ASSESSMENT KIT BUNDLE ASSESSMENT TASK 4 CHC30113 CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE AND CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE A c l u s t e r e d a p p r o a c h t o a s s e s s m e n t Bundle Cover Page 1 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd [Insert qual code and title]
ASSESSMENT ASSESSMENT TASKS 4 CHC30113 CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE A clustered approach to assessme nt C H C E C E 0 0 3 P r o v i d e c a r e f o r c h i l d r e n C H C E C 0 0 5 P r o v i d e c a r e f o r b a b i e s a n d t o d d l e r s C H C E C E 0 0 7 D e v e l o p p o s i t i v e a n d r e s p e c t f u l r e l a t i o n s h i p s w i t h c h i l d r e n Assessment Toolkit - unit only Page 1 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd [Insert qual code and title]
ASSESSMENT TASK 1 Assessment Task 1: Short answer questions Student instructions This open book task will be completed in your own time. You can use the Internet, books, magazines and other resources supplied by your trainer/assessor to help you with your answers. Make sure you answer all questions. You are required to answer all questions correctly. If incorrect answers are provided, your assessor will identify the gaps in your knowledge and understanding and make arrangements for reassessment. Resources required for this assessment Learning resources National Quality Framework for Early Childhood Education and Care, http://acecqa.gov.au/nationalquality-framework Guide to the National Quality Standard http://files.acecqa.gov.au/files/national-quality-framework- Resources-Kit/NQF03-Guide-to-NQS-130902.pdf Approved Learning Framework relevant to your Service United Nations Convention on the Rights of the Child National Physical Activity Guidelines for Australians http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-actguidelines The Internet It is expected that students have access to a regulated education and care service Question 1 Access the Guide to the National Quality Standard on the internet and answer the following questions: a) How do the National Quality Standards fit in with the overall National Quality Framework for Early Childhood Education and Care? b) What is the purpose of the National Quality Standards? Provide three examples. CHC30113 Sample V1.0 17-01-2014 Page 4 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
ASSESSMENT TASK 2 Assessment Task 2: Fostering nutrition and health You are to plan and provide an experience to children in the 2-6 age group that teaches them about nutrition, good health and advantages of physical activity. Your experience must provide the children with the opportunity to prepare and source food (either by bringing this in to the Service or accessing from a garden in the Service if applicable) and to engage in physical activity. Parents may be invited to participate in eating the food prepared and finding out how their children have been learning about the relationship between nutrition and physical exercise to promote healthy bodies. Your experience should provide the opportunity for the children to: Learn about their nutritional needs (for example, the need for water, vegetables, protein, carbohydrates etc.) in a style and language that is suitable to the age group Learn about healthy and unhealthy choices and why they are important Learn about hygiene when handling food Learn about the how nutrition provides the body with the energy required for physical activity Perform a physical activity or exercise that is based on physical activity and healthy bodies. (For example, food song with actions, a small play) Be involved in the procurement and preparation of nutritious food Interact with family members in serving the food Fill in the template attached to document the plan for your experience. Your experience may be conducted on 1 day or you may break it into sections delivered over a few days so that a small part of the experience is offered each day. You must discuss your plan with your supervisor and seek their approval to implement this experience at the Service. Ask your supervisor to sign the planning form to show their agreement. When it is time to implement the experience, ask your supervisor to observe you while you implement the experience, gather their feedback and then record it on the form. Purpose Nutrition and health experience Date and time Activities CHC30113 Sample V1.0 17-01-2014 Page 6 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
MARKING ASSESSMENT GUIDE TASK 4 CHC30113 CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE A clustered approach to assessme nt C H C E C E 0 0 3 P r o v i d e c a r e f o r c h i l d r e n C H C E C 0 0 5 P r o v i d e c a r e f o r b a b i e s a n d t o d d l e r s C H C E C E 0 0 7 D e v e l o p p o s i t i v e a n d r e s p e c t f u l r e l a t i o n s h i p s w i t h c h i l d r e n Assessment Toolkit - unit only Page 1 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd [Insert qual code and title]
INTRODUCTION Introduction The following is to be used as a guide to marking the assessment tasks required for these units. Inside this document, the tasks as well as sample / benchmark answers are provided. This document also includes a guide to the assessment process. Trainers/assessors should also refer to the following documents: Mapping documentation for this unit Assessment Record Tool for this unit. This cluster is assessed in the following ways: Short answer questions Written assessment Fostering Nutrition and Health Caring for Children and Babies Journal Activity Workplace observation Third Party report Students must complete all assessment tasks satisfactorily in order to achieve competency in the units in this cluster. Guide to assessment Assessment Tools We have developed a range of comprehensive assessment tools that assessors are required to use to guide their assessment decisions as well as document the decision process and outcomes. These tools include the following: Marking Guide includes a guide to assessors about acceptable answers to the assessment tasks as well as a guide to assessors on the process of assessment. Mapping of assessment tasks to the unit requirements. Assessment Task booklet a booklet for the student that contains their assessment tasks. Assessment Record Tool used by the assessor to record the decision making process. Training & Assessment Strategies Each course has a training and assessment strategy which outlines the assessment tools that are to be used in the assessment of each course. All assessors are given a copy of the Training & Assessment Strategies related to the courses which they assess. Assessors must ensure they work within the parameters and guidelines of the Training & Assessment Strategy and identify any areas that may need improvement or updating as they become aware of them. Assessment Process Students must complete the tasks provided and submit each one on the due date prescribed by the assessor (if applicable). The assessor should use the Assessment Record Tool and the Workplace Observations booklet 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 and then signed and dated by both the assessor and the student. CHC30113 Sample V1.0 17-01-2014 Page 9 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
ASSESSMENT TASK 2 Assessment Task 1: Short Answer Questions Instructions This open book task will be completed in your own time. You can use the Internet, books, magazines and other resources supplied by your trainer/assessor to help you with your answers. Make sure you answer all questions. You are required to answer all questions correctly. If incorrect answers are provided, your assessor will identify the gaps in your knowledge and understanding and make arrangements for reassessment. Resources required for this assessment Learning resources National Quality Framework for Early Childhood Education and Care, http://acecqa.gov.au/nationalquality-framework Guide to the National Quality Standard http://files.acecqa.gov.au/files/national-quality-framework- Resources-Kit/NQF03-Guide-to-NQS-130902.pdf Approved Learning Framework relevant to your Service United Nations Convention on the Rights of the Child National Physical Activity Guidelines for Australians http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-actguidelines Internet It is expected that students have access to a regulated education and care service Question 1 Access the Guide to the National Quality Standard on the internet and answer the following questions: a) How do the National Quality Standards fit in with the overall National Quality Framework for Early Childhood Education and Care? The National Quality Framework sets the National law and regulations under which accredited early education and care must operate. Under this legislation the National Quality Standard has been put in place as a benchmark for standards of service. The principles of the NQF guide Services in achieving the standards b) What is the purpose of the National Quality Standards? Provide three examples Sets the national benchmarks for the quality of education and care service Informs services and families on what a quality service is Assists families to make choices about providing education and care for their child Describes seven quality areas, 18 standards and 58 elements against which Services can be measured CHC30113 Sample V1.0 17-01-2014 Page 10 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
ASSESSMENT TASK 2 Assessment Task 2: Fostering Nutrition and Health You are to plan and provide an experience to children in the 2-6 age group that teaches them about nutrition, good health and advantages of physical activity. Your experience must provide the children with the opportunity to prepare and source food (either by bringing this in to the Service or accessing from a garden in the Service if applicable) and to engage in physical activity. Parents may be invited to participate in eating the food prepared and finding out how their children have been learning about the relationship between nutrition and physical exercise to promote healthy bodies. Your experience should provide the opportunity for the children to: Learn about their nutritional needs (for example, the need for water, vegetables, protein, carbohydrates etc.) in a style and language that is suitable to the age group Learn about healthy and unhealthy choices and why they are important Learn about hygiene when handling food Learn about the how nutrition provides the body with the energy required for physical activity Perform a physical activity or exercise that is based on physical activity and healthy bodies. (For example, food song with actions, a small play) Be involved in the procurement and preparation of nutritious food Interact with family members in serving the food Fill in the template attached to document the plan for your experience. Your experience may be conducted on 1 day or you may break it into sections delivered over a few days so that a small part of the experience is offered each day. You must discuss your plan with your supervisor and seek their approval to implement this experience at the Service. Ask your supervisor to sign the planning form to show their agreement. When it is time to implement the experience, ask your supervisor to observe you while you implement the experience, gather their feedback and then record it on the form. Purpose Nutrition and Health Experience Date and time 12 May 2013 Activities Plan food to be prepared with children use as opportunity to talk about healthy and unhealthy food choices; food groups and cultural food alternatives (previous activity) Prepare invitation for parents (previous activity) Design physical activity centred around concept of nutrition/exercise/healthy bodies Purchase food excursion to market talk about importance of fresh food Return to care setting Outside play time talk about need for good nutrition and physical exercise for healthy bodies Prepare food learning about food preparation hygiene; learn about safety in the kitchen Set up eating area so that children can interact with family members Present food on plates learn about need to make food look nice to be appetising Welcome parents/guests/staff CHC30113 Sample V1.0 17-01-2014 Page 12 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
ASSESSMENT RECORD ASSESSMENT TOOL TASK 4 CHC30113 CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE A clustered approach to assessme nt C H C E C E 0 0 3 P r o v i d e c a r e f o r c h i l d r e n C H C E C 0 0 5 P r o v i d e c a r e f o r b a b i e s a n d t o d d l e r s C H C E C E 0 0 7 D e v e l o p p o s i t i v e a n d r e s p e c t f u l r e l a t i o n s h i p s w i t h c h i l d r e n Assessment Toolkit - unit only Page 1 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd [Insert qual code and title]
INTRODUCTION Introduction Assessment requirements This record tool is to be used to record the assessment decisions for the Care and Nurturing cluster, which consists of the following units: CHCECE003 Provide care for children CHCECE005 Provide care for babies and toddlers and CHCECE007 Develop positive and respective relationships with children Assessment is based on a number of forms of evidence, as follows: Task 1: Short answer questions Task 2: Fostering nutrition and health Task 3: Caring for children and babies Journal activity Task 4: Skills observation Task 5: Third party report Hours logged in the Workplace Learning Logbook. These assessments are targeted to a learner who is studying the Certificate III in Early Childhood Education and Care and currently working in a childhood education and care setting. Recording assessment outcomes Use this Assessment Record Tool to record the outcomes of each assessment task related to this cluster. Marking Guide Refer to the Marking Guide for further instructions and details about each assessment task. Note to the assessor: Students are required to complete 120 hours of work in at least one regulated education and care service, performing the activities outlined in the performance criteria of the following units: CHCECE003 Provide care for children CHCECE005 Provide care for babies and toddlers and CHCECE007 Develop positive and respective relationships with children. Students are not able to be deemed competent until they have completed the 120 hours; however, these hours can be accumulated as part of completion of the entire Certificate III in Early Childhood Education and Care (i.e. they are only required to complete 120 hours total for the course). Students have been provided a Workplace Learning Logbook in which they are required to record the hours they have worked to contribute to this requirement they must submit this as part of the evidence requirements for this cluster. CHC30113 Sample V1.0 17-01-2014 Page 15 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
ASSESSMENT TASK 1 Assessment Task 1: Short answer questions Use this checklist to record the outcomes of this task. Record the outcome on the Record of Assessment Outcomes at the end of this document. Date: In this task, did the student: Completed successfully Comments Yes No Did the student answer all short answer questions correctly? (Please note which questions were answered incorrectly, if applicable). If no to the above, did you identify gaps in the student s understanding and knowledge? If yes to the above, what arrangements have been made for reassessment? Further comments: Task outcome: Satisfactory Not Satisfactory Trainer/assessor name: Trainer/assessor signature: Student name: CHC30113 Sample V1.0 17-01-2014 Page 17 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Cert III in Early Childhood Education and Care
ASSESSMENT TASK 2 Assessment Task 2: Fostering nutrition and health Use this checklist to record the outcomes of this task. Record the outcome on the Record of Assessment Outcomes at the end of this document. Date: In this task, did the student: Completed successfully Comments Yes No Design an experience for children aged 2 5 that adequately taught them information about nutrition, good health and the advantages of physical activity? Submit an appropriate template showing the planning of their experience? Discuss the plan with their supervisor and seek approval for implementation? Ensure their supervisor observed the experience and provided feedback to the student? Further comments: Task outcome: Satisfactory Not Satisfactory Trainer/assessor name: Trainer/assessor signature: Student name: CHC30113 Sample V1.0 17-01-2014 Page 18 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Cert III in Early Childhood Education and Care
RECORD OF ASSESSMENT OUTCOMES Record of Assessment Outcomes This section records the outcome of each task or assessment requirement used to form the final assessment decision. This is for assessment of: CHCECE003 Provide care for children CHCECE005 Provide care for babies and toddlers CHCECE007 Develop positive and respective relationships with children. Student name: Task Outcome Assessment Requirements Satisfactory (S) Not satisfactory (NS) Date Initials 1. Short answer questions 2. Fostering nutrition and health 3. Caring for children and babies Journal activity 4. Skills observation 5. Third party report 6. 120 hours of work logged (Workplace Learning Logbook) Overall Assessment Outcome (C = Competent, NYC = Not Yet Competent) Assessor Name: Signature: Date: / / CHC30113 Sample V1.0 17-01-2014 Page 20 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Cert III in Early Childhood Education and Care
Unit Mapping CHCECE007 Develop positive and respectful relationships with children Application of the unit This unit describes the skills and knowledge required by educators working with children to ensure they can develop and maintain effective relationships and promote positive behaviour. This unit applies to educators who work with children in a range of education and care service settings. Licensing requirements Pre-requisites Not Applicable Not Applicable Assessment Tasks & Assessment Method AT1 AT2 AT3 AT4 AT5 Elements Performance Criteria Short answer questions Fostering Nutrition and Health (Project) Caring for children and babies Journal Workplace Observation Third party report 1. Communicate positively with children 1.1 Respond sensitively and appropriately to all children s efforts to communicate 1.2 Engage in sustained conversations with individual children about things that interest the child 25, 28 1.3 Consistently respond positively to all children who require attention 7, 15, 27, 28 1.4 Sit and talk with children at mealtimes and help create a relaxed and unhurried routine 2. Interact positively with children 2.1 Participate in children s play and using children s cues to guide the level and type of involvement 29 2.2 Respond positively and respectfully to children s comments, questions and requests for assistance 7 2.3 Role-model positive interactions with others 7 2.4 Encourage children to share their stories and ideas CHC30113 Sample V1.0 17-01-2014 Page 21 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
Unit Mapping CHCECE007 Develop positive and respectful relationships with children Assessment Tasks & Assessment Method AT1 AT2 AT3 AT4 AT5 Elements Performance Criteria Short answer questions Fostering Nutrition and Health (Project) Caring for children and babies Journal Workplace Observation Third party report 3. Support and respect children 3.1 Assist to create an environment that reflects the lives of the children, their families and the local community 5, 30 3.2 Support implementation of practices and routines that honour children, their family and the community context 5, 21, 30 3.3 Show genuine interest in, understanding of and respect for all children 15 3.4 Comfort children who cry or show signs of distress 7, 15, 22 3.5 Respond positively to the varying abilities and confidence of all children 7, 25 3.6 Acknowledge children s efforts and achievements 7 4. Maintain the dignity and rights of children 4.1 Assist in organising spaces, resources and routines to minimise times when children are likely to experience stress or frustration 4.2 Allow children to make choices and to experience natural consequences of these where there is no risk of physical or emotional harm to the child or another being 7,15 4.3 Monitor and respond to children s play and support interactions where there is conflict 4.4 Acknowledge children when they make positive choices in managing their own behaviour 7 4.5 Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children s behaviour with them 15 CHC30113 Sample V1.0 17-01-2014 Page 22 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
Unit Mapping CHCECE007 Develop positive and respectful relationships with children Assessment Tasks & Assessment Method AT1 AT2 AT3 AT4 AT5 Elements Performance Criteria Short answer questions Fostering Nutrition and Health (Project) Caring for children and babies Journal Workplace Observation Third party report 4.6 Be gentle, calm and reassuring even when children strongly express distress, frustration or anger 7, 15, 22 4.7 Consistently guide all children s behaviour in ways that are focused on supporting children to develop skills to self-regulate and preserve and promote children s self-esteem 14, 7 4.8 Involve children in developing limits and consequences for inappropriate behaviours Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Foundation Skills Short answer questions Fostering Nutrition and Health (Project) Caring for children and babies Journal Workplace Observation Third party report The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance. Oral communication in order to engage in sustained conversations with children. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit. Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Foundation Skills Short answer questions Fostering Nutrition and Health (Project) Caring for children and babies Journal Workplace Observation Third party report CHC30113 Sample V1.0 17-01-2014 Page 23 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
Unit Mapping CHCECE007 Develop positive and respectful relationships with children Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Foundation Skills Short answer questions Fostering Nutrition and Health (Project) Caring for children and babies Journal Workplace Observation Third party report The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance. Oral communication in order to engage in sustained conversations with children. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit. Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Knowledge Evidence Short answer questions Fostering Nutrition and Health (Project) Caring for children and babies Journal Workplace Observation Third party report 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 Legislation and policy cluster the National Quality Standards 1 the relevant approved learning framework Legislation and policy cluster how to navigate through framework and standards documents to find areas relevant to this unit of competency effective communication techniques including verbal and non-verbal ways to show respect techniques to guide children s behaviour 1, 17 6, 7, 27 7, 15, 22 CHC30113 Sample V1.0 17-01-2014 Page 24 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
Unit Mapping CHCECE007 Develop positive and respectful relationships with children Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Knowledge Evidence Short answer questions Fostering Nutrition and Health (Project) Caring for children and babies Journal Workplace Observation Third party report United Nations Convention on the Rights of the Child 3 organisational standards, policies and procedures. 10, 16, 17, 18 Assessment Conditions 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. Requirement met? YES NA NA Assessment must ensure use of: National Quality Framework for Early Childhood Education and Car YES the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors. YES RTO to ensure CHC30113 Sample V1.0 17-01-2014 Page 25 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Certificate III in Early Childhood Education and Care
ASSESSMENT TASKS CHC50113 D I P L O M A O F EARLY CHILDHOOD EDUCA T I O N A N D C A R E L e g i s l a t i o n & F r a m e w o r k s C l u s t e r C H C C S 4 0 0 C W o r k w i t h i n a r e l e v a n t l e g a l a n d e t h i c a l f r a m e w o r k C H C P R T 0 0 1 I d e n t i f y a n d r e s p o n d t o c h i l d r e n a n d y o u n g p e o p l e a t r i s k C H C E C E 0 0 9 U s e a n a p p r o v e d l e a r n i n g f r a m e w o r k t o g u i d e p r a c t i c e Student name: Date submitted:
ASSESSMENT TASK 1 Assessment Task 1: Short answer questions Student instructions This open book task will be completed in your own time. You can use the Internet, books, magazines and other resources supplied by your trainer/assessor to help you with your answers. Make sure you answer all questions. You are required to answer all questions correctly. If incorrect answers are provided, your assessor will identify the gaps in your knowledge and understanding and make arrangements for reassessment. Resources required for this assessment Kearns, K 2010, The Big Picture: Working in Children s Services, 2nd Edition. Pearson Australia. National Quality Framework, http://acecqa.gov.au/national-quality-framework The Internet Question 1 Describe the National Legislative Framework that underpins the National Quality Framework for Early Childhood Education and Care, including: a) the names of the national law that is included in the Framework; b) the purpose of the national law c) how the national law is adopted as legislation in each state/territory. Question 2 What is the legislation for your state or territory that covers the protection of children? Legislation and Frameworks - Assessment Tasks V1.3-17-12-2013 Page 4 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC50113 Diploma of Early Childhood Education and Care
MARKING GUIDE CHC50113 D I P L O M A O F EARLY CHILDHOOD EDUCATION A N D CARE L e g i s l a t i o n & F r a m e w o r k s C l u s t e r C H C C S 4 0 0 C W o r k w i t h i n a r e l e v a n t l e g a l a n d e t h i c a l f r a m e w o r k C H C P R T 0 0 1 I d e n t i f y a n d r e s p o n d t o c h i l d r e n a n d y o u n g p e o p l e a t r i s k C H C E C E 0 0 9 U s e a n a p p r o v e d l e a r n i n g f r a m e w o r k t o g u i d e p r a c t i c e
INSTRUCTIONS Introduction The following is to be used as a guide to marking the assessment tasks required for these units. Inside this document, the tasks as well as sample/benchmark answers are provided. This document also includes a guide to the assessment process. Trainers/assessors should also refer to the following documents: Mapping documentation for this unit Assessment Record Tool for this unit. This cluster is assessed in the following ways: Short answer questions Written assessment Ethical issues in childhood education and care Written assessment and observation Assist in the implementation of an approved learning framework Workplace observation and journal Third Party report Students must complete all assessment tasks satisfactorily in order to achieve competency in the units in this cluster. Guide to assessment Assessment Tools We have developed a range of comprehensive assessment tools that assessors are required to use to guide their assessment decisions as well as document the decision process and outcomes. These tools include the following: Marking Guide includes a guide to assessors about acceptable answers to the assessment tasks as well as a guide to assessors on the process of assessment. Mapping of assessment tasks to the unit requirements. Assessment Task booklet a booklet for the student that contains their assessment tasks. Assessment Record Tool used by the assessor to record the decision making process. Training & Assessment Strategies Each course has a training and assessment strategy which outlines the assessment tools that are to be used in the assessment of each course. All assessors are given a copy of the Training & Assessment Strategies related to the courses which they assess. Assessors must ensure they work within the parameters and guidelines of the Training & Assessment Strategy and identify any areas that may need improvement or updating as they become aware of them. Assessment Process Students must complete the tasks provided and submit each one on the due date prescribed by the assessor (if applicable). The assessor should 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 and then signed and dated by both the assessor and the student. Legislation and Frameworks - Marking Guide V1.5-17-12-2013 Page 3 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC50113 Diploma of Early Childhood Education and Care
ASSESSMENT TASK 1 Assessment Task 1: Short answer questions Student instructions This open book task will be completed in your own time. You can use the Internet, books, magazines and other resources supplied by your trainer/assessor to help you with your answers. Make sure you answer all questions. You are required to answer all questions correctly. If incorrect answers are provided, your assessor will identify the gaps in your knowledge and understanding and make arrangements for reassessment. Resources required for this assessment Kearns, K 2010, The Big Picture: Working in Children s Services, 2nd Edition. Pearson Australia. National Quality Framework, http://acecqa.gov.au/national-quality-framework The Internet Question 1 Describe the National Legislative Framework that underpins the National Quality Framework for Early Childhood Education and Care, including: a) the names of the national law that is included in the Framework NQF includes the Education and Care Services National Law and the Education and Care Services National Regulations b) the purpose of the national law To create a national approach to the regulation and quality assessment of education and care services including most long day care, preschool/kindergarten, family day care and outside school hours care services across Australia c) how the national law is adopted as legislation in each state/territory. The national applied law has been established by the host State (Victoria) passing the Education and Care Services National Law Act 2010. Other States/Territories then either adopt that law for their own jurisdictions, or pass corresponding legislation Question 2 What is the legislation for your state or territory that covers the protection of children? Children s and Young Persons Act 2012 (or other state/territory specific legislation). Question 3 a) List at least three further pieces of legislation that you need to be aware of when working as an Educator one of these should relate to Work Health and Safety Choose from the following list or others as deemed suitable by the assessor Work Health and Safety Act 2011 Information Privacy Act 2000 (Victoria) Equal Opportunity Act 2010 Legislation and Frameworks - Marking Guide V1.5-17-12-2013 Page 7 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC50113 Diploma of Early Childhood Education and Care
ASSESSMENT TASK 2 Answer for scenario 1 should include the following points: Legal and statutory requirements: The restraining order may still be in place in which case Paul is breaking the law by staying in the house. There is no evidence of further abuse at this time but given previous history Justin is at risk of harm. Despite privacy legislation, there is onus of the worker to report the incident Relevant service policy and procedure covering child abuse Human rights: Right of the child to be safe; right of the mother to help out her friend who may be genuinely trying to fix his life; right of Paul to get a new start in life to stop drinking and get a job. It is possible that the violence was caused by the alcohol consumption Action: advise mother that you did hear the conversation and given previous history you will have to tell your supervisor. Explain that your service will work with the mother to try to work out the best possible outcome with the safety of the child of paramount importance document the incident and raise formally with supervisor In conjunction with supervisor if required, provide information to child protection/police as and if appropriate Monitor child and provide opportunity for child to communicate his concerns. Document Keep lines of communication open with the mother. Answer for scenario 2 should include the following points: Legal and statutory requirements: It is against the law for any form of corporal punishment to be used on a child who is being cared for in an Approved service (National Law; Sections 166-167. Julia has therefore broken the law Relevant service policy and procedure covering child abuse; code of conduct Julia has clearly breached these Human rights: Right of the child to be safe; rights of Julia who is feeling very stressed and behaved in a manner that is not usually like her. Dilemma: Your long-term friendship could be lost; Julia could lose her job and be charged with a criminal offence Action: advise Julia that you saw what happened and that you understand that she what she is going through but she cannot behave in that way. Try to persuade her to go to her supervisor herself and tell her what happened and to ask for some time off until she is able to sort out her life advise Julia that you will have to report what you saw to your supervisor as you are required to do this under service policy and by law advise Julia that she can access counselling services to help her through this difficult time document the incident and raise formally with supervisor Keep lines of communication open with the Julia Legislation and Frameworks - Marking Guide V1.5-17-12-2013 Page 20 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC50113 Diploma of Early Childhood Education and Care
ASSESSMENT RECORD TOOL 00 Insdert CHC50113 D I P L O M A O F EARLY CHILDHOOD EDUCATION AND C A R E L e g i s l a t i o n & F r a m e w o r k s C l u s t e r C H C C S 4 0 0 C W o r k w i t h i n a r e l e v a n t l e g a l a n d e t h i c a l f r a m e w o r k C H C P R T 0 0 1 I d e n t i f y a n d r e s p o n d t o c h i l d r e n a n d y o u n g p e o p l e a t r i s k C H C E C E 0 0 9 U s e a n a p p r o v e d l e a r n i n g f r a m e w o r k t o g u i d e p r a c t i c e Student name: Date assessed:
INTRODUCTION Introduction Assessment requirements This tool is for assessment of the Legislation and Frameworks cluster, which consists of the units: CHCCS400C Work within a relevant legal and ethical framework CHCPRT001 Identify and respond to children and young people at risk CHCECE009 Use an approved learning framework to guide practice. Assessment is based on a number of forms of evidence, as follows: Task 1: Short answer questions Task 2: Ethical issues in childhood education and care Task 3: Assist in the implementation of an approved learning framework Task 4: Skills observation and journal Task 5: Third party report. This assessment is targeted to a learner who is studying the Diploma of Early Childhood Education and Care and currently working in a childhood education and care setting. Recording assessment outcomes Use this Assessment Record Tool to record the outcomes of each assessment task related to this cluster. Marking Guide Refer to the Marking Guide for further instructions and details about each assessment. Legislation and Frameworks - Assessment Record Tool V1.2-12-12-2013 DIPLOMA COLOUR Page 2 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC50113 Diploma of Early Childhood Education and Care
ASSESSMENT TASK 1 Assessment Task 1: Short answer questions Use this checklist to record the outcomes of this task. Record the outcome on the Record of Assessment Outcomes at the end of this document. Date: Completed successfully In this task, did the student: Yes No Comments Did the student answer all short answer questions correctly? (Please note which questions were answered incorrectly, if applicable). If no to the above, did you identify gaps in the student s understanding and knowledge? If yes to the above, what arrangements have been made for reassessment? Further comments: Task outcome: Satisfactory Not Satisfactory Trainer/assessor name: Trainer/assessor signature: Student name: Legislation and Frameworks - Assessment Record Tool V1.2-12-12-2013 DIPLOMA COLOUR Page 4 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC50113 Diploma of Early Childhood Education and Care
RECORD OF ASSESSMENT OUTCOMES Record of Assessment Outcomes This section records the outcome of each task or assessment requirement used to form the final assessment decision. This is for assessment of the Legislation and Frameworks cluster, which consists of the units: CHCCS400C Work within a relevant legal and ethical framework CHCPRT001 Identify and respond to children and young people at risk CHCECE009 Use an approved learning framework to guide practice. Student name: Task Outcome Assessment Requirements Satisfactory (S) Not satisfactory (NS) Date Initials 1. Short answer questions 2. Ethical issues in childhood education and care 3. Skills observation 4. Assist in the implementation of an approved learning framework 5. Third party report Overall Assessment Outcome (C = Competent, NYC = Not Yet Competent) Assessor Name: Signature: Date: / / Legislation and Frameworks - Assessment Record Tool V1.2-12-12-2013 DIPLOMA COLOUR Page 13 2013 Eduworks Resources, a division of RTO Advice Group Pty Ltd CHC30113 Cert III in Early Childhood Education and Care
Unit Mapping CHCPRT001 Identify and respond to children and young people at risk Application of the unit This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility. This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts. Licensing requirements Not Applicable Pre-requisites Not Applicable Assessment Tasks & Assessment Method AT1 AT2 AT3 AT4 AT5 Assist in the implementation of an approved Workplace Elements Performance Criteria Short answer questions Ethical issues in childcare learning framework observation and journal Third party report 1. Implement work practices which support the protection of children and young people 1.1 Identify children and young people at risk of abuse or neglect by observing signs and symptoms, asking open and non-leading questions, being aware of protective issues and using child protection procedures where appropriate 1.2 Respond to disclosure, information or signs and symptoms in accordance with state legislative responsibilities and the service policies and procedures 8, 10, 11, 12, 13, 14, 15, 17, 20, 24 8, 9, 18, 20, 19, 21 1.3 Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decisionmaking 15, 20, 1.4 Employ communication and information-gathering techniques with children and young people in accordance with current recognised good practice 15 1.5 Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures 5, 7, 8, 9 CHCPRT001 Mapping V1.5-17-12-2013 CHC50113 Diploa of Childhood Education and Care 2013 Eduworks Resources, a division of RTO Advice Group Page 1
Unit Mapping CHCPRT001 Identify and respond to children and young people at risk Assessment Tasks & Assessment Method AT1 AT2 AT3 AT4 AT5 Assist in the implementation of an approved Workplace Elements Performance Criteria Short answer questions Ethical issues in childcare learning framework observation and journal Third party report 2. Report indications of possible risk of harm 2.1 Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics 18, 21 2.2 Promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures 18, 19, 20, 21 2.3 Ensure writing in reports is non-judgemental 22 2.4 Work collaboratively with relevant agencies to ensure maximum effectiveness of report 24, 25, 26 3. Apply ethical and nurturing practices in work with children and young people 3.1 Protect the rights of children and young people in the provision of services 6, 8, 9, 25 3.2 Identify and seek supervision support for issues of ethical concern in practice with children and young people 5, 7 3.3 Employ ethical and nurturing practices and observe professional boundaries when working with children and young people 7, 15, 22 3.4 Recognise and report indicators for potential ethical concerns when working with children and young people 5, 10, 11, 12, 13, 14, 22 CHCPRT001 Mapping V1.5-17-12-2013 CHC50113 Diploa of Childhood Education and Care 2013 Eduworks Resources, a division of RTO Advice Group Page 2
Unit Mapping CHCPRT001 Identify and respond to children and young people at risk Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Assist in the implementation of an approved Workplace Foundation Skills Short answer questions Ethical issues in childcare learning framework observation and journal Third party report The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance. Reading - in order to read and understand forms and to make accurate reports Writing - in order to record details of children and young people at risk and to make reports using handwritten skills and computer skills Other foundation skills essential to performance are explicit in the performance criteria of this unit. Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Assist in the implementation of an approved Workplace Performance Evidence Short answer questions Ethical issues in childcare learning framework observation and journal Third party report 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: implemented work practices which support the protection of children and young people, including: complying with regulations, legislations and duty of care responsibilities 9, 18, 19, 20, 21, 23, 24, 25 employing child-focused work practices to uphold the rights of children and young people 15 maintaining confidentiality 19, 22, 25 providing appropriate responses in the protection of children and young people 15, 18, 19, 20, CHCPRT001 Mapping V1.5-17-12-2013 CHC50113 Diploa of Childhood Education and Care 2013 Eduworks Resources, a division of RTO Advice Group Page 3
Unit Mapping CHCPRT001 Identify and respond to children and young people at risk Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Assist in the implementation of an approved Workplace Performance Evidence Short answer questions Ethical issues in childcare learning framework observation and journal Third party report 24, 25 read and interpreted the procedures for reporting children at risk in line with organisational expectations and legislative requirements. 24, 25 Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Assist in the implementation of an approved Workplace Knowledge Evidence Short answer questions Ethical issues in childcare learning framework observation and journal Third party report 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: indicators of the different types and dynamics of abuse as they may apply to age, gender, disability, culture and sexuality 10, 11, 12, 13, 14, 17 child protection legislation in the relevant state or territory 2, 18, 19, 20, 21, 23, 24, 25 United Nations Convention on the Rights of the Child 28 impact of risk of harm 16, 17, duty of care responsibilities 8, 9, 18, 19 trauma-informed care 12, 15, 20 ethical considerations including: CHCPRT001 Mapping V1.5-17-12-2013 CHC50113 Diploa of Childhood Education and Care 2013 Eduworks Resources, a division of RTO Advice Group Page 4
Unit Mapping CHCPRT001 Identify and respond to children and young people at risk Assessment Tasks & Method AT1 AT2 AT3 AT4 AT5 Assist in the implementation of an approved Workplace Knowledge Evidence Short answer questions Ethical issues in childcare learning framework observation and journal Third party report approaches that incorporate the conventions on the rights of the child, and human rights 6, 15, 20, 22, 24, 25 obligations as defined by the job specification and employing organisation 23 obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies, service agreements 6, 23, 24, 25 principles of ethical decision-making 6, 22 overview of legal system and how it pertains to the job role, in particular: child protection system, including reporting protocols, responses to reporting and interagency policies 18, 19, 20, 21, 23, 24, 25, 26 state/territory requirements and processes for notifying suspected abuse and reporting process 18, 19, 20, 21, 23, 24, 25 statutory and policy requirements relating to job role 18, 19, 20, 21, 23, 24, 25 organisation standards, policies and procedures. 4, 22 CHCPRT001 Mapping V1.5-17-12-2013 CHC50113 Diploa of Childhood Education and Care 2013 Eduworks Resources, a division of RTO Advice Group Page 5
Unit Mapping CHCPRT001 Identify and respond to children and young people at risk Assessment Conditions Skills must be demonstrated 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. Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors. Requirement met? RTO to ensure CHCPRT001 Mapping V1.5-17-12-2013 CHC50113 Diploa of Childhood Education and Care 2013 Eduworks Resources, a division of RTO Advice Group Page 6