Student Guide for CHCECE048: Implement Children's Curriculum

Student Guide CHCECE048 Plan and implement children’s education and care curriculum CHC50121 Diploma of Early Childhood Education and Care Australian Learning Group Pty Ltd RTO 91165, CRICOS 03071E ACN 112 741 723

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 2 Contents Overview ............................................................................................................................................. 3 Topic 1: Seek information to inform curriculum design ....................................................................... 4 Topic 2: Design curriculum ............................................................................................................... 11 Topic 3: Implement curriculum .......................................................................................................... 34 Topic 4: Evaluate teaching and learning ........................................................................................... 44

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 3 Overview The Student Guide should be used in conjunction with the recommended reading and any further course notes or activities given by the trainer/assessor. Application of the unit This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate curriculum over a period of time to foster children’s learning and development. This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice. No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. Learning goals Learning goals include: • You are able to seek information to inform curriculum design. • You are able to design curriculum. • You are able to implement curriculum. • You are able to evaluate teaching and learning. Language use: ‘Educator’ Throughout this unit, the term Educator has been used to refer to those who are working with young children. Whether this be in long day care, family day care, outside school hours care or other early educational settings, the ‘Educators’ are those working alongside and with children to care for and teach them.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 4 Topic 1: Seek information to inform curriculum design Curriculum design In early childhood education, the word curriculum can have different meanings to different people. It can mean a philosophy, a program, an approach, or a set of specific materials and activities that are purchased in a box. The Early Years Learning Framework V2.0 describes the curriculum as: “all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children's learning and development”. - Belonging, Being & Becoming V2.0 Collecting information Authentic curriculum requires educators to find out about children’s worlds. Educators plan curriculum with a focus on learning outcomes, environments, contexts for individuals, small and whole group. This curriculum design making is based on teachers’ understandings about, conversations with and input from: • children • colleagues • families • community members • professional partners. There are many methods of collecting and gathering information, including, electronic, visual and paper based ways, assessments or evaluations that the children are involved in. This information then informs the curriculum and develops meaningful learning experiences for the children. Activity: Read Communication between educators and families occurs during daily greetings and goodbyes, as well as in more formal activities such as family meetings. All of these opportunities require you to be aware of many of the family’s characteristics, including tone, choice of words, and nonverbal communication, such as facial expressions and body language. Read the article below to identify methods of communication. Article: Promoting family engagement: communicating with families What are examples of formal communication methods?

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 5 What are examples of informal communication methods? Impact of practice, philosophy and policies As curriculum includes ‘all the interactions, experiences, activities, routines and events, planned and unplanned’ , the service philosophy, operational policies, educator pedagogical practises and all have an impact on curriculum design. Service philosophy A service philosophy reflects the beliefs and values of those who are associated with a service. Together with the Approved Learning Framework, it assists educators in considering the service’s approach to learning, development, and wellbeing. It should al so underpin policies and procedures and guide all aspects of a service’s operations and practices. For more information, visit: Reviewing Your Service Philosophy Operational policies The legal requirement that identifies and minimise risks of various tasks and responsibilities demonstrated by Educators and staff and provide information for families of how situations are handled. For more information, visit: Policy Development In Early Childhood Settings Pedagogical practises Pedagogical practices are practices educators have that facilitate and promote children’s lifelong learning. The learning opportunities and experiences promote creativity, spontaneity, and link theory to practice through an evidence-based approach.

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 6 For more information, visit: How is Pedagogy Connected to the EYLF?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 7 Activity: Think about Read this centre’s curriculum documents below and think about each of these areas impact on how they will interact with children and families, what experiences they would provide, how they would run the routine and what events occur at the centre. All of these items impact on the centre’s curriculum. Article 1: Little Darlings - Our Philosophy Article 2: Little Darlings - Our Curriculum Reviewing and reflecting on these items (philosophy, policies and practises) allow the service to adapt these documents and design curriculum that meet the needs of their children, families, community, approved learning framework and National Quality Standards. Implement and gather information Review service philosophy Establish strengths and goals for future improvement Review operational practices Self-assess pedagogical practises (what you do) Philosophy creation A philosophy in early childhood education is a one or two-page document that expresses an educator’s preferred teaching style, strengths, and overall teaching focus. Activity: Read Writing a philosophy is something expected in early childhood education. But how and why do educators do it? Read the article below to understand how to write a personal philosophy and why it is important. Article: How to develop a personal philosophy of early childhood education Why would an educator create a specific philosophy?

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 8 Activity: Have a chat How and why would an early childhood service develop a specific philosophy and what would be the potential impact on curriculum design of that service? Read the article and discuss in small groups. Article: Does your service vision lead the way? Why would an early childhood service develop a specific? How would a service leader create a vision statement and philosophy?

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 9 Trainer to discuss: Resources for your independent structured self-study eBook – The Early Childhood Educator for Diploma, Revised – Read • Chapter 11 Design and implement the curriculum to foster children’s learning and development Element 1 Read the following learning resource. The EYLF Planning Cycle & Early Works https://getearlyworks.com.au/eylf-planning-cycle/ The Planning Cycle to Document Children's Learning https://aussiechildcarenetwork.com.au/articles/childcare-programming/the- planning-cycle-to-document-children-s-learning Activity - Discuss in the student forum In the student forum, post your answer to the following: • Prepare a checklist that you could use to evaluate the physical and social aspects of the learning environment of an ECEC service. Review the answers of at least one other student and provide them with feedback about their answers, for example: Is there anything missing? Is there anything you did not think about? Be constructive when providing feedback. Read the following learning resource REVIEWING YOUR SERVICE PHILOSOPHY https://www.acecqa.gov.au/sites/default/files/2018- 10/QA7_ReviewingYourServicePhilosophy.pdf Making Your ECE Service Philosophy Authentic and Real https://www.geteduca.com/blog/making-ece-service-philosophy-authentic/ Writing A Personal Philosophy for Childcare https://aussiechildcarenetwork.com.au/articles/childcare-articles/writing-a- personal-philosophy-for-childcare

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 10 Activity - Reflection Reflect on and define your own ECEC service philosophy. Watch the following YouTube video 3 key ingredients for supporting children's outdoor play | Dr Mariana Brussoni https://www.youtube.com/watch?v=Z0CQxL38RE4 Activity - Discuss in the student forum In the student forum, post your answer to the following: Curtis & Carter (2015) articulate how to design sensory natural environments and how children are drawn to sensory experiences as they ‘stomp in puddles, dig in the sand, climb trees, build snow forts or bridges across gullies, create adventures, explore, transform and invent’. Not all of these are possible in an ECEC service (except in the children’s imaginations). Develop an idea for an activity that could foster an appreciation for the natural environment in children within the context of a service. Review the other students’ answers and comment on at least two posts from other students.

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 11 Topic 2: Design curriculum Curriculum planning Planning a curriculum for children not only is the evidence for a service’s work and a requirement under the National Quality Framework, but it is also central in promoting and supporting children’s learning and development. Image by Yannis H on Unsplash Planning and designing curriculum involves a cyclical process which is ongoing. The approved learning frameworks in Australia including the EYLF V2.0 . and My Time Our Place V2.0 , support a model of curriculum as an ongoing cycle. Curriculum Planning Cycle Gather information Question and analyse Review and reflect Plan Implement

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 12 Gather information – the process of collecting information. Question and analyse – questioning what learning and development is taking place to make meaning of what has been observed. Plan – planning the next steps to continue supporting learning and development. Implement – putting the plan into action. Review and reflect – evaluating the effectiveness of the plan. (sourced from Early Works ) Activity: Read Read about the ‘curriculum planning cycle’ and how educators use information from children’s records and family to assist in curriculum planning. Use the space below to record definitions and notes on the topics listed. Article 1: The Planning Cycle Article 2: EYLF Planning Cycle Stages of the curriculum planning cycle Notes Gathering information Questioning and analysing information

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 13 Planning Implementation Review and reflection Activity: Research Using the EYLF or the My time Our place documents, research about their pedagogy. Search the learning outcomes, principles and practices to find specific objectives, learning environments and educators’ roles for the curriculum. Answer the questions and fill in the table below. Article: Early Years Learning Framework (V2.0, 2022) Article: My Time Our Place (V2.0, 2022) According to either of the above documents, what is pedagogy in early childhood?

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 14 What are the 5 learning outcomes outlined in both documents? How could these outcomes be used to create an action verb sentence for educators? Specific objectives Learning environments Educator roles

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 15 The Early Years Learning Framework V2.0 explains that educators’ actions and words are observable signs of their: • theories about how children learn • understandings about the purpose of early childhood programs • beliefs about young children and families. Therefore, it is essential that educators reflect on these aspects and their implications for children when designing curriculum.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 16 Image by Gabe Pierce on Unsplash Linking theories to practice Theories on child development provide insight into children and their learning in particular ways and have implications for how educators may design curriculum. The Early Years Learning Framework V2.0 suggests that different theories ‘inform approaches to children’s learning and development’ and can be grouped in five main ways: developmental theories socio-cultural theories socio-behaviourist theories critical theories post-structuralist theories Activity: Read Complete the table below by referencing the article. Keep your notes for future reference. Article: Child Theorists and Their Theories in practice Use the following links for more information on theorists: About Montessori ( Montessori.org.au ), The Spoke – Early Childhood Australia ( http://thespoke.earlychildhoodaustralia.org.au/early-childhood-education-now/ ), Care for Kids – The Steiner Approach ( https://www.careforkids.com.au/child-care-

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 17 articles/article/167/the-steiner-approach-to-early-childhood-education-and-care ), Care for Kids – Reflecting on Jean Piaget ( https://www.careforkids.com.au/child- care-provider-articles/article/791/reflecting-on-jean-piagets-theory-and-influence ). (Students could work together in groups to research one theorist and present their findings with the class) Theories Theorists Implications for practise Developmental Socio-cultural Socio- behaviourist Critical Post- structural

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 18 Activity: Think about The relationship between the framework’s principles, practise and learning outcomes, have implications for curriculum. Read the section on Linking beliefs and theoretical perspectives with practise (page 16) and reflect on what influences children’s outcomes. Article: Early Years Learning Framework V2.0 Strategies for planning curriculum After considering the information gathered, the pedagogy and theories related to the specific early childhood context, educators address a range of approaches to plan their curriculum. The strategies below are part of planning curriculum in early childhood settings and involve: • linking the collection and analysis of information to planning for each child’s play and learning • using the approved learning framework to inform plans with links to principles, practices and learning outcomes • incorporating consultation, collaboration and communication with children, families, other educators, communities relevant to the children, families, and service • planning environments, opportunities, and experiences • using daily interactions to promote play and learning • planning intentional teaching strategies • documenting the curriculum • developing monitoring and assessment strategies and tools. Linking gathered information to planning After collecting and analysing the information on a child that has been gathered in order to keep track of the observation and see the cycle of observation and planning, it is essential that educators link it to the planning document. This step is linking the observation or information to the program and allows for the easy identification of when a follow up experience can take place.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 19 Activity: Have a chat In small groups, discuss the article below and the strategies listed to link observations to the curriculum planning. Article: Observations What are the steps in good observations? Using the approved learning framework The approved frameworks provide comprehensive direction for early childhood educators as it guides them in their curriculum decision-making, assists in planning, implementing, and evaluating quality in early childhood settings. Linking to the approved learning framework including links to principles, practices, and especially learning outcomes, shows that educators use it a guide and implement its expectations. Activity: Have a chat In pairs, review the learning story template from an early educational setting. Review the document and discuss how the template provides space to link to the learning frameworks principles, practises and learning outcomes. Article: Learning story template How can the approved learning framework be linked to in documentation?

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 20 Consultation, collaboration, communication The major aspects of children’s lives include their families and the places where they spend their time in the community. Children are much more likely to succeed and have a strong sense of belonging, when the main features of children’s lives overlap thro ugh strong relationships, and these relationships are incorporated into curriculum planning for their learning. Therefore, educators need to consult, collaborate, and communicate with the children, their families and other relevant stakeholders who play a role in their lives. Image by Kenny Eliason on Unsplash Activity: Have a chat In small groups, read the article on partnerships on page 14 and discuss the strategies discussed on how to consult, collaborate and communicate with families and the community. Article: Early Years Learning Framework V2.0

RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 21 Activity: Read “Research shows children are much more likely to reach their full potential in life when their family and education and care service work together.” Read the article below and answer the question. Article: Building partnerships with families What are some ways listed to make partnerships with families and community? Activity: Read Read about the requirements from the National Quality Standards for partnerships with family and community. Article: Quality Area 6 - Collaborative partnerships with family and community Planning for environments, opportunities, experiences Planning experiences and the environment is a practise that should involve many stakeholders of the early learning space - mainly children, but also educators and families. The right balance of experiences will ensure children discover the environment and program as appealing and engaging. It is crucial that early learning environments be organised in such a way as to inspire and empower children to be in control of their own learning. An environment with clear boundaries that is rich with open-ended materials and allows children to independently engage in activities, lends itself to positive interactions and learning outcomes. Children should always be involved in planning and implementing opportunities and experiences for them. It is important for children to play an active role in their own learning by: • contributing to shared thinking, planning, and organising for learning • negotiating ways to follow their interests and ideas • engaging in conversations to reflect on what they have learnt.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 22 Activity: Have a chat In small groups, review this slideshow from Dubbo early learning centre. Article: Building challenging and risky learning spaces Discuss how the educators used observation, reflection and collaboration with children to extend their space. Activity: Research On page 3 of the document below, read the section on ‘Why the physical environment is important’ and answer the questions below. Article 1: Play and the learning environment What is the flow on effect of a well-arranged environment? What is the flow on effect of a poorly arranged environment? What is the physical environment a direct image of? Article 2: Create the perfect play space

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 23 What are the features of a good environment? Creating appropriate environments for children is essential part of the National Quality Framework as explained in Quality Area 3: Physical Environment. Read over the requirements from ACECQA website below. Article 3: Quality Area 3 - Physical environment Daily interactions to promote play and learning High quality educators actively engage with children during play, routines, and ongoing projects to stimulate children’s thinking and to enrich their learning. They use everyday interactions to enhance the curriculum. Activity: Research Daily routine activities can often be overlooked as being a simple ‘task’ that needs to be completed. However, these daily interactions are a requirement from the National Quality Standards for educators to engage with children through daily tasks and routines. Read about it below. Article: Quality Area 1: Educational Program and Practise What element refers to planning for routines? Read the article below and answer the questions. Article: Routines: Opportunities for learning and connecting What opportunities do routines offer regarding the curriculum?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 24 Activity: Watch Watch this video and see how everyday routine moments can enhance opportunities and experiences for learning. Video: Intentional teaching: learning through routines (02:22) Intentional teaching Modelling and demonstrating, open questioning, contemplating, explaining, engaging in shared thinking and problem solving to extend children’s thinking and learning can all be examples of intentional teaching in early educational environments. However: when planning for intentional teaching moments, educators should be aware of ensuring a balance between educator-led and child-initiated learning. Children’s plans and their interests should be supported by educators through co - construction of curriculum rather than teacher determined. Co-construction requires educators to support children with deep-level conversations to review their understandings and to develop a range of skills for inquiry, critical and creative thinking. Activity: Read Read the article and make notes on intentional teaching strategies for educators. Keep your notes for future reference. Article: Intentional teaching practices

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 25 Write your notes here. Activity: Watch Watch this video and see some everyday examples of an educator using different strategies of intentional teaching. Video: Intentional teaching: Teacher decision making in Kindergarten (07:17) Document the curriculum Documentation is a large part of the educator’s role in communicating the curriculum. It is a visible way to show the learning that is taking place and is an effective way to extend and support children’s learning and development. Monitoring and assessment of children’s learning should stay consistent with the principles and practises of the approved framework for that early education service. This monitoring and assessment should allow for planned and unplanned experiences and document the curriculum according to the service guidelines of the National Quality Framework. Image by Maarten van den Heuvel on Unsplash Activity: Watch Watch this video to gain further understanding on documentation in early childhood.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 26 Video: The National Quality Framework: Documenting and linking with communities (10:12) Activity: Read Read the article and make notes on different ways to document the curriculum. Keep your notes for future reference. Article: Guidelines for documenting children’s learning Write your notes here. Activity: Read Pedagogical documentation refers to the process of ‘making thinking and learning visible’. Read the article and make notes on the different ways of documenting. Article: Pedagogical documentation Write your notes here. Activity: Have a chat In small groups, discuss documenting the curriculum according to the requirements of the National Quality Framework.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 27 Article: Quality Area 1 - Educational Program and Practice Evaluate, monitor, and assess Educators plan for monitoring and assessment of children’s learning throughout their time in the early educational environment. This assessment should be consistent with the principles and practices of the approved framework for that setting and should allow for planned and unplanned experiences. Activity: Read Read the article and make notes on different ways to document the curriculum. Keep your notes for future reference. Article: Guidelines for documenting children’s learning Write your notes here. Activity: Research What is assessment in early childhood education? Have a look at the following links and answer the questions below. Article: QKLG: Assessment Article: Early childhood assessment Article: Assessment in ECE What is assessment in early education?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 28 Why do educators assess and monitor? Educators need to consider which assessment method they will use to communicate children’s learning. Evaluating assessment methods is essential for educators to provide meaningful information on children’s development. Activity: Read Review the document below on evaluating assessment instruments. Article: Evaluating assessment instruments

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 29 Trainer to discuss: Resources for your independent structured self-study eBook – The Early Childhood Educator for Diploma, Revised – Read • Chapter Chapter 11 Design and implement the curriculum to foster children’s learning and development Element 2 Watch the following YouTube video Effective communication with families https://www.youtube.com/watch?v=ICHdldNe5uM Building Partnerships with Families https://www.youtube.com/watch?v=r9_U8Q5XHQY Read the following learning resource Communicating with families about children’s learning https://www.acecqa.gov.au/sites/default/files/2020- 12/CommunicatingWithFamiliesAboutChildrensLearning.pdf Activity - Research Refer to Activity 11.6 on your ebook, page 249. Research the local community and record what you find out about the types of families: their socioeconomic status, the range of cultures and their diverse lifestyles, the local schools, leisure facilities, community support agencies, employment possibilities and environmental issues. Reflect on the following: How will this information influence the service’s curriculum? How could you collate this information and present it as a short report? eBook – The Early Childhood Educator for Diploma, Revised – Read • Chapter Chapter 11 Design and implement the curriculum to foster children’s learning and development Element 3 Read the following article/learning resource

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 30 Analysing and using data https://www.education.vic.gov.au/school/teachers/teachingresources/practice /Pages/insight-data.aspx Collecting data from parents and children for the purpose of evaluation https://aifs.gov.au/resources/practice-guides/collecting-data-parents-and- children-purpose-evaluation Watch the following YouTube video Watch the following YouTube video https://www.youtube.com/watch?v=i3z7dPHnGQo Activity - Research Refer to Activity 11.9 on your ebook, page 259. Access more than one service’s programming format or find these through research on the internet or at the library. Evaluate them and design a format you feel meets the criteria outlined above. Reflect on the following: Does your format show link to the Early Years Learning Framework and the National Quality Standard? Are there spaces for family comments? Does it indicate whether the experiences will be outdoors or indoors? Does it identify the planned experiences, interactions, the organisation of time and space, routines and transitions? Will it focus on observing certain children on certain occasions without missing opportunities to observe other children? Is there a space for listing required resources? If not, where will this list be? Activity - Discuss in the student forum In the student forum, post your answer to the following: Develop a monitoring and assessment strategy for children’s learning. Review the other students’ answers and comment on at least two posts from other students. Activity - Discuss in the student forum In the student forum, post your answer to the following: As an educator, you should design curricula and environments that foster holistic learning and provide continuity of learning and transitions. Provide two (2) examples of holistic learning.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 31 Review the other students’ answers and comment on at least two posts from other students. Short Answers 1. What is the EYLF planning cycle? 2. What are the steps of the curriculum planning cycle? 3. Assessing the physical and social aspects of an ECEC service is not a continual process. True or False? 4. Provide examples of the physical aspects of an ECEC service. 5. Provide examples of the social aspects of an ECEC service. 6. When does sustained shared thinking occur? 7. What are the benefits of a social environment which supports learning? List three (3). 8. Why should you encourage community engagement to develop an appropriate learning environment?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 32 9. During the planning cycle, what data should you collect? Provide two (2) examples. 10. During the planning cycle, how should you use the data to inform planning? Provide two (2) examples. 11. What can educators discover through consultation? 12. What is a situational analysis? 13. Why is it important to reflect on the service’s philosophy? 14. The Code of Ethics, developed by Early Childhood Australia (ECA), is often used as a reference point when developing or revising a statement of philosophy. The statement needs to be easy to read (so written in clear, concise terms). There is no set format but what parts could you consider? 15. During the planning cycle, why should you consider equity? 16. When educators observe and collect information about what children ‘know, can do and understand’, educators are acting with the purpose of improving children’s learning opportunities. What can influence children’s learning opportunities? List three (3) possible influencers. 17. Directly questioning the reasons why specific learning opportunities and learning experiences are provided for a child should affirm that the right decisions are being made. True or False?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 33 18. Assessment for learning and development is very much a part of the teaching process and it acts as a check that program planning is effective. It is important because it enables educators in partnership with families, children and other professionals to do what? 19. The ‘Act/Do’ stage of the planning cycle involves implementing planned learning experiences to promote children’s learning and development which are based on what?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 34 Topic 3: Implement curriculum When designing curriculum, it is necessary for educators to collaborate with children, families, educators and relevant communities and they should actively engage with children to support and co-construct learning. It is the same when implementing those decisions in the curriculum. Families and children are always at the centre of designing and implementing the curriculum and are the guiding force for decisions that educators make. However, when implementing all or parts of the curriculum, educators need to consider a variety of areas beforehand which can enhance or detract from planning if not considered. These can include: • available space either indoor or outdoors • amount or availability of resources • ages and developmental stage of the children in the groups • size of the group • interest and specific needs of children in the group (including any special needs) • previous experience or knowledge of the children • educator staffing arrangements and supervision. Organised prior planning and reflecting helps with smooth implementation. Guided by principles and practices Educators should allow themselves to be guided by their approved learning framework when they are putting plans into practise. This can be done by using the principles and practises that are set out for educators as these in turn help create opportunities and environments that support play and learning and encourage educators to adopt positive learning dispositions. Activity: Think about Read over the practises in the Early Years Learning Guidelines and think about the following areas and how they would influence implementing aspects of the curriculum. Make notes and keep for future reference. Article: Early Years Learning Framework (V2.0, 2022) • Creating opportunities and environment that support play and learning • Positive learning dispositions • Learning outcomes

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 35 Write your notes here. Modelling positive learning dispositions When implementing curriculum, educators need to be aware of the positive learning dispositions that children should acquire while interacting with the curriculum. Educators have a responsibility to model these positive learning dispositions to the children to reinforce and demonstrate them in real life. The Early Years Learning Framework V2.0 and My Time Our Place V2.0 learning frameworks, identify these positive learning dispositions as: 1. Curiosity 2. Cooperation 3. Confidence 4. Creativity 5. Commitment 6. Enthusiasm 7. Persistence 8. Imagination 9. Reflexivity

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 37 Activity: Research In small groups, separate the above learning dispositions and use the internet to find definitions for each of them. Once each group has finished researching and collating the definitions, your trainer will facilitate a group discussion to share your findings. Learning disposition Definition Curiosity Cooperation Confidence Creativity Commitment Enthusiasm

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 38 Persistence Imagination Reflexivity

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 39 Activity: Read Read this article to understand more about the importance of modelling positive learning dispositions to children in the early years. Article: Learning to learn: Positive dispositions as ‘learning curriculum’ Spontaneous teachable moments Educators should identify spontaneous teachable moments as they occur throughout the day and use them to build on children’s learning and development in a meaningful way. Implementing in the moment is about thoughtful educators using interactions with the children to develop their knowledge and build on it right there in the moment. Educators need to be able to identify the “teachable moment” and know how to intervene to support their learning and when to just observe to allow the child to drive their own learning. Activity: Read Using the example from Dubbo early learning centre, answer the questions below. Article: Building challenging and risky learning spaces How did the educators collaborate with children, families, educators and relevant communities? How did the educators create opportunities and environments that support play and learning? Image by Antoni Shkraba on Pexels

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 40 How did the educators use their professional judgment to vary plans in response to children’s needs and emerging interests? How did the educators use the learning framework to guide the way the plans were put into practice? How did the educators create opportunities and environments that support play and learning?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 41 Trainer to discuss: Resources for your independent structured self-study eBook – The Early Childhood Educator for Diploma, Revised – Read • Chapter Chapter 11 Design and implement the curriculum to foster children’s learning and development Element 4 Activity – Bring Back to Class Refer to Activity 11.10 on page 262 of your ebook. Develop a daily indoor and an outdoor floor plan for infants, toddlers and a preschool room (actual or imaginary). Include fixed items such as doors, cupboards and windows and then decide the best location for each of your selected learning areas. Give reasons why you have placed the areas in certain positions. Have you allowed for all aspects of learning, for example, physical (large and small muscle), personal, social, creative, linguistic, cognitive, emotional and spiritual wellbeing learning possibilities? How have you marked these as focuses in your format? Now, devise an additional format to show the resources you will make available to the children and where you will place them. Where will staff need to be positioned to ensure adequate supervision? How will you record this in your formats? Bring your work to class for discussion with a group of classmates. Watch the following YouTube video Documenting a Learning Experience: Frogs and the Pond https://www.youtube.com/watch?v=ZtX78pF6BlY Read the following learning resource Effective Early Education Experiences - E4Kids Study https://www.vic.gov.au/effective-early-education-experiences-e4kids-study High-quality early childhood education in the early years of school http://thespoke.earlychildhoodaustralia.org.au/high-quality-early-childhood- education-early-years-school/ Activity - Discuss in the student forum Refer to Activity 11.1 on page 265 of your ebook. In the student forum, post your answer to the following:

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 42 Imagine you are an educator in an ECEC service (you can choose between long day care, preschool/kindergarten, family day care or occasional care service). You observe two young children who have been collecting fallen leaves in a basket. One of the children discovers a beetle among the leaves and points at it. The other child moves closer to look. Write a script for how you will join in the children’s investigations to learn what you can about the children’s understanding so that you can plan some extension activities. Review the answers of other students and comment on at least two posts from other students. Watch the following YouTube video Cooperative Learning in PreK, (Building Oral language/Vocabulary) https://www.youtube.com/watch?v=4O12Bk0iV14 Cooperative Learning: The Jigsaw Method https://www.youtube.com/watch?v=mtm5_w6JthA Read the following learning resource How we can scaffold children’s learning by allowing for ‘aha’ moments https://www.cela.org.au/publications/amplify!-blog/september-2021/scaffold- children%E2%80%99s-learning-allowing-aha-moments A close look at intentional teaching https://www.careforkids.com.au/child-care-provider-articles/article/232/a- close-look-at-intentional- teaching#:~:text=What%20is%20intentional%20teaching%3F,in%20their%20deci sions%20and%20actions . Watch the following YouTube video Intentional teaching: Extending children's ideas (video 1 of 4) https://www.youtube.com/watch?v=CThIN-nLqm8 Responding to children's ideas & interests (video 2 of 4): Intentional Teaching https://www.youtube.com/watch?v=AehOYZENvzg Learning through routines (video 3 of 4): Intentional teaching https://www.youtube.com/watch?v=GzCbYCOEveE Group learning (video 4 of 4): Intentional teaching https://www.youtube.com/watch?v=YkUklHODxCs

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 43 Teachable Moments https://www.youtube.com/watch?v=lXoLZgnMLZ4 Activity - Research – Bring Back to Class Research the following: • Intentional teaching • Collaborative learning • Scaffold learning • Spontaneous teachable moments Identify one best practice for each and bring it back to class for discussion Activity - Discuss in the student forum In the student forum, post your answer to the following: Provide a practical example of how you could implement one of the following to create an engaging and effective learning experience for children: • Intentional teaching • Collaborative learning • Scaffold learning • Spontaneous teachable moments Review the answers of other students and comment on at least two posts from other students.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 44 Topic 4: Evaluate teaching and learning For teachers, as for children, the most effective evaluation comes from someone who sits beside us and helps us grow. Evaluation of teaching and learning helps early years educators to make changes and improvements to their practice, knowledge, interactions, actions, and learning environments and this in turn creates a meaningful space for children to grow. Stagnant and inflexible practises bog down educators and children into rigid strategies which don’t reflect high quality practise. High quality practise involves regularly reviewing and evaluating what you do and how you do it and using that knowledge to improve your practices to ensure what you are implementing has the best outcomes for children. Sometimes, it just takes a little time and reflection to work that out. Collaborative critical reflection Collaborative critical reflection also known as reflective practise is a strategy educator’s employ when evaluating the curriculum. Critically reflective teaching practices encourage teachers to: • regularly evaluate their approaches to teaching and learning • understand more about the positive impacts of high-quality effective pedagogies on children’s learning • become more aware of the importance of high-quality interactions, including strategic intervention and substantive conversations to maximise children’s learning • use action research approaches e.g. drawing on alternative teaching strategies to help children to learn when familiar methods fail • co- construct learning with children and other partners so it is responsive to the child’s family and community. Image by Lala Azizli on Unsplash

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 45 Activity: Read Read this article and answer the questions below. Article: Reflective Practice: Making a commitment to ongoing learning What is reflective practice or critical reflection? How and why do educators use reflection? What is meaningful reflection?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 46 Building time for reflection All educators in all types of early education settings can benefit from spending time in thoughtful, critical reflection. Finding the time for this practice, however, can be an uphill challenge. A good beginning point is to consider times that already exist within the daily routine and try to use those moments. Here are some examples: • Nap time / rest periods • Before families arrive • After families depart • Staff meetings (in centre-based programs, administrators can build in time during staff meetings to allow teachers to work in small groups or one-on-one to reflect) • Curriculum planning time Activity: Watch How can educators critically reflect? Watch this video and answer the questions. Video: Critical reflection in practice (04:05) What makes for meaningful critical reflection? How can educators use critical reflection? Image by Collin Guernsey on Pexels

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 47 How can educators encourage and support collaborative critical reflection in the service? Activity: Read Early childhood educators who reflect often are more aware of their values and beliefs which affect their pedagogies (teaching and learning) and are more likely to challenge and change ineffective practise, improve practises and transform their ways of thinking. Article: Age-appropriate pedagogies for the early years of schooling Beginning on page 27 - read the section on ‘Characteristics of age -appropriate pedagogies’. Reflect on your current pedagogies (teaching and learning style). Do any of your current practises involve these? If you discover some that aren’t, reflect on why not and how you could move forward from here to improve your practise.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 48 Questions to guide reflection To evaluate and critically reflect on planned and unplanned teaching and learning, educators can use guided questions to aid in reflection. This should be done within the context of the approved learning framework. The EYLF supplies the following questions to help educators to reflect within the practises and principles set out in the document. What are my understandings of each child? What theories, philosophies and understandings shape and assist my work? Who is advantaged when I work in this way? Who is disadvantaged? What questions do I have about my work? What am I challenged by? What am I curious about? What am I confronted by? What aspects of my work are not helped by the theories and guidance that I usually draw on to make sense of what I do? Are there other theories or knowledge that could help me to understand better what I have observed or experienced? What are they? How might those theories and that knowledge affect my practice? The EYLF explains that: “Educators need to feel they can openly question, offer ideas and raise concerns about their own and the service’s practice. Recognising there is no single or ‘right’ way to approach complex issues is also an important element in supporting reflective prac tice”. Vary plans according to interests Part of evaluating teaching and learning is using professional judgment to reflect and vary plans in response to children’s needs and emerging interests. Often educators can confuse extending children’s learning with learning ‘content’ on a certain interes t area. For example, a

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 49 child who shows interest in vehicles and movement may then be ‘extended’ to learn about all things ‘car’ related - names of different vehicles, what their parts are called etc. Extending learning is not simply learning ‘facts’, it includes learning disposi tions such as leadership, perseverance, social skills, resilience. Varying educator’s plans according to interests can simply mean educators recognise the potential in opportunities in all areas of the curriculum (such as daily routines, pickups, drop offs , family’s input, mealtimes) and capitalise on them. Activity: Read The National Quality Standards in Quality Area 1 outlines that ‘Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning’ ( link ). Read this article and learn more about varying plans according to children’s interests. Article: Extending learning - more than activities Activity: Think about Read this article and the explanation about the ‘spider investigation’ and reflect on how the educators adapted their plans in response to children’s needs and emerging interest. Article: Inspired by Reggio Emilia: Emergent curriculum in relationship-driven learning environments National Quality Standards Evaluating teaching and learning means using National Quality Standards, learning outcomes and regulations to guide the curriculum. Activity: Research In small groups find the requirements of the following National Quality Standards listed below and how they could be used to help educators to examine their practise within the curriculum. Article: National Quality Standards concepts and descriptors National Quality Standards Descriptors / explanation

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 50 Collaborative partnerships with families and communities Educational program and practice (Educator practise) Relationships with children (educator to child) Physical environment Children’s health and safety

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 51 In your opinion, how could these standards help you to evaluate your practise? Activity: Watch Watch this video and make notes on how educators monitor children’s learning and use critical reflection of outcomes and own pedagogical practices for continuous refinement. Video: Critical reflection: Improving outcomes for children (02:26) Write your notes here. Activity: Read Access the National Regulations and answer the questions below. Article: Education and Care Services National Law Act 2010 On page 14 of the Law, section 3 (three) outlines the guiding principles of the national education and care services quality framework. What are the principles?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 52 In your opinion, how could these principles help educators to evaluate their practises? Encouraging reflection within the service Educators can encourage and support collaborative critical reflection in their service through allocating time for meaningful reflection. Teaching children how to reflect on their thinking is also a strategy in encouraging reflection within an early years educational service.

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 53 Activity: Watch Sustained shared thinking occurs when educators support the development of children’s complex thinking and problem -solving skills by engaging children in open-ended and exploratory conversations. Video: Sustained shared thinking (04:11) How could sustained shared thinking help individual children and groups to reflect on situations? Activity: Have a chat In small groups, discuss the strategies listed in this article to help young children to develop reflection skills. Take notes on the individual and group strategies explained and keep for future reference. Article: Developing reflection Individual and group Journals and diaries including written or visual

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 54 Trainer to discuss: Resources for your independent structured self-study eBook – The Early Childhood Educator for Diploma, Revised – Read • Chapter Chapter 11 Design and implement the curriculum to foster children’s learning and development Element 5 Watch the following YouTube video Critical reflection in practice https://www.youtube.com/watch?v=UqjEY-kJFjo Read the following learning resource Reflective Practice: Making a commitment to ongoing learning http://thespoke.earlychildhoodaustralia.org.au/reflective-practice-making- commitment-ongoing-learning/ Reflective Practice https://www.education.vic.gov.au/childhood/professionals/learning/Pages/ref lective-practice.aspx Activity - Discuss in the student forum Refer to Activity 11.12 on page 270 of your ebook. In the student forum, post your answer to the following: Record some ideas for how you will involve families in supporting the assessment of children’s learning and development? How will you demonstrate that you value their input? How will you share the assessment of a child’s learning with a family? Review the answers of other students and comment on at least two posts from other students. Watch the following YouTube video Continuous improvement in practice https://www.youtube.com/watch?v=9pNXOCn5xHw

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 55 Short Answers 1. What does a program format indicate? 2. What learning provisions do younger children benefit from? 3. What should you consider when positioning learning provisions? 4. What is intentional teaching? 5. What do learning experiences that foster children’s learning and development focus on? 6. The ‘Review/reflect’ stage of the planning cycle involves assessing and evaluating teaching and learning (both planned and unplanned) through what? 7. What is intentional teaching? 8. What is the difference between formative and summative assessments? 9. What does critical enquiry involve?

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RTO 91165 CRICOS 03071E ACN 112 741 723 STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021 Page 56 10. How can information about the child’s progress be gathered? List two (2) ways.

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STUDENT GUIDE-CHCECE048-CHC50121-CYCLE C-RTO WORKS-V3.0 2021

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