post Code:
Postal Address:
(if different from above)
Post Code:
Home Phone: ( ) Work: ( )
Mobile: Email:
3 Current Employment
Are you currently employed? Yes No
If Yes, is your occupation related to the qualification in which you are seeking RPL
for?
Yes No
What is the name of your employer?
Do you have a workplace where you are able to be assessed on-the-job for the
qualification you are seeking RPL for?
Yes No
Please provide details of the workplace:
Name:
Address:
Type of workplace (profession):
5 Further training
Have you completed any nationally recognised training related to the industry you
are seeking RPL for?
Yes No
Completion date (month, year): Country:
Name of course and institution (if applicable):
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RPL CANDIDATE KIT – PART A
6 Professional referees – provide at least 2 (who have acted in senior capacity to you and can verify
your skills)
Person 1
Name:
Position: Organisation:
Relationship to you:
Phone Number: Mobile Number:
Email Address:
Person 2
Name:
Position: Organisation:
Relationship to you:
Phone Number: Mobile Number:
Email Address:
Person 3
Name:
Position: Organisation:
Relationship to you:
Phone Number: Mobile Number:
Email Address:
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RPL CANDIDATE KIT – PART A
Preliminary RPL Application Evidence
You are required to include specific evidence to support your RPL application as outlined below.
Document Description Included?
Part A of this RPL Candidate Kit, which must include the completed:
Qualification Summary
Relevant Self-assessment Checklists
RPL Application Form: this must include the contact details of at least two professional
referees who have acted in a senior capacity to you in the workplace and who can verify
your competency
Your detailed and up-to-date Curriculum Vitae (CV)
Certified copies of any relevant qualifications and transcripts you have completed
Evidence that you have been working in a relevant role during the past two years – this might
include your position description, performance reviews etc
Payment of RPL Application Fee. This can be paid by cheque, money order or credit card over
the phone.
Declaration
I declare that the information contained in this application is true and correct and that all documents are
genuine.
Candidate Signature: Date:
Printed Name:
Please return Part A of this kit and your supporting documents to
<Insert organisation details>
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RPL CANDIDATE KIT – PART A
SELF-ASSESSMENT CHECKLISTS
Topic 1: Maintaining work health and safety
HLTWHS003 Maintain work health and safety
Application of the unit
This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS)
policies, procedures and work practices as part of a small work team.
This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care
for other workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Self-assessment
Use this rating scale to determine whether you are able to do each of the points listed below.
Skill Rating Scale:
0 = Not applicable 1 = Not skilled
2 = Not competent – limited skills 3 = Mostly competent – assistance required sometimes
4 = Competent without assistance 5 = Able to support others
Questions Yes No Skill rating
0, 1, 2, 3, 4, 5
I can identify existing and potential hazards and record them 1.
according to workplace procedures.
I contribute to the development of strategies for implementing risk 2.
controls in line with workplace policies and procedures.
I implement risk controls in line with the hierarchy of risk control 3.
and workplace and legislative requirements.
I can identify and report health and safety issues with risk controls, 4.
including residual risks in line with workplace and legislative
requirements.
I regularly provide information about WHS policies and 5.
procedures to my work team.
I provide information about identified hazards and the outcomes 6.
of risk assessment and risk controls to my work team.
I monitor housekeeping practices and day to day work activities to 7.
ensure that WHS policies and procedures are followed.
I maintain WHS incident records in my work area according to 8.
workplace policies and legislative requirements.
I encourage work team participation in WHS consultative 9.
activities.
I encourage and assist team members to contribute to WHS. 10.
I can follow workplace procedures for a simulated emergency 11.
situation.
In order to apply for RPL, you must have given yourself a skill rating between 3–5 for each statement.
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RPL CANDIDATE KIT – PART A
Evidence Tasks for this topic
In Part B of this kit you will need to complete a range of tasks to show that you can do the activities/actions for this
topic. Listed below is a summary of the pieces of evidence you will need to gather or activities you need to
complete.
If you tick ‘No’ for any item, perhaps talk to someone who you work with/have worked with or talk to your assessor – they may be able to remind you of a time when you have done a particular activity or completed a specific piece
of workplace documentation.
Note: in some cases you may not be able to take copies of workplace documentation (or remove them from your
workplace). Your assessor will visit you in your workplace and you will need to show them the evidence you have
gathered (for example, either hard copies or sit in front of a computer and show your assessor all required
documentation). Talk to your supervisor about any confidentiality/privacy requirements (for example, how to black
out or obscure client names and other identifiable information, etc).
Evidence
Can I provide/do this?
Yes No
A workplace risk assessment that you have completed.
A third party report from a supervisor (or other approved third party person) stating that
you have participated in a WHS meeting in the workplace (see Part B for further
information).
A third party report from a supervisor (or other approved third party person) stating that
you consistently follow WHS procedures and complete WHS documentation (see
Part B for further information).
Evidence Brainstorm
Now is the time to think about any other evidence that you may wish to provide for this topic. Write down some
items below and show the list to your assessor at your next meeting. Your assessor will advise you as to whether
you should add any of these items to your Evidence Register.
Other evidence to gather (write down the unit it applies to)
Assessor use only:
Candidate to provide? or
Should I apply for RPL for this unit?
Think about your responses above. Based on your self-assessment and your ability to gather the required
evidence for this topic, should you apply for RPL?
HLTWHS003 Maintain work health
and safety Yes No Not sure (if you are unsure, talk to your assessor)
Candidate’s signature: ___________________________________________________________________________________
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RPL CANDIDATE KIT – PART A
Topic 2: Legislation and frameworks
CHCECE009 Use an approved learning framework to guide practice
CHCLEG001 Work within relevant legal and ethical framework
CHCECE009 Use an approved learning framework to guide practice
Application of the unit
This unit describes the skills and knowledge required to enable educators to provide children with opportunities
to maximise their potential and develop a foundation for future success.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Self-assessment
Use this rating scale to determine whether you are able to do each of the points listed below.
Skill Rating Scale:
0 = Not applicable 1 = Not skilled
2 = Not competent – limited skills 3 = Mostly competent – assistance required sometimes
4 = Competent without assistance 5 = Able to support others
Questions Yes No Skill rating
0, 1, 2, 3, 4, 5
I can investigate different approved frameworks and identify the 1.
framework relevant to my service.
I can recognise the differences between the relevant framework 2.
and other approved frameworks.
I can clarify the relevance of the framework with educators to 3.
identify its relationship to other aspects of law and regulations.
I can investigate how the framework is applied to support 4.
children’s learning.
I have explored and developed an understanding of the principles 5.
and practices of the relevant framework.
I work in collaboration with others to apply the principles and 6.
practices of the learning framework to all aspects of my role as an
educator.
I work in collaboration with others to implement the framework 7.
learning outcomes.
I reflect on my own practices in the workplace and discuss with 8.
supervisor.
I can investigate and document my own involvement in 9.
pedagogical practices in my service.
In order to apply for RPL, you must have given yourself a skill rating between 3–5 for each statement.
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RPL CANDIDATE KIT – PART A
CHCLEG001 Work legally and ethically
Application of the unit
This unit describes the skills and knowledge required to identify and work within the legal and ethical
frameworks that apply to an individual job role.
This unit applies to community services and health workers who play a proactive role in identifying and meeting
their legal and ethical responsibilities.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Self-assessment
Use this rating scale to determine whether you are able to do each of the points listed below.
Skill Rating Scale:
0 = Not applicable 1 = Not skilled
2 = Not competent – limited skills 3 = Mostly competent – assistance required sometimes
4 = Competent without assistance 5 = Able to support others
Questions Yes No Skill rating
0, 1, 2, 3, 4, 5
I can identify, access and interpret sources of information about 1.
the legal requirements that apply to my work role.
I can identify the scope and nature of my own legal rights and 2.
responsibilities relating to my work role.
I adhere to the legal requirements, policies and procedures during 3.
my work practice within the scope of my role.
I can recognise potential and actual breaches and report 4.
appropriately, according to organisational procedures.
I can identify, access and interpret sources of information about 5.
the legal and ethical responsibilities that apply to my work role.
I can identify the scope and nature of my own ethical 6.
responsibilities in relation to my work role.
I meet my ethical responsibilities according to workplace policies 7.
and protocol, within the scope of my work role.
I can recognise potential ethical issues and dilemmas and discuss 8.
these with an appropriate person.
I can recognise my own personal values and attitudes and take 9.
into account to ensure that my work practice is non-judgmental.
I use effective problem solving techniques when exposed to 10.
competing value systems.
I can recognise unethical conduct and report to an appropriate 11.
person.
I can recognise potential and actual conflicts of interests and take 12.
appropriate action.
I can identify situations where work practices could be improved 13.
to meet legal responsibilities.
I pro-actively share feedback with colleagues and supervisors. 14.
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RPL CANDIDATE KIT – PART A
Questions Yes No Skill rating
0, 1, 2, 3, 4, 5
I identify and take opportunities to contribute to the review and 15.
development of organisational policies and protocols.
In order to apply for RPL, you must have given yourself a skill rating between 3–5 for each statement.
Evidence Tasks for this topic
In Part B of this kit you will need to complete a range of tasks to show that you can do the activities/actions for this
topic. Listed below is a summary of the pieces of evidence you will need to gather or activities you need to
complete.
If you tick ‘No’ for any item, perhaps talk to someone who you work with/have worked with or talk to your assessor – they may be able to remind you of a time when you have done a particular activity or completed a specific piece
of workplace documentation.
Note: in some cases you may not be able to take copies of workplace documentation (or remove them from your
workplace). Your assessor will visit you in your workplace and you will need to show them the evidence you have
gathered (for example, either hard copies or sit in front of a computer and show your assessor all required
documentation). Talk to your supervisor about any confidentiality/privacy requirements (for example, how to black
out or obscure client names and other identifiable information, etc).
Evidence
Can I provide/do this?
Yes No
Obtain a third party report from a supervisor (or other approved third party person)
stating that you have worked with others to implement an approved learning
framework (see Part B for further information).
Provide a written report about the learning framework you implement in your role as an
educator (see Part B for further information).
Obtain a third party report from a supervisor (or other approved third party person)
stating that you have worked in a manner that meets the legal and ethical requirements
of the early childhood education and care industry (see Part B for further information).
Evidence Brainstorm
Now is the time to think about any other evidence that you may wish to provide for this topic. Write down some
items below and show the list to your assessor at your next meeting. Your assessor will advise you as to whether
you should add any of these items to your Evidence Register.
Other evidence to gather (write down the unit it applies to)
Assessor use only:
Candidate to provide? or
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RPL CANDIDATE KIT – PART A
Should I apply for RPL for these units?
Think about your responses above. Based on your self-assessment and your ability to gather the required
evidence for this topic, should you apply for RPL?
CHCECE009 Use an approved
learning framework to guide
practice
Yes No Not sure (if you are unsure, talk to your assessor)
CHCLEG001 Work legally and
ethically
Yes No Not sure (if you are unsure, talk to your assessor)
Candidate’s signature: ___________________________________________________________________________________
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RPL CANDIDATE KIT – PART A
Topic 3: First aid in early childhood
HLTAID004 Provide an emergency first aid response in an education and care setting
Note: This unit is not covered by the RPL process.
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RPL CANDIDATE KIT – PART A
Topic 4: Child development and creativity
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
CHCECE018 Nurture creativity in children
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
Application of the unit
This unit describes the skills and knowledge required to foster and enhance the holistic development and
wellbeing of children from birth to 6 years of age.
The unit applies to educators working in a range of early education and care service settings.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Self-assessment
Use this rating scale to determine whether you are able to do each of the points listed below.
Skill Rating Scale:
0 = Not applicable 1 = Not skilled
2 = Not competent – limited skills 3 = Mostly competent – assistance required sometimes
4 = Competent without assistance 5 = Able to support others
Questions Yes No Skill rating
0, 1, 2, 3, 4, 5
I assess and monitor children’s physical, social, emotional, 1.
cognitive, and language skills and development.
I plan and provide appropriate experiences and opportunities to 2.
foster each child’s fine and gross motor skills.
I plan and provide experiences which challenge the physical skills 3.
and abilities of children.
I promote children’s physical fitness. 4.
I plan and provide opportunities for different forms of social 5.
interaction between children during play, with respect for each
child’s interests, goals and developmental stage.
I create opportunities for children to participate in meaningful 6.
ways in group discussions and shared decision making.
I structure experiences for children in a way that promotes 7.
cooperation and conflict resolution.
I encourage and promote a sense of community within my 8.
workplace.
I arrange the environment in a way that encourages interactions 9.
between children as well as accommodating children’s needs for privacy and quiet.
I provide children with opportunities to investigate ethical issues 10.
relevant to their lives and their communities.
I create opportunities for children to experience strength and 11.
success during play.
I plan and provide opportunities for children to challenge their 12.
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RPL CANDIDATE KIT – PART A
Questions Yes No Skill rating
0, 1, 2, 3, 4, 5
emerging skills and capabilities.
I provide opportunities for children to engage independently with 13.
tasks.
I create opportunities for children to explore their self-image and 14.
identity through play.
I provide children with opportunities to release their feelings and 15.
express their emotions.
I provide children with opportunities to participate in science, 16.
maths and technology experiences.
I plan and provide opportunities for children to experience the 17.
consequences of their actions and choices through play.
I create learning environments where children are encouraged to 18.
explore, experiment and take appropriate risks in their learning.
I build opportunities for involvement in experiences that support 19.
the investigation of ideas, complex concepts and thinking,
reasoning and hypothesising.
I make opportunities available for children to construct and take 20.
apart, as a strategy for learning.
I provide children with a wide range of everyday materials that 21.
they can use to create patterns, sort, categorise and compare.
I plan and provide developmentally appropriate play experiences 22.
and opportunities to foster language and literacy.
I create opportunities for children to listen and respond to 23.
language.
I value children’s linguistics heritage and encourage the 24.
acquisition of home languages.
I provide children with opportunities to engage with both familiar 25.
and unfamiliar culturally constructed text.
I create environments enriched with literacy including the display 26.
of home languages and Standard English.
I provide resources that encourage children to experiment with 27.
images and print.
I support children to inquire, try new ideas and take on challenges. 28.
I provide resources that offer children challenge, intrigue and 29.
surprise.
I assist to promote children’s sense of belonging and 30.
connectedness.
I engage children in sustained shared conversations to extend 31.
their thinking.
I provide the opportunity to scaffold children’s learning and 32.
development.
I assist children to see their mistakes as opportunities to learn and 33.
grow.
I encourage and facilitate families’ diverse contributions to the 34.
learning community.
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RPL CANDIDATE KIT – PART A
Questions Yes No Skill rating
0, 1, 2, 3, 4, 5
I share information with colleagues about children’s development 35.
and wellbeing.
I create learning environments where children are able to 36.
immerse themselves in self-directed play.
I recognise spontaneous teachable moments as they occur and 37.
use them to build on children’s learning.
I ensure that there is a balance of child-initiated and educator-38.
supported learning.
I provide learning environments which encourage children to 39.
explore, experiment and take risks in their learning.
I facilitate team collaboration of assessments and evaluation 40.
relating to children’s development and wellbeing.
In order to apply for RPL, you must have given yourself a skill rating between 3–5 for each statement.
Candidate name: ______________________________________________________________________________________
Assessor name: _______________________________________________________________________________________
ASSESSOR KIT RPL
CHC50113 Diploma of Early
Childhood Education and Care
© 2016 Eduworks Resources
If you have any enquiries please contact us at [email protected] or on 1300 761 141.
Visit www.eduworks.com.au to view our product range.
This kit is an RPL Assessor’s Kit developed by Eduworks Resources. It is based on a flexible, streamlined model of RPL that aims to guide and support the candidate and the assessor throughout the process.
Eduworks Resources, a division of RTO Advice Group Pty Ltd owns copyright to the material contained within this kit.
RTOs that have purchased the license for this kit are given the permission to use and adapt this RPL kit to suit the
needs of their organisation. Please give reference to Eduworks Resources in tools and documents derived from this
kit.
RPL Assessor Kit CHC50113 V1.0 (ID 105541) Page 3
© 2016 Eduworks Resources
Contents
Contents
Introduction ................................................................................................................................................................................................................. 5
Approach to RPL ................................................................................................................................................................................................ 5
About this RPL Assessment Kit.......................................................................................................................................................................... 5
RPL Assessor Kit ................................................................................................................................................................................................. 5
RPL Candidate Kit .............................................................................................................................................................................................. 6
RPL Third Party Kit ............................................................................................................................................................................................. 7
The RPL process ....................................................................................................................................................................................................... 7
Introducing the candidate to RPL ............................................................................................................................................................. 7
Part A of the RPL Candidate Kit and subsequent meetings ....................................................................................................... 7
Part B of the RPL Candidate Kit and subsequent meetings ....................................................................................................... 8
Finalising assessment .................................................................................................................................................................................... 9
Gap training .......................................................................................................................................................................................................... 9
Record keeping .................................................................................................................................................................................................. 9
RPL evidence ............................................................................................................................................................................................................ 10
The RPL process – an overview .............................................................................................................................................................. 11
Definitions ................................................................................................................................................................................................................... 12
Assessment ........................................................................................................................................................................................................ 12
Dimensions of Competency ...................................................................................................................................................................... 12
Principles of Assessment ............................................................................................................................................................................ 12
Rules of Evidence ............................................................................................................................................................................................ 13
Employability Skills ......................................................................................................................................................................................... 13
Reasonable Adjustment ............................................................................................................................................................................... 13
Assessment Outcome Summary ................................................................................................................................................................... 14
Third Party/Professional Referee Discussion Record ......................................................................................................................... 16
Training Plan ............................................................................................................................................................................................................. 17
RPL Assessment Records .................................................................................................................................................................................. 18
Topic 1: Maintaining work health and safety .................................................................................................................................... 18
Topic 2: Legislation and frameworks .................................................................................................................................................... 23
Topic 3: First aid in early childhood ....................................................................................................................................................... 31
Topic 4: Child development and creativity ........................................................................................................................................ 32
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Contents
Topic 5: Safe environments and partnerships with families .................................................................................................... 42
Topic 6: Care and wellbeing ...................................................................................................................................................................... 51
Topic 7: Child protection .............................................................................................................................................................................. 74
Topic 8: Interactions with children ......................................................................................................................................................... 79
Topic 9: Cultural competence .................................................................................................................................................................. 84
Topic 11: Observation and planning .................................................................................................................................................. 104
Topic 12: Curriculum and children’s agency ................................................................................................................................. 109
Topic 13: Leadership and innovation ................................................................................................................................................ 117
Topic 14: Diversity ........................................................................................................................................................................................ 127
Topic 15: Service management............................................................................................................................................................ 133
Topic 16: Professional practice ............................................................................................................................................................. 145
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Introduction
Introduction
The purpose of this kit is to guide you through the process of assessing Recognition of Prior Learning (RPL) for
CHC50113 Diploma of Early Childhood Education and Care.
Approach to RPL
RPL is a process that recognises the knowledge and skills already held by a candidate. It ‘involves assessment of an individuals’ relevant prior learning (including formal, informal and non-formal learning) to determine the credit
outcomes of an individual application for credit’ (Australian Qualifications Framework Handbook, 2nd edn, 2013.)
It is further defined by the AQTF and the VET Quality Framework as ‘an assessment process that assesses an individual’s formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a VET
qualification.
A candidate’s RPL application should be based on their ability to demonstrate levels of skill and knowledge
detailed in each unit of competency applied for. They must also be able to apply these skills and knowledge
practically. Examples of the types of evidence that may be used to demonstrate competence is listed below.
The RPL model used by <Organisation> is a guided and supported process that relies on the candidate’s ability to demonstrate their competence by answering verbal questions from an assessor, providing referees and, where
possible, assessing their practical skills in the workplace. Unlike other RPL models, written evidence is used to
back up and support RPL assessment, rather than being based entirely on it. The RPL process will include a
number of interviews between the candidate and the assessor which provides the candidate with an opportunity
to demonstrate level of skill and knowledge.
About this RPL Assessment Kit
This kit consists of three separate documents that guide assessors, candidates and third parties through the RPL
assessment process. Brief details about each kit are provided below.
RPL Assessor Kit
This RPL Assessor Kit has been designed to guide you through the process of making a decision about RPL for
each unit for a particular candidate. It includes:
Instructions and definitions – including a step-by-step procedure for RPL.
Assessment Outcome Summary – to record outcomes against units as they are achieved.
Third Party/Referee Discussion Records – a space to record discussions with professional referees.
Employability Skills Confirmation – for you to record how the candidate has demonstrated each of the
employability skill requirements for this qualification (where applicable). This table is to be used if a candidate
is gaining RPL for a complete qualification.
Training Plan – a space to record a training plan for any skills gaps identified throughout the process.
RPL Assessment Record for each unit – checklists for each unit that include tasks, questioning and
observable items to be assessed, which are mapped to unit of competency requirements.
This RPL Assessor Kit is complemented by the following documents, which are described in further detail below.
RPL Candidate Kit
RPL Third Party Kit.
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Introduction
Finalising assessment
To finalise the assessment process, you should undertake these final few steps:
Review the third party person’s ratings, feedback and comments in the RPL Third Party Kit. Their responses may give rise to further questions that you may like to ask the candidate. For example, the third party person
may have identified that the candidate had difficulty understanding a specific task/process at one time. You
may need to then question the candidate about this task/process and see if they now have a better
understanding.
You can contact the third party person if anything in the kit is unclear or ambiguous, or if you want further
detail about any comments provided. The third party person’s detail will be listed in the Third Party Declaration in the kit.
Contact the professional referees listed at the front of the RPL Candidate Kit to discuss the workplace
competency of the candidate for each unit. Ask any questions you feel necessary to help form the
competency decision. Take notes and keep records of your conversations in the Third Party/Professional
Referee Discussion Record in this kit. Now you can make a decision about whether RPL will be granted for
each unit.
Advise the candidate of the outcome when you have completed the process – summarise all outcomes on the
Assessment Outcome Summary in this kit.
If the candidate is completing the full qualification through RPL, you will need to complete the Employability
Skills Confirmation (if applicable to the qualification) to document the evidence submitted against the
employability skills of this qualification.
Gap training
If training is required to achieve a full qualification (and the candidate wishes to gain the full qualification), you are
to document a plan for meeting the training needs and make appropriate arrangements.
Record keeping
You must provide records of interviews and assessment outcomes to the office after each meeting during the RPL
process. On completion of assessment, the following items must be returned to the candidate’s file for archiving:
all evidence submitted
the RPL Candidate Application Kit
the RPL Third Party Kit
the RPL Assessor Kit.
The candidate will then be issued with a qualification or statement of attainment.
Remember!
It is important the candidate is aware that they can contact either yourself or <Organisation> for help if they have
any concerns or difficulties completing their RPL Candidate Kit.
Meetings can be held over the phone, face to face or via video conference.
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Introduction
RPL evidence
There are a number of different types of evidence that the candidate will need to provide over the course of the
RPL assessment:
preliminary evidence as part of their submission of Part A, which must include:
– a detailed and up-to-date Curriculum Vitae (CV) showing details of their recent roles – the CV must be
dated and signed
– certified copies of any relevant qualifications and transcripts they have completed
– evidence that they have been working in a relevant role during the past two years – this might include
position descriptions, performance reviews and so on.
mandatory evidence (that is, Evidence Tasks) detailed for each unit in Part B of their kit
supplementary evidence as indicated in their Evidence Brainstorm
completed RPL Third Party Kit, to be submitted with Part B of their kit
direct observation of practical skills (where applicable)
answers to verbal questions they are asked as detailed in this kit.
Supplementary evidence as indicated in the Evidence Brainstorm will vary greatly between candidates due to their
industries/workplaces, job roles and privacy/confidentiality requirements, but may include:
photos or videos of them completing tasks in their workplace (such as using specific equipment or
undertaking repair activities, preparing their work area and so on)
testimonials from others, usually those in a senior position who can confirm experience, level of skill and their
observations of performance
samples of work (for example, workplace policies and procedures, workplace correspondence, reports, other
relevant documentation filled out by the candidate as part of their work duties)
reflective papers, journals or portfolios that relate past learning to the competency requirements of the unit
participation in exactly the same or modified versions of assessments from the non-RPL course.
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Introduction
The RPL process – an overview
Candidate enquires about RPL
Assessor and candidate have preliminary
discussion to determine suitability
Candidate receives RPL Candidate Kit if suitable to
go ahead with assessment
Candidate completes and submits Part A of the
RPL Candidate Kit
If deemed suitable to proceed, the candidate
receives a written agreement, invoice for
application fee and a quote for further training
(where applicable)
Candidate is recommended to
undertake formal training
Assessment process begins:
First meeting held; Self-assessment Checklists
reviewed and discussed; evidence plan developed;
third party person approved
Candidate completes Part B of RPL Candidate Kit
Further meetings held: verbal questioning; review
of RPL Third Party Kit, other evidence; practical
skills observed (where required/relevant)
Assessor contacts referees and third party person
Gap training undertaken (if required)
RPL outcome determined
RPL is deemed unsuitable based
on application
RPL is deemed unsuitable based
on preliminary discussion
Qualification or statement of
attainment issued
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Introduction
Definitions
Assessment
Assessment is ‘The process of collecting evidence and making judgments on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by
the relevant industry competency standards of a Training Package or by the learning outcomes of an accredited
course.’ (Australian Qualifications Framework Handbook, 2nd edn, 2013.)
Dimensions of Competency
To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of
competency ensure the person being assessed has the skills to perform competently in variety of different
circumstances. To be competent, a person must demonstrate the following:
Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical
skills and these are usually described in the performance criteria.
Task Management Skills: These are skills in organising and coordinating, which are needed to be able to
work competently while managing a number of tasks or activities within a job.
Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in
routine and breakdowns while also performing competently.
Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location
and with others. These skills may be described in the range of variables and underpinning skills and
knowledge.
Transfer Skills: The ability to transfer skills and knowledge to new situations and contexts.
Principles of Assessment
To ensure quality outcomes, assessment should ensure:
Validity: Assessment is valid when the process is sound and assesses what it claims to assess. Validity
requires that:
– Assessment against the units of competency must cover the broad range of skills and knowledge that
are essential to competent performance.
– Assessment of knowledge and skills must be integrated with their practical application.
– Judgement of competence must be based on sufficient evidence (that is, evidence gathered on a
number of occasions and in a range of contexts using different assessment methods). The specific
evidence requirements of each unit of competency provide advice on sufficiency.
There are five major types of validity: face, content, criterion (i.e. predictive and concurrent), construct and
consequential.
In general, validity is concerned with the appropriateness of the inferences, use and consequences that result
from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a
candidate (e.g. competent/not yet competent, a grade and/or a mark), based on the evidence of performance
by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision,
exploring alternative explanations for good or poor performance, and feeding them back into the assessment
process to reduce errors when making inferences about competence.
Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed
for a particular purpose and target group may not necessarily lead to valid interpretations of performance and
assessment decisions if the tool was used for a different purpose and/or target group.
Reliability: Reliability refers to the degree to which evidence presented for assessment is consistently
interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the
required competencies in assessment and relevant vocational competencies (or to assess in conjunction
with someone who has the vocational competencies). It can only be achieved when assessors share a
common interpretation of the assessment requirements of the unit(s) being assessed.
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Introduction
There are five types of reliability: internal consistency; parallel forms; split-half; inter-rater; and, intra rater. In
general, reliability is an estimate of how accurate or precise the task is as a measurement instrument.
Reliability is concerned with how much error is included in the evidence.
Flexibility: To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods
appropriate to the context, competency and the candidate; and support continuous competency
development.
Fairness: Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires
clear communication between the assessor and the candidate to ensure that the candidate is fully informed
about, understands and is able to participate in, the assessment process, and agrees that the process is
appropriate. It also includes an opportunity for the person being assessed to challenge the result of the
assessment and to be reassessed if necessary (AQTF Users’ Guide to the Essential Conditions and Standards for Continuing Registration 2010).
Rules of Evidence
Authenticity: To accept evidence as authentic, an assessor must be assured that the evidence presented for
assessment is the candidate’s own work. Currency: In assessment, currency relates to the age of the evidence presented by a candidate to
demonstrate that they are still competent. Competency requires demonstration of current performance, so
the evidence collected must be from either the present or the very recent past.
Sufficiency: This relates to the quality and quantity of evidence assessed. It requires collection of enough
appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can
be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence
requirements of each unit of competency provide advice on sufficiency.
Validity: See the definition under Principles of Assessment (AQTF Users’ Guide to the Essential Conditions and Standards for Continuing Registration 2010).
Employability Skills
Employability skills are non-technical skills which play a significant part in contributing to an individual's effective
and successful participation in the workplace. Employability skills are also sometimes referred to as generic skills,
capabilities, enabling skills or key competencies. In Australia the employability skills are:
communication skills, which contribute to productive and harmonious relations between employees and
customers
teamwork skills, which contribute to productive working relationships and outcomes
problem-solving skills, which contribute to productive outcomes
initiative and enterprise skills, which contribute to innovative outcomes
planning and organising skills, which contribute to long-term and short-term strategic planning
self-management skills, which contribute to employee satisfaction and growth
learning skills, which contribute to ongoing improvement and expansion in employee and company
operations and outcomes
technology skills, which contribute to effective execution of tasks.’ (Training Packages @ Work at http://www.tpatwork.com/back2basics/ db4_employabilitysk.htm)
Reasonable Adjustment
Reasonable adjustment refers to measures or actions taken to provide a student with a disability [or a language or
literacy disadvantage] the same educational opportunities as everyone else. To be reasonable, adjustments must
be appropriate for that person, must not create undue hardship for a registered training organisation and must be
allowable within rules defined by the Training Package or Course Curriculum (Training Packages @ Work
http://www.tpatwork.com/back2basics/db8_ reasonable adjus.htm).
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Introduction
Assessment Outcome Summary
Candidate Name:
______________________________________________________________________________________________________
The Diploma of Early Childhood Education and Care requires the completion of 23 core units and 5 elective units.
The following list outlines the available units. Record the final results for each unit on this page following the RPL
assessment process.
Note: the core unit HLTAID004 Provide an emergency first aid response in an education and care setting is not
included as part of the RPL process.
Units
Method () Result Sign off by assessor
RPL Training None
Outcome:
refer to legend Date
Assessor
Initials
HLTWHS003 Maintain work health and
safety (C)
CHCECE009 Use an approved learning
framework to guide practice (C)
CHCLEG001 Work legally and ethically
(C)
CHCECE017 Foster the holistic
development and wellbeing of the child
in early childhood (C)
HLTAID004 Provide an emergency first
aid response in an education and care
setting (C)
CHCECE018 Nurture creativity in
children (C)
CHCECE016 Establish and maintain a
safe and healthy environment for
children (C)
CHCECE026 Work in partnership with
families to provide appropriate
education and care (C)
CHCECE002 Ensure the health and
safety of children (C)
CHCECE003 Provide care for children
(C)
CHCECE004 Promote and provide
healthy food and drinks (C)
CHCECE005 Provide care for babies
and toddlers (C)
CHCPRT001 Identify and respond to
Outcome Legend:
RPL-C = RPL Competent/ Achieved
RPL-NA = RPL Not Achieved
C = Competent (only use if training has taken place, non-RPL assessment)
NYC = Not Yet Competent (only use if assessment is non-RPL assessment)
CT= Credit Transfer NR = National Recognition
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Introduction
Units
Method () Result Sign off by assessor
RPL Training None
Outcome:
refer to legend Date
Assessor
Initials
children and young people at risk (C)
CHCECE007 Develop positive and
respectful relationships with children (C)
CHCDIV002 Promote Aboriginal and/or
Torres Strait Islander cultural safety (C)
CHCECE001 Develop cultural
competence (C)
CHCECE020 Establish and implement
plans for developing cooperative
behaviour (C)
CHCECE021 Implement strategies for
the inclusion of all children (C)
CHCECE023 Analyse information to
inform learning (C)
CHCECE022 Promote children’s agency
(C)
CHCECE024 Design and implement the
curriculum to foster children’s learning and development (C)
BSBLDR502 Lead and manage effective
workplace relationships (E)
BSBINN502 Build and sustain an
innovative work environment (E)
CHCDIV001 Work with diverse people
(E)
CHCECE019 Facilitate compliance in an
education and care setting (C)
CHCECE025 Embed sustainable
practices in service operations (C)
CHCPOL002 Develop and implement
policy (E)
CHCPRP003 Reflect on and improve
professional practice (E)
Assessor’s signature: ___________________________________________________________________________________
Name: _______________________________________________ Date: _______________________________________
Candidate’s signature: _________________________________________________________________________________
Name: _______________________________________________ Date: _______________________________________
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Introduction
Third Party/Professional Referee Discussion Record
Record your discussions with the third party person and/or professional referee.
Referee’s Details/Third Party Person 1
Name:
Position:
Relationship to Candidate:
Contact Details:
Date of Discussion:
Details of Discussion:
Referee’s Details/Third Party Person 2
Name:
Position:
Relationship to Candidate:
Contact Details:
Date of Discussion:
Details of Discussion:
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Introduction
Training Plan
Use this page if skills gaps are identified during the RPL process and a plan is needed to provide training in order
to achieve a full qualification. Document which units the plan applies to, how the candidate will participate in
training and how assessments will be completed.
Once completed, provide this information to the office for quoting purposes.
Training Plan
Candidate name:
Relating to units:
Training Plan
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Topic 1: Maintaining work health and safety
RPL Assessment Records
Topic 1: Maintaining work health and safety
HLTWHS003 Maintain work health and safety
Unit HLTWHS003 Maintain work health and safety
Application This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.
This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Evidence required
for this unit
Note: any information provided by the candidate must have identifiable data blacked out
Workplace risk assessment completed by candidate in the workplace
Third party report from a manger/supervisor stating that the candidate has participated in a WHS meeting in the workplace and provided WHS information to at least two workers, including:
explaining work place policies and procedures
demonstrating safe housekeeping practices
correctly using PPE.
Third party report from a manger/supervisor stating that the candidate:
consistently monitors safety procedures in their day-to-day work activities
follows procedures for reporting hazards
completed a workplace incident report
has participated in a simulated emergency drill at least once.
Has a third party report been provided for this unit?
Other (please specify):
Core/Elective Core
Performance
evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role.
There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and
workplace procedures:
conducted a workplace risk assessment and recorded the results, including: Task 1
identification of hazards and potential hazards Task 1
risk assessment Task 1
strategies for minimising risk Task 1
analysis of residual risk. Task 1
provided WHS information to at least two workers, including: Task 2
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Topic 1: Maintaining work health and safety
explanation of WHS policies and procedures Task 2
demonstration of safe housekeeping practices Task 2
correct use of personal protective equipment (PPE). Task 2
consistently monitored safety procedures in the day-to-day work activities required by the job role Task 3
completed a workplace incident report Task 3
followed workplace procedures for a simulated emergency situation. Task 3
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Topic 1: Maintaining work health and safety
Legend: S/I = Sufficient/Insufficient
Evidence Tasks Key points/answer guide Further assessor comments S/I
Mapping
WHS003
The candidate will need to gather workplace risk assessment and third party reports.
They will need to show this evidence to you and answer the questions as detailed below.
1. Candidates are to provide a risk assessment they have completed in their workplace.
Questions to ask the candidate about their experiences:
Describe the potential hazard or hazards that you identified in your risk assessment.
What was your assessment of the hazard/s?
What strategies did you come up with to minimise the risks?
How did you implement risk controls?
Where there any residual risks? How did you determine whether there were/were not?
Where does your workplace store risk assessments and incident reports?
Talk me through the principles of hazards and risk assessments and the concept of the hierarchy of control.
Explain your workplace’s policies and any legislative requirements relating to:
reporting health and safety issues
WHS record keeping.
Candidate provided a workplace risk assessment completed by themselves in their workplace.
Candidate described the potential hazard/s identified in the risk assessment.
Candidate explained the risk assessment and possible strategies to minimise risks.
Candidate described how they implemented risk controls.
Candidate described their analysis of residual risks.
Candidate is aware of where workplace risk assessments and incident reports are kept in the workplace.
Candidate has sound knowledge of the principles of hazards and hierarchy of control.
Candidate has sound knowledge of workplace policies and legislative requirements for reporting health and safety issues and record keeping in their workplace.
PE1, PE1.1, PE1.2,
PE1.3, PE1.4, 1.1,
1.2,1.3, 1.4, 2.4, 3.2,
KE1.3, KE3, KE3.1,
KE3.2, KE3.3, KE3.4,
KE3.5
2. Candidates are to provide a third party report from their workplace manager/supervisor stating that they have participated in a WHS meeting in the workplace, including:
providing WHS information to at least two workers
explaining WHS policies and procedures
demonstrating safe housekeeping practices
correct use of PPE.
Questions to ask the candidate about their experiences:
What were the WHS policies and procedures that you referred to during your meeting/s?
What was the purpose of the meeting/discussion?
Describe the safe housekeeping practices that you demonstrated and why you demonstrated these.
What PPE you use at work and how you correctly use these items as you demonstrated to work colleagues.
Candidate provided a third party report from workplace manager/supervisor stating that the candidate has actively participated in a WHS meeting.
Candidate described the purpose of the meeting and listed the WHS policies and procedures that they referred to during the meeting.
Candidate described the safe housekeeping practices discussed with and demonstrated these during the meeting.
Candidate listed the PPE used in their workplace and how these items are correctly used.
PE2, PE2.2, PE2.3,
2.1, 2.2, 3.1, 3.3, KE5
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Topic 1: Maintaining work health and safety
Questioning Key points/answer guide Further assessor comments S/I
Mapping
WHS003
1. Tell me about your state or territory’s legislative requirements. You will need to tell me about:
Your state or territory’s WHS authorities – who are they?
What are the rights and responsibilities of a person conducting a business or undertaking officers (including duty of care)?
What are the rights and responsibilities of workers (including duty of care)?
What are the regulatory requirements relevant to your industry?
What hazardous manual tasks you do in your work role and what requirements relate to these?
Requirements relevant to infection control.
Candidate has sound knowledge of state/ territory legislation and how it impacts on their workplace’s regulations, codes of practice and industry standards including:
Their state/territory WHS authorities
The rights and responsibilities of a person conducting a business or undertaking officers and workers, including duty of care
Regulatory requirements relevant to their particular industry
Hazardous manual tasks
Infection control
KE1, KE1.1, KE1.2,
KE1.4, KE1.5, KE1.6
2. What are some hazards that are common to your workplace and work role? How might they cause harm?
Candidate lists at least two common hazards in their work environment and how these hazards can cause harm.
KE2
Additional Comments on Topic 1
Results RPL or NYC Date Assessor Name Assessor Signature Candidate Name Candidate Signature
HLTWHS003 Maintain work
health and safety
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Topic 2: Legislation and frameworks
Topic 2: Legislation and frameworks
CHCECE009 Use an approved learning framework to guide practice
CHCLEG001 Work legally and ethically
Unit CHCECE009 Use an approved learning framework to guide practice
Application This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future
success.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Evidence required
for this unit
Note: any information provided by the candidate must have identifiable data blacked out.
Third party report from a supervisor (or other approved third party person) stating that the candidate:
has worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care setting
has worked closely with others and under supervision to help implement the framework
consistently reflects on and discusses their practice with their supervisor and other colleagues.
Written report:
Candidate is required to investigate and document at least two examples of how the learning framework is demonstrated in their workplace
Candidate is required to research and document at least one example of how each principle of the learning framework is reflected in the service
Candidate is required to investigate and document their own involvement
in at least three examples of pedagogical practices in their workplace.
Has a third party report been provided for this unit?
Other (please specify):
Core/Elective Core
Performance
evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:
worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care service, including:
Task 1
investigating and documenting at least two examples of how the learning framework is demonstrated in the service
Task 2
researching and documenting at least one example of how each principle of the learning framework is reflected in the service
Task 2
working closely with others and under supervision to help implement the framework Task 1
reflecting on and discussing practice with supervisor and others Task 1
investigated and documented their own involvement in at least three examples of pedagogical practices in the service.
Task 2
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Topic 2: Legislation and frameworks
Unit CHCLEG001 Work legally and ethically
Application This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.
This unit applies to community services and health workers who play a proactive role in identifying and meeting their legal and ethical responsibilities.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Evidence required
for this unit
Note: any information provided by the candidate must have identifiable data blacked out
Third party report from a supervisor (or other approved third party person) stating that the candidate:
has completed workplace activities in accordance with legal and ethical
requirements in at least three different situations
has developed appropriate responses to at least three different legal or ethical
issues in the workplace
has identified and communicated at least two potential work practice
improvements designed to enhance workplace responsiveness to legal and
ethical requirements.
Has a third party report been provided for this unit?
Other (please specify):
Core/Elective Core
Performance
evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role. There must be evidence that the candidate has:
completed workplace activities in accordance with legal and ethical requirements in at least three different
situations
Task 3
developed appropriate responses to at least three different legal or ethical issues relevant to the work role Task 3
identified and communicated at least two potential work practice improvements designed to enhance workplace
responsiveness to legal and ethical requirements
Task 3
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Topic 2: Legislation and frameworks
Legend: S/I = Sufficient/Insufficient
Evidence Tasks Key points/answer guide Further assessor comments S/I
Mapping
ECE009 LEG001
The candidate will need to gather written report and third party reports.
They will need to show this evidence to you and answer the questions as detailed below.
1. Candidates are to provide a third party report from a supervisor or (other approved third party person) stating that the candidate:
works collaboratively with at least one other educator to implement an approved learning framework within an approved education and care setting
works closely with others and under supervision to help implement the framework
consistently reflects on and discusses practice with supervisor and others.
Questions to ask the candidate about their experiences:
What is the name of the learning framework you implement in your work role?
Describe how you apply the principles and practices of the learning framework to all aspects of your role as an educator.
How does the implementation of the learning framework support children’s learning?
Candidate provided a third party report from a supervisor or (other approved third party person) stating that the candidate:
works collaboratively with at least one other educator to implement an approved learning framework within an approved education and care setting
works closely with others and under supervision to help implement the framework
consistently reflects on and discusses practice with supervisor and others.
The candidate named the correct learning framework implemented in their work role.
Candidate described how they apply the principles and practices of the learning framework to all aspects of their role as an educator.
Candidate described how the implantation of the learning framework in their work role supports children’s learning.
PE1, PE1.3, PE1.4,
2.3, 2.4, 2.5
2. Candidates are to provide a written report
Requirements of the report:
Candidate is required to investigate and document at least two examples of how the learning framework is demonstrated in their workplace.
Candidate is required to research and document at least one example of how each principle of the learning framework is reflected in their service.
Candidate is required to document their own involvement in at least three examples of pedagogical practices in their
Candidate provided a written report in a word document and addressed all of the requirements as follows:
Candidate investigated and documented at least two examples of how the learning framework is demonstrated in their workplace.
Candidate researched and documented at least one example of how each principle of the learning framework is reflected in their service.
Candidate documented their own involvement in at least three examples of pedagogical practices in their workplace.
PE1.1, PE1.2, PE1.5,
1.1, 2.1, 2.2
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Topic 2: Legislation and frameworks
Additional Comments on Topic 2
Results RPL or NYC Date Assessor Name Assessor Signature Candidate Name Candidate Signature
CHCECE009 Use an approved
learning framework to guide
practice
CHCLEG001 Work legally and
ethically
Topic 3: First aid in early childhood
HLTAID004 Provide an emergency first aid response in an education and care setting
Note: This unit has not been included as part of this RPL process.
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Topic 4: Child development and creativity
Topic 4: Child development and creativity CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
CHCECE018 Nurture creativity in children
Unit CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
Application This unit describes the skills and knowledge required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age.
The unit applies to educators working in a range of early education and care service settings.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Evidence required
for this unit
Note: any information provided by the candidate must have identifiable data blacked out.
Third party report from a supervisor (or other approved third party person stating that the candidate has planned for and provided at least three opportunities for children of varying ages to develop in a range of areas over a period of 240 hours in at least one regulated education and care service including:
Facilitating and supporting emotional and psychological development in children
Encouraging self-help and independence of children
Opportunities to foster children’s positive self-concept and self-esteem
Providing a positive and safe environment to encourage children to express thoughts, feelings and ideas.
Supporting programming documents relevant to the required third party report,
including but not limited to:
observations
learning stories
program plans
daily/weekly reflections.
Note: (please ensure that you adhere to all organisational policies and procedures regarding privacy and confidentiality before providing supporting documents).
Has a third party report been provided for this unit?
Other (please specify):
Core/Elective Core
Performance
evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
planned and provided at least three opportunities for children of varying ages to develop in a range of areas,
including:
Task 1 and Task 2
facilitating and supporting emotional and psychological development in children Task 1 and Task 2
encouraging self-help and independence of children Task 1 and Task 2
planning opportunities to foster children’s positive self-concept and self-esteem Task 1 and Task 2
providing a positive and safe environment to encourage children to express thoughts, feelings and ideas. Task 1 and Task 2
performed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work
in at least one regulated education and care service.
Task 1 and Task 2
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Topic 4: Child development and creativity
Unit CHCECE018 Nurture creativity in children
Application This unit describes the skills and knowledge required to nurture creativity in children.
The unit applies to educators who work with children in a variety of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Evidence required
for this unit
Note: any information provided by the candidate must have identifiable data blacked out.
Third party report from a supervisor (or other approved third party stating that the candidate has planned and provided at least three programs or active learning environments that foster creativity in children of varying ages including;
creative experiences initiated by children
dramatic and imaginative play opportunities
creative approaches to routines
opportunities for each child to develop expression and skills.
Third party report from a supervisor (or other approved third party stating that the candidate has facilitated the active participation of at least three children of varying ages through encouragement, appropriate interactions and communication.
Has a third party report been provided for this unit?
Other (please specify):
Core/Elective Core
Performance
evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
planned and provided at least three programs or active learning environments that foster creativity in for children of varying ages, including:
Task 3
creative experiences initiated by children Task 3
dramatic and imaginative play opportunities Task 3
creative approaches to routines Task 3
opportunities for each child to develop self-expression and skills. Task 3
facilitated the active participation of at least three children of varying ages through encouragement, appropriate interactions and communications.
Task 4
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Topic 4: Child development and creativity
Legend: S/I = Sufficient/Insufficient
Evidence Tasks Key points/answer guide Further assessor comments S/I
Mapping
ECE017 ECE018
The candidate will need to gather third party reports and supporting program planning documentation.
They will need to show this evidence to you and answer the questions as detailed below.
1. Candidates are to provide a third party report from a supervisor (or other approved third party person stating that the candidate has planned for and provided at least three opportunities for children of varying ages to develop in a range of areas over a period of 240 hours in at least one regulated education and care service including:
Facilitating and supporting emotional and psychological development in children
Encouraging self-help and independence of children
Opportunities to foster children’s positive self-concept and self-esteem
Providing a positive and safe environment to encourage children to express thoughts, feelings and ideas.
Questions to ask the candidate about their experiences:
List some of the materials you used in the program that offer challenge, intrigue and surprise
Describe how you engage children in sustained conversations to extend their thinking
How do you recognise teachable moments as they occur and build on children’s learning?
Give me an example of the opportunities you provide to scaffold children’s learning and development.
Candidate provided a third party report from a supervisor (or other approved third party person stating that the candidate has planned for and provided at least three opportunities for children of varying ages to develop in a range of areas over a period of 240 hours in at least one regulated education and care service including:
Facilitating and supporting emotional and psychological development in children
Encouraging self-help and independence of children
Opportunities to foster children’s positive self-concept and self-esteem
Providing a positive and safe environment to encourage children to express thoughts, feelings and ideas.
Candidate listed some of the materials they used in the program that offer challenge, intrigue and surprise.
Candidate described how they engage children in sustained conversations to extend their thinking.
Candidate described how they recognise teachable moments as they occur and build on children’s learning.
Candidate gave an example of the opportunities they provide to scaffold children’s learning and development.
PE1, PE1.1, PE1.2,
PE1.3, PE1.4, PE2,
6.2
2. Supporting programming documents relevant to the required third party report in Task 1, including but not limited to:
observations
learning stories
Candidate obtained required supporting program planning documentation.
Candidate displays knowledge of the methods of observation to assess and monitor all aspects of children’s skills and development.
1.1, 2.1, 3.1, 4.1, 5.1
5.1
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Topic 5: Safe environments and partnerships with families
Topic 5: Safe environments and partnerships with families CHCECE016 Establish and maintain a safe and healthy environment for children
CHCECE026 Work in partnership with families to provide appropriate education and care
Unit CHCECE016 Establish and maintain a safe and healthy environment for children
Application The unit describes the skills and knowledge to establish and maintain a safe and healthy environment for children.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Evidence required
for this unit
Note: any information provided by the candidate must have identifiable data blacked out.
Third party report from a supervisor (or other approved third party) stating that the candidate has established and maintained an environment that is safe and healthy for children in an early education and care service, including:
Communicating hazards and safety issues to appropriate persons within the service
Coordinating emergency responses including evacuation plans
Planning and coordinating the supervision of children
Promoting and monitoring safety practices including the administration of medicines and safe handling of food
Coordinating appropriate procedures for handling infections and illness, including communicating with families
Enacting strategies to support children to take increasing responsibility for their own health and physical wellbeing.
Has a third party report been provided for this unit?
Other (please specify):
Core/Elective Core
Performance
evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
established and maintained an environment that is safe and healthy for children in at least once service, including: Task 1
communicating hazards and safety issues to appropriate persons within the service Task 1
coordinating emergency responses including evacuation plans Task 1
planning and coordinating supervision of children Task 1
promoting and monitoring safety practices, including administration of medicines and safe handling of food Task 1
coordinating appropriate procedures for handling infections and illnesses, including communicating with
families
Task 1
enacting strategies to support children to take increasing responsibility for their own health and physical
wellbeing.
Task 1
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Topic 5: Safe environments and partnerships with families
Unit CHCECE026 Work in partnership with families to provide appropriate education and care for children
Application This unit describes the skills and knowledge required to work in partnership with families to provide appropriate education and care for the child.
This unit applies to educators working in a variety of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Evidence required
for this unit
Note: any information provided by the candidate must have identifiable data blacked out.
Third party report from a supervisor (or other approved third party) stating that the candidate has worked collaboratively with at least three families to support education and care, including;
communicating information about children’s interests and development developing care strategies together
engaging in discussion relevant to the child and family
involving families in the service and program by encouraging participation in children’s experiences
providing opportunities for families to give feedback on the service and program.
Has a third party report been provided for this unit?
Other (please specify):
Core/Elective Core
Performance
evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
worked collaboratively with at least three different families to support education and care, including: Task 2
– communicating information about children’s interests and development Task 2
– developing care strategies together Task 2
– engaging in discussion relevant to the child and family Task 2
involved families in the service/program by: Task 2
– encouraging participation in children’s experiences Task 2
– providing opportunities for families to give feedback on service/program Task 2
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Topic 5: Safe environments and partnerships with families
Legend: S/I = Sufficient/Insufficient
Evidence Tasks Key points/answer guide Further assessor comments S/I
Mapping
ECE016 ECE026
The candidate will need to gather required third party reports.
They will need to show this evidence to you and answer the questions as detailed below.
1. Candidates are to provide a third party report from a supervisor (or other approved third party) stating that the candidate has established and maintained an environment that is safe and healthy for children in an early education and care service, including:
Communicating hazards and safety issues to appropriate persons within the service
Coordinating emergency responses including evacuation plans
Planning and coordinating the supervision of children
Promoting and monitoring safety practices including the administration of medicines and safe handling of food
Coordinating appropriate procedures for handling infections and illness, including communicating with families
Enacting strategies to support children to take increasing responsibility for their own health and physical wellbeing.
Questions to ask the candidate about their experiences:
Describe a time when you have discussed a child’s health needs and daily routine during the enrolment process. What questions did you ask the child’s parent/guardian?
How do you ensure that any concerns or questions about a child’s health needs are conveyed to the child’s family?
List two strategies you have implemented to support children to take increasing responsibility for their own health and physical wellbeing.
Describe the procedure you follow in relation to notifying families of illness and
Candidate provided required third party report from a supervisor (or other approved third party) stating that the candidate has established and maintained an environment that is safe and healthy for children in an early education and care service, including:
Communicating hazards and safety issues to appropriate persons within the service
Coordinating emergency responses including evacuation plans
Planning and coordinating the supervision of children
Promoting and monitoring safety practices including the administration of medicines and safe handling of food
Coordinating appropriate procedures for handling infections and illness, including communicating with families
Enacting strategies to support children to take increasing responsibility for their own health and physical wellbeing.
Candidate described a time when they have discussed a child’s health needs and daily routine during the enrolment process and discussed the questions they asked the child’s parent/guardian?
Candidate described how they ensure that any concerns or questions about a child’s health needs are conveyed to each child’s family.
Candidate listed two strategies they have implemented to support children to take increasing responsibility for their own health and physical wellbeing.
Candidate described the procedure they follow in relation to notifying families of illness and injuries that affect children in the service.
PE1, PE1.1, PE1.2,
PE1.3, PE1.4, PE1.5,
PE1.6, 1.1, 1.2
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Topic 5: Safe environments and partnerships with families
Evidence Tasks Key points/answer guide Further assessor comments S/I
Mapping
ECE016 ECE026
injuries that affect children in the service.
2. Candidate is to provide a third party report from a supervisor (or other approved third party) stating that the candidate has worked collaboratively with at least three families to support education and care, including:
communicating information about children’s interests, relationships, experiences and development
developing care strategies together
engaging in discussion relevant to the child and family
involving families in the service and program by encouraging participation in children’s experiences
providing opportunities for families to give feedback on the service and program.
Questions to ask the candidate about their experiences:
What opportunities do you give families to provide feedback on the service and program?
How do you communicate information with families about children’s interests and development?
How do you inform families of any incidents affecting their child?
Tell me about a time when you have engaged in shared decision making with a family regarding their child
Candidate provided a third party report from a supervisor (or other approved third party) stating that they have worked collaboratively with at least three families to support education and care, including:
communicating information about children’s interests, relationships, experiences and development
developing care strategies together
engaging in discussion relevant to the child and family
involving families in the service and program by encouraging participation in children’s experiences
providing opportunities for families to give feedback on the service and program.
Candidate discussed the opportunities they give families to provide feedback on the service and program.
Candidate described how they communicate information with families about children’s interests and development.
Candidate described how they inform families of any incidents affecting their child.
Candidate discussed a time when they have engaged in shared decision making with a family regarding their child.
PE1, PE1.1, PE1.2,
PE1.3, PE2, PE2.1,
PE2.2, 2.1, 2.2, 2.4
3. Candidates are to provide copies of any other evidence that you indicated was appropriate to gather on their Evidence Brainstorm.
Detail questions asked to the candidate in the ‘Further assessor comments section’.
Candidate obtained the required documentation.
Candidate’s responses to questions about extra pieces of evidence were suitable and demonstrated appropriate knowledge of topic discussed.
Questioning Key points/answer guide Further assessor comments S/I Mapping
Candidate name: _________________________________________________________________________________________
THIRD PARTY KIT RPL
CHC50113 Diploma of Early Childhood
Education and Care
© 2016 Eduworks Resources
If you have any enquiries please contact us at [email protected] or on 1300 676 870.
Visit www.eduworks.com.au to view our product range.
This kit is an RPL Third Party Kit developed by Eduworks Resources. It is based on a flexible, streamlined model of RPL that aims to
guide and support the candidate and the assessor throughout the process.
Eduworks Resources, a division of RTO Advice Group Pty Ltd owns copyright to the material contained within this kit.
RTOs that have purchased the license for this kit are given the permission to use and adapt this RPL kit to suit the needs of their
organisation. Please give reference to Eduworks Resources in tools and documents derived from this kit.
RPL Third Party Kit CHC50113 V1.0 (ID 106088) Page 3
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Contents
Introduction ................................................................................................................................................................................................................. 5
Who should complete this kit?.......................................................................................................................................................................... 5
What do I have to do? ............................................................................................................................................................................................ 5
How are my comments used in the assessment decision? ............................................................................................................ 5
Skill rating scale ........................................................................................................................................................................................................ 5
Third Party Declaration .......................................................................................................................................................................................... 6
Assessor contact ...................................................................................................................................................................................................... 6
Third Party Declaration .......................................................................................................................................................................................... 7
Units to complete ..................................................................................................................................................................................................... 9
Checklists .................................................................................................................................................................................................................... 10
HLTWHS003 Maintain work health and safety ............................................................................................................................ 10
CHCECE009 Use an approved learning framework to guide practice .......................................................................... 12
CHCLEG001 Work legally and ethically ........................................................................................................................................... 15
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood ............................ 17
CHCECE018 Nurture creativity in children ..................................................................................................................................... 19
CHCECE016 Establish and maintain a safe and healthy environment for children ................................................ 21
CHCECE026 Work in partnership with families to provide appropriate education and care ............................. 23
CHCECE002 Ensure the health and safety of children ............................................................................................................ 25
CHCECE003 Provide care for children ............................................................................................................................................. 27
CHCECE004 Promote and provide healthy food and drinks ............................................................................................... 29
CHCECE005 Provide care for babies and toddlers ................................................................................................................... 31
CHCPRT001 Identify and respond to children and young people at risk ...................................................................... 34
CHCECE007 Develop positive and respectful relationships with children ................................................................... 36
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety ........................................................... 37
CHCECE001 Develop cultural competence .................................................................................................................................. 39
CHCECE020 Establish and implement plans for developing cooperative behaviour ........................................... 41
CHCECE021 Implement strategies for the inclusion of all children ................................................................................. 43
CHCECE023 Analyse information to inform learning ............................................................................................................... 45
CHCECE022 Promote children's agency ........................................................................................................................................ 47
CHCECE024 Design and implement the curriculum to foster children's learning and development........... 49
BSBLDR502 Lead and manage effective workplace relationships .................................................................................. 51
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BSBINN502 Build and sustain an innovative work environment ...................................................................................... 54
CHCDIV001 Work with diverse people ............................................................................................................................................. 57
CHCECE019 Facilitate compliance in an education and care service........................................................................... 59
CHCECE025 Embed sustainable practices in service operations .................................................................................... 61
CHCPOL002 Develop and implement policy................................................................................................................................ 63
CHCPRP003 Reflect on and improve professional practice ................................................................................................. 65
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RPL THIRD PARTY REPORT
Introduction
Thank you for agreeing to complete this RPL Third Party Kit, which will contribute to evidence for the Recognition of
Prior Learning process the candidate is currently undertaking for CHC50113 Diploma of Early Childhood Education
and Care.
Who should complete this kit?
This kit is to be completed by someone who is currently working, or has previously worked, in a supervisory
capacity to the candidate and can confirm their skills and knowledge as relevant to workplace performance.
What do I have to do?
This kit includes a checklist for each unit in the Diploma of Early Childhood Education and Care. We ask that you
answer the questions as they relate to the candidate’s performance by providing a rating from the skill rating scale
below.
Please add your comments about how you have seen the candidate demonstrate these skills.
You can also record any concerns you may have about their competence in the feedback section. There may be
some units that you don’t need to complete, as the candidate may be completing only part of the qualification, and
some units in this kit are optional electives. The candidate’s assessor will have indicated in this kit which checklists
you are to fill out.
Note: Some units will require you to write a short summary of the student’s ability to complete specific workplace activities. This is required in situations where the student may not be able to provide evidence due to
confidentiality/privacy concerns – you will need to explain how you have seen the student do this type of work and
whether they are able to do it competently and in line with workplace procedures/requirements.
How are my comments used in the assessment decision?
There are no right or wrong answers. It is your perception or opinion that is important. You are not providing the
assessment decision; however, your comments will assist the assessor in forming their final opinion of the
candidate’s competence. The candidate will provide a range of evidence to help the assessor make the final
decision.
Skill rating scale
The rating scale below details the ratings you can give the candidate in each checklist. If you do not feel you are in
a position to provide an opinion about a particular question, please leave it blank.
Skill Rating Scale
0 = Not applicable You do not believe this is relevant to the position or requirements of industry.
1 = Not skilled The candidate is not competent in this area. They require support in normal day-
to-day routines and do not have the required skills and knowledge.
2 = Not competent –
Limited skills
The candidate has low depth of skill in this area, perhaps with ability in some
areas but not all. This indicates that they require intermittent support to complete
these tasks, including in routine and predictable situations. They may have some
skills and knowledge in this area but it is not in-depth.
3 = Mostly competent –
Assistance required
sometimes
The candidate is able to perform most tasks and has some depth of skill. They
can perform competently during routine situations with occasional assistance
required for complex application and non-routine situations. They have good
skills and knowledge in this area but sometimes need to refer to others for
support.
4 = Competent without
assistance
The candidate has sound and in-depth level of skill and competency. This
indicates they are able to complete tasks independently, are able to respond
appropriately to contingencies and are capable in a range of contexts both
routine and non-routine. They have in-depth skills and knowledge in the area.
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RPL THIRD PARTY REPORT
Skill Rating Scale
5 = Able to support others The candidate has detailed and advanced skills and is able to support and
mentor others. This indicates that they are able to provide leadership and
support to others and have comprehensive skills and knowledge which may be
more in-depth than required by this unit.
When filling out the checklists, consider:
Is the candidate able to perform the described criteria competently, consistently and in a range of situations
and contexts? Would they be able to perform the task in a different workplace or away from their normal
working conditions? Are they able to perform competently, even when busy and when things go wrong? If
yes, then the candidate is likely to be ‘Competent without assistance’ in this area and they may be ‘Able to
support others’. Does the candidate perform competently most of the time, but sometimes requires support from others to
provide reassurance or guidance? If so, this may suggest they are ‘Competent without assistance’. Is the candidate able to perform competently, but unsure in other environments or if something does not go
according to the usual plan? If so, this suggests that they may be ‘Mostly competent – assistance required
sometimes’. Is the candidate able to complete some tasks described, but not all? If so, this indicates they are ‘Not
competent – limited skills’.
Third Party Declaration
Please complete the Third Party Declaration (see the next page) and ensure you provide your contact details on
this form.
Assessor contact
An assessor from our organisation will contact you to discuss the candidate’s performance and ask any questions related to the feedback you will provide. This is purely to help the assessor make an assessment decision.
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RPL THIRD PARTY REPORT
Third Party Declaration
Name of third party person: _______________________________________________________________________
Name of candidate: _____________________________________________________________________________
Please complete the following information.
Your name: _____________________________________________________________________________________
Name of organisation: ___________________________________________________________________________
Your position title: _______________________________________________________________________________
Length of time you have worked in management/supervisory position to the candidate:
____________________________________________________________________________________________
Your qualification details:
Qualification name: _____________________________________________________________________________
Institute completed: ______________________________________________________________________________
Year completed: _________________________________________________________________________________
Qualification name: _____________________________________________________________________________
Institute completed: ______________________________________________________________________________
Year completed: _________________________________________________________________________________
Qualification name: _____________________________________________________________________________
Institute completed: ______________________________________________________________________________
Year completed: _________________________________________________________________________________
Length of time you have known the candidate?
Less than 1 year 1–2 years 2–5 years More than 5 years
Your relationship to the candidate: Supervisor / Manager / Employer (circle one)
Please detail when and where you worked with the candidate and how long you worked with them for.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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RPL THIRD PARTY REPORT
Units to complete
The units included in the CHC50113 Diploma of Early Childhood Education and Care are listed below.
It may have been established that the candidate is only applying for RPL for certain units in the qualification. If this
is the case, you will not need to fill out all of the checklists in this kit.
The assessor has ticked the units below that you will need to complete.
Units
Checklist to be
completed?
HLTWHS003 Maintain work health and safety (C)
CHCECE009 Use an approved learning framework to guide practice (C)
CHCLEG001 Work legally and ethically (C)
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood (C)
CHCECE018 Nurture creativity in children (C)
CHCECE016 Establish and maintain a safe and healthy environment for children (C)
CHCECE026 Work in partnership with families to provide appropriate education and care (C)
CHCECE002 Ensure the health and safety of children (C)
CHCECE003 Provide care for children (C)
CHCECE004 Promote and provide healthy food and drinks (C)
CHCECE005 Provide care for babies and toddlers (C)
CHCPRT001 Identify and respond to children and young people at risk (C)
CHCECE007 Develop positive and respectful relationships with children (C)
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety (C)
CHCECE001 Develop cultural competence (C)
CHCECE020 Establish and implement plans for developing cooperative behaviour (C)
CHCECE021 Implement strategies for the inclusion of all children (C)
CHCECE023 Analyse information to inform learning (C)
CHCECE022 Promote children’s agency (C)
CHCECE024 Design and implement the curriculum to foster children’s learning and development (C)
BSBLDR502 Lead and manage effective workplace relationships (E)
BSBINN502 Build and sustain an innovative work environment (E)
CHCDIV001 Work with diverse people (E)
CHCECE019 Facilitate compliance in an education and care setting (C)
CHCECE025 Embed sustainable practices in service operations (C)
CHCPOL002 Develop and implement policy (E)
CHCPRP003 Reflect on and improve professional practice (E)
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
Checklists
HLTWHS003 Maintain work health and safety
Application of the unit
This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.
This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Did the candidate: Yes No
Skill rating
0, 1, 2, 3, 4, 5
1. Conduct a workplace risks assessment and record the results?
2. Identify hazards and potential hazards?
3. Assess risks and put in place strategies to reduce the risks?
4. Always apply safe housekeeping practices?
5. Use PPE correctly?
6. Consistently monitor safety procedures during their day-to-day
work activities?
7. Complete a workplace incident report?
8. Participate in at least one simulated emergency drill?
9. Participate in at least one workplace safety meeting where they:
provided WHS information to at least two workers
explained service policies and procedures
discussed safe housekeeping practices
demonstrated correct use of PPE.
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
Please provide a short report of the candidate’s abilities and performance in regards to the points above.
Feedback
Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?
Further comments/feedback:
Name of Third Party:
Signature of Third Party: Date:
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
CHCECE009 Use an approved learning framework to guide practice
Application of the unit
This unit describes the skills and knowledge required to enable educators to provide children with opportunities to
maximise their potential and develop a foundation for future success.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Did the candidate: Yes No
Skill rating
0, 1, 2, 3, 4, 5
1. Work collaboratively with at least one other educator to
implement an approved learning framework within an approved
education and care setting?
2. Work closely with others and under supervision to help
implement the framework?
3. Consistently reflect on and discussed their own practice with
yourself (or their supervisor) and their colleagues?
Please provide a short report of the candidate’s abilities and performance in regards to the points above.
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
Feedback
Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?
Further comments/feedback:
Name of Third Party:
Signature of Third Party: Date:
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
CHCLEG001 Work legally and ethically
Application of the unit
This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.
This unit applies to community services and health workers who play a proactive role in identifying and meeting their legal and ethical responsibilities.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Did the candidate: Yes No
Skill rating
0, 1, 2, 3, 4, 5
1. Complete workplace activities by following legal and ethical
requirements (for at least three occasions)?
2. Respond appropriately to at least three different legal or ethical
issues that have occurred at the service?
3. Identify and communicate at least two potential work practice
improvements that can enhance how the service responds to
legal and ethical requirements?
Please provide a short report of the candidate’s abilities and performance in regards to the points above.
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
Feedback
Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?
Further comments/feedback:
Name of Third Party:
Signature of Third Party: Date:
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
Application of the unit
This unit describes the skills and knowledge required to foster and enhance the holistic development and
wellbeing of children from birth to 6 years of age.
The unit applies to educators working in a range early education and care service settings.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Did the candidate: Yes No
Skill rating
0, 1, 2, 3, 4, 5
1. Plan and provide at least three opportunities for children of
varying ages to develop in a range of areas, including:
Facilitating and supporting emotional and psychological
development in children?
Encouraging self-help and independence of children?
Identifying opportunities to foster children’s positive self-concept and self-esteem?
Providing a positive and safe environment to encourage
children to express their thoughts, feelings and ideas?
Please provide a short report of the candidate’s abilities and performance in regards to the points above.
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
Feedback
Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?
Further comments/feedback:
Name of Third Party:
Signature of Third Party: Date:
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
CHCECE018 Nurture creativity in children
Application of the unit
This unit describes the skills and knowledge required to nurture creativity in children.
The unit applies to educators who work with children in a variety of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Did the candidate: Yes No
Skill rating
0, 1, 2, 3, 4, 5
1. Plan and provide at least three programs or active learning
environments that foster creativity in children of varying ages,
including:
creative experiences initiated by children
dramatic and imaginative play opportunities
creative approaches to routines
opportunities for each child to develop expression and skills.
2. Facilitate the active participation of at least three children of
varying ages through encouragement, appropriate interactions
and communication?
Please provide a short report of the candidate’s abilities and performance in regards to the points above.
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
Feedback
Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?
Further comments/feedback:
Name of Third Party:
Signature of Third Party: Date:
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
CHCECE016 Establish and maintain a safe and healthy environment for children
Application of the unit
The unit describes the skills and knowledge to establish and maintain a safe and healthy environment for children.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Did the candidate: Yes No
Skill rating
0, 1, 2, 3, 4, 5
1. Establish and maintain an environment that is safe and healthy
for children in an early education and care service, including:
Communicating hazards and safety issues to appropriate
persons within the service
Coordinating emergency responses including evacuation
plans
Planning and coordinating the supervision of children
Promoting and monitoring safety practices including the
administration of medicines and safe handling of food
Coordinating appropriate procedures for handling infections
and illness, including communicating with families
Enacting strategies to support children to take increasing
responsibility for their own health and physical wellbeing
Please provide a short report of the candidate’s abilities and performance in regards to the points above.
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
Feedback
Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?
Further comments/feedback:
Name of Third Party:
Signature of Third Party: Date:
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
CHCECE026 Work in partnership with families to provide appropriate education and care
Application of the unit
This unit describes the skills and knowledge required to work in partnership with families to provide appropriate
education and care for the child.
This unit applies to educators working in a variety of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Did the candidate: Yes No
Skill rating
0, 1, 2, 3, 4, 5
1. Worked collaboratively with at least three families to support
education and care, including:
communicating information about children’s interests and development
developing care strategies together
engaging in discussion relevant to the child and family
involving families in the service and program by
encouraging participation in children’s experiences
providing opportunities for families to give feedback on the
service and program
Please provide a short report of the candidate’s abilities and performance in regards to the points above.
RPL Third Party Kit CHC50113 V1.0 (ID 106088) Page 24
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Skill Rating Scale
0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 = Competent
without assistance; 5 = Able to support others
Feedback
Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?
Further comments/feedback:
Name of Third Party:
Signature of Third Party: Date: