KARu CHC50113 Cluster 8- Theory Assessment V3.0 PDF

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KARu CHC50113 Cluster 8- Theory Assessment V3.0...

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Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development

CHC50113 Cluster 8: Theory Assessment Introduction This Assessment Mapping document outlines the requirements for the assessment of Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development Unit Information The units can be accessed at training.gov.au at the following link: CHCECE023 http://training.gov.au/Training/Details/CHCECE023 CHCECE026 http://training.gov.au/Training/Details/CHCECE026 CHCECE024 http://training.gov.au/Training/Details/CHCECE024

Practical Work Placement Hours It is expected that the student will complete a minimum work placement of 360 hours (in a block mode) during the course in a regulated education and care service. If you have completed CHC30113 Certificate III in Early Childhood Education and Care and you are transitioning to the Diploma, you are required to do 280 hours of work Placement. Discuss this with your trainer to identify which tasks will be required to complete from your workbook during the work placement. The student is required to record their workplace placement hours in the CHC50113 Diploma of Early Childhood Education and Care Student Work Placement Logbook provided to them by NEI WP assessor. The practical work placement log book is one document that will record all placement hours required for the course. The completed Work Placement Workbook must be submitted at the end of the work placement. You are required to present your work placement workbook during the WP assessor visits.

New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

Version 3.0 May 2019

Review Date: May 2020

Page 1 of 27

Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development Assessment Overview A variety of assessment methods allows for the discrete assessment of knowledge integrated with skills. There are five assessment activities.

Assessmen t Number

Assessmen t Method

Assessment Description

1

Research Task (Theory)

The Student must provide a written response to 15 questions which address the knowledge requirement of the unit. The Student must answer all questions correctly.

2

Project Task

The candidate is required to work with a minimum of three families and communicate regularly to them about the progress of their child in the care service.

(work Placement) 3

Project Report (work Placement)

4

Project Task (work Placement)

5

Reflective Diary (work Placement)

The student is required to write a report of no more than 500 words using the information they collected during their observations in assessment 1, to inform planning future programs of the service

The student is required to design, develop, implement and evaluate a curriculum program to foster development in children based on observations of three focus children. The student is required to complete a reflective diary that critically analyses your interaction with families and how the curriculum designed and developed by them, fosters development.

Please note: The Student must demonstrate a satisfactory result in all assessment activities to be assessed as competent in this unit. Final assessment results are to be recorded on the Assessment Summary Report.

New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

Version 3.0 May 2019

Review Date: May 2020

Page 2 of 27

Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development Resource requirements The following facilities and resources are to be available specifically for the assessment: -

Assessors that satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

-

A regulated education and care service.

-

Organisational policies and procedures, standard operating procedures.

-

The Early Childhood Educator for Diploma, 2nd Edition ©2016 | Walker, Miller McGraw-Hill Higher Education — Australia & New Zealand

Access via the internet: - Guide to

the

National

Quality

Framework.

http://files.acecqa.gov.au/files/National-Quality-Framework-ResourcesKit/NQF01-Guide-to-the-NQF-130902.pdf -

Guide to the National Quality Standard. http://files.acecqa.gov.au/files/NationalQuality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

-

Guide to the Education and Care Services National Law and the Education and Care

Services

National

Regulations.

http://files.acecqa.gov.au/files/national-

regulations/NQF02%20Guide%20to%20ECS%20Law%20and%20Regs_web.pdf -

Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

-

United

-

Australian

Nations

Convention

on

the

Rights

of

the

Child.

http://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf Children’s

Education

and

Care

Quality

Authority

http://www.acecqa.gov.au/

New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

Version 3.0 May 2019

Review Date: May 2020

Page 3 of 27

Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development

Student Instructions – Research Task 1 The assessment task This task requires you to complete a written response knowledge assessment involving 14 short response questions. The questions within this assessment relate directly to the integrated knowledge contained within the unit of competencies and are fundamental to your ability to perform workplace tasks correctly. You must answer all questions correctly to satisfactorily complete this assessment. Assessment procedure You will be provided a briefing on the assessment and the opportunity to seek clarification on the conduct of the assessment. You may seek clarification at any point in time during theassessment task. If you feel you need more time to complete the assessment,you must negotiate the time needed with the assessor. Following the assessment, your responses are to be assessed and marked as appropriate. If you have provided incorrect responses, you will be engaged in a one on one discussion tomoderate your knowledge verbally. The assessor must have confidence that you hold the required knowledge. The assessor should record their observations about yourdemonstrated knowledge and must retain the completed written assessment as evidence of the completed assessment activity. Resource Requirements To complete this assessment task, the following resources are required: -

The Early Childhood Educator for Diploma, 2nd Edition ©2016 | Walker, Miller McGraw-Hill Higher Education — Australia & New Zealand

Via the internet: -

Guide

to

the

National

Quality

Framework.

http://files.acecqa.gov.au/files/National-Quality-Framework-ResourcesKit/NQF01-Guide-to-the-NQF-130902.pdf -

Guide to the National Quality Standard. http://files.acecqa.gov.au/files/NationalQuality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

-

Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. http://files.acecqa.gov.au/files/nationalregulations/NQF02%20Guide%20to%20ECS%20Law%20and%20Regs_web.pdf

New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

Version 3.0 May 2019

Review Date: May 2020

Page 4 of 27

Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development - Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf -

United

Nations

Convention

on

the

Rights

of

the

Child.

-

http://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf Australian Children’s Education and Care Quality Authority http://www.acecqa.gov.au/

Limitations The following limitations apply: 

Your responses are to be recorded in writing or may be provided verbally.

Questions: You will need to access your Text Book The Early Childhood Educator for Diploma, 2nd Edition ©2016, Walker, Miller McGraw-Hill Higher Education — Australia & New Zealand, Chapter 10, for Question 1-5

Question 1: What is a summative assessment?

Ans:Summative assessment refers to the assessment that provides a summary of

the child's learning and development at a point in time. This is assessment of, rather than for, learning. It should also be based on observation, as it is only through observation that practitioners can establish a genuine picture of the child's capabilities. It is done 6 monthly or yearly depends on childcare centre. Ref er ence:https://www.nurseryworld.co.uk/news/article/some-assessment-termsexplained Question 2: How can a strengths-based approach be used in a summative assessment? Ans: The strength-based approach is an approach to people that views situations realistically and looks for opportunities to complement and support existing strengths and capacities as opposed to focusing on, and staying with, the problem or concern. The problem and the person are separate; however, the problem is never minimised. A strength-based approach encourages educators to: New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

Version 3.0 May 2019

Review Date: May 2020

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Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development 1. understand that children’s learning is dynamic, complex and holistic 2. understand that children demonstrate their learning in different ways 3. start with what’s present—not what’s absent—and write about what works for the child. The strength-based approach consists of questioning strategies to identify what works for the child and how it works so that those strategies can be continued and developed to match the child’s abilities. In other words, the strength-based approach is about assisting people (educators, children, families) to build a picture of what a child’s learning and development could look like in the future. Reference: https://www.education.vic.gov.au/Documents/childhood/professionals/learning/strength bappr.pdf

Question 3: a) Why is it important to maintain confidentiality of families and children in documentation and observations? b) What are some examples of best practices for maintaining confidentiality?

a .Ans :I ti si mpor t a ntt oma i nt a i nc onfide nt i a l i t yoff a mi l i e sa ndc hi l dr e ni nd oc u me n t a t i ona nd dent i al i t ybui l dst r usti nchi l dcar epr ogr ams .Fost er i ng ob s e r v a t i onsb e c a us ema i nt a i ni n gconfi r el at i onshi pswi t hst aff,chi l dr en,andf ami l i esi sbui l tont r ust .Whenmanagi ngs ensi t i v e i nf or mat i on,t her ei sanet hi cal andl egalr esponsi bi l i t yt opr ot ectt hepr i vacyofi ndi vi dual s andf ami l i es . b.Ans:Formai nt ai ni ngconfident i al i t y ,t hef ol l owi ngss houl dbedone: 1. Creating a privacy policy for childcare centre. 2. Meeting with all staff members and explaining the privacy policy, making sure everyone understands. 3. Informing parents and providing with copies of the privacy policy. 4. All the files must be kept on locked locker. 5. Use of clear photos of children to identify them. Reference: https://work.chron.com/maintain-confidentiality-childcare-setting10420.html New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

Version 3.0 May 2019

Review Date: May 2020

Page 6 of 27

Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development https://childcare.extension.org/why-is-confidentiality-so-important-in-child-careprograms/ Question 4: What policies and procedures would a service follow for observations and documentation? Do an internet search and find an example.

Ans: Policies and procedures provide a record of accountability to support protection of children, families, staff and management in addition to allowing for clear communication about what is expected. Policies and procedures support development of confident and professional practice. The policies and procedure that a service follow for observations and documentation fall under the National Quality Standard which are given below: NQS1: Educational program and practice policy consists of  Supporting Participation 

Early Learning Program Development

NQS2: Children's Health and Safety policy consists of  Administering Medication to Children 

Medical Conditions Management (including allergies, Anaphylaxis, Asthma, Diabetes and Epilepsy)



Child Protection



Child Safe Environment



Food and Nutrition



Incident Management



Infectious Disease Control and Unwell Children



Sun Safety and Heat Stress



Water Safety



Safe Sleep and Rest Practices

New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

Version 3.0 May 2019

Review Date: May 2020

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Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development

NQS3: Physical Environment Policy consists of 

Sustainability:

We see early childhood as a critical period of time to involve children in sustainability and environment education so they develop lifelong practices that respect and help protect our planet. For children to do this, it is important for them to develop a sense of wonder, belonging to and love of the natural environment, living things and animals. NQS4: Staffing Arrangements Policy consists of 

Rostering Staff

Directors ensure that centre staff rosters are prepared in accordance with, the National Law, National Regulations, and the Enterprise Agreement (EA). When preparing the centre staff roster consideration is given to the staffing levels and qualifications required to open and close a centre, the requirements if an early childhood teacher (ECT) is absent because of short-term illness or leave, Responsible Person requirements, First Aid qualification requirements, licenced capacity of the centre, room configurations (age and room capacity), educator to child ratio requirements, positions and qualifications required, time allocated for programming, staff learning program induction and professional development, completion of the Performance Excellence Program (PEP), trainee and apprentice study, the number of children booked daily per room throughout the week, group sizes, educator breaks, non contact hours for contact Directors, Inclusion support requirements and a centres requirement for Cooks, Trainees and Bus Drivers. NQS5: Relationship with Children Policy consists of Behaviour Guidance Children are provided with support, guidance and opportunities to regulate their own behaviour. Where challenging behaviours exist or develop, we promote proactive partnerships with families to positively support children’s behaviour. Behaviour guidance strategies will not under any circumstances involve the use of any physical punishment, isolation, humiliation, intimidation or negative

New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

Version 3.0 May 2019

Review Date: May 2020

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Theory Assessment: Cluster 8: CHCECE023 Analyse information to inform learning, CHCECE026 Work in partnership with families to provide appropriate education and care for children & CHCECE024 Design and implement the curriculum to foster children's learning and development

labelling by child care staff NQS6: Collaborative partnerships with families and Communities Policy consists of: 

Families rights and responsibilities



Collection of children



Enrolment and Orientation

NQS7: Leadership, service management and effective administration Policy consists of: 

Responsible person



Page Confidentiality, Privacy and Digital Information Security



Students and Volunteers

Reference: https://www.goodstart.org.au/policies-and-procedures

Question 5: Who should educators gather information from when documenting and assessing a child’s development? Ans: Educators should gather information from parents, family members, other educators, children themselves, elders when documenting and assessing a child’s development. Reference: https://aussiechildcarenetwork.com.au/articles/childcarearticles/regulations-on-policies-and-procedures-in-early-childhood You will need to access the document “Guidelines for documenting children’s learning” http://files.acecqa.gov.au/files/Information_Sheets/GuidelinesForDocumentin gChildrensLearning.pdf for Question 6 & 7 Question 6: Why do educators need to document children’s learning?

New Era Institute RTO:41543 - CRICOS 03509B Filename: CHC50113 Cluster 8 Theory Assessment

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