CHCECE038-Student Skills Workbook v2.0
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Kahuta Institute of Professional Studies, Kahuta *
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Course
125
Subject
Information Systems
Date
Nov 24, 2024
Type
docx
Pages
91
Uploaded by AmbassadorSummer10546
Table of Contents
Competency-Based Assessments
5
Assessing Nationally-Recognised Training
6
Dimensions of Competency
7
Reasonable Adjustment
8
The Unit of Competency
9
Vocational Placement
10
Vocational Placement Component Included in this Unit of Competency.
10
Competency-Based Assessment in Vocational Placement
10
Supervisor Guidelines
11
Student Guidelines
12
Vocational Placement Provider Guidelines
14
Resources Required for Assessment
15
Context of Assessment
16
Assessment Method
16
Practical (Skills) Workbook Cover Sheet
17
Approved Early Childhood Educator
18
Approved Early Childhood Educator Information Sheet
20
Vocational Placement Attendance Sheet
23
Vocational Placement Attendance Sheet
24
Practical (Skills) Workbook – Practical Assessment
27
Practical Assessment Overview
27
Part 1 Observe and Interact with Children
29
1.1 Identify Appropriate Observation Techniques, Service Standards, Policies and Procedures
29
1.2 Seek Guidance from Other Educators Regarding Observation Tools and Processes
35
1.3 Select Appropriate Observation Techniques
39
1.4 Observe and Interact with Children to Gather Information about Children
44
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CHCECE038 Practical Workbook – student v2.0
Part 2 Seek Information from Secondary Sources
5
0
2.1 Collaborate with Others to Gather Information about Children
50
2.2 Discuss Information with Others to Inform Curriculum Planning
56
Part 3 Analyse and Interpret Observations and Information
64
3.1 Reflect on Information Gathered to Identify Learning and Development Aspects of Children
64
Part 4 Communicate Information to Relevant People
69
4.1 Discuss Reflections with Other People to get Perspectives
69
Part 5 Contribute to Curriculum Planning
77
5.1 Contribute to Planning Programs
77
Practical (Skills) Workbook Checklist
86
Task and Evidence Checklist
90
Task and Evidence Checklist (For the Assessor’s Use Only)
90
Record of Assessment
94
Record of Assessment (For the Assessor’s Use Only)
94
Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering
and recording of evidence to support the judgement on whether competency has been
achieved. Skills and knowledge (developed in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence required by
industry, rather than compared with the skills and knowledge of other students.
The features of a competency-based assessment system are:
▪
It is focused on what students can do and whether it meets the criteria specified by
the industry as competency standards.
▪
Assessment should mirror the environment the student will encounter in the
workplace.
▪
Assessment criteria should be clearly stated to the student at the beginning of the
learning process.
▪
Assessment should be holistic. That is, it aims to assess as many elements and/or
units of competency as is feasible at one time.
▪
In competency assessment, a student receives one of only two outcomes –
‘competent’ or ‘not yet competent.’
▪
The basis of assessment is in applying knowledge for some purpose. In a competency
system, knowledge for the sake of knowledge is seen to be ineffectual unless it
assists a person in performing a task to the level required in the workplace.
▪
The emphasis in assessment is on assessable outcomes that are clearly stated for the
trainer and student. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist, the
outcomes are based upon those identified in a training needs analysis.
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CHCECE038 Practical Workbook – student v2.0
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Assessing Nationally-Recognised Training
Developing and conducting assessment, in an Australian Vocational Education and Training
(VET) context, is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1.
Assessment must be valid.
▪
Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
▪
Assessment must include the combination of knowledge and skills with their
practical application.
▪
Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
2.
Assessment must be reliable.
▪
Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
▪
Assessors must be trained in national competency standards for assessors to
ensure reliability.
3.
Assessment must be flexible
▪
Assessment, where possible, must cover both the on- and off-the-job
components of training within a course.
▪
Assessment must provide for the recognition of knowledge, skills, and
attitudes regardless of how they have been acquired.
▪
Assessment must be made accessible to students through a variety of
delivery modes, so they can proceed through modularised training packages
to gain competencies.
▪
Assessment must be mutually developed and agreed upon between assessor
and the assessed.
▪
Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.
4.
Assessment must be fair.
▪
Assessment process must consider the individual needs of the student. ▪
Assessment must provide for reasonable adjustments, where appropriate, to
consider the individual student’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
Rules of Evidence
When collecting evidence, certain rules apply to that evidence. All evidence must be valid,
sufficient, authentic, and current:
1.
Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills, or attitudes.
2.
Sufficient
This rule relates to the amount of evidence gathered. Enough evidence must be
gathered to satisfy the requirements that the student be competent in all aspects of
the unit of competency.
3.
Authentic
When evidence is gathered, the assessor must be satisfied that evidence is the
student’s own work. 4.
Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
Dimensions of Competency
The national concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are:
1.
Task skills
2.
Task management skills
3.
Contingency management skills
4.
Job or role environment skills
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CHCECE038 Practical Workbook – student v2.0
Reasonable Adjustment
‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment
or making changes to the training delivered to assist a student with a disability. A reasonable
adjustment can be as simple as changing classrooms to be closer to amenities or installing a
particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that students with a disability have: ▪
The same learning opportunities as students without a disability, and
▪
The same opportunity to perform and complete assessments as those without a
disability. Reasonable adjustment applied to participation in teaching, learning, and assessment
activities can include:
▪
Customising resources and assessment activities within the training package or
accredited course
▪
Modifying the presentation medium ▪
Student support
▪
Use of assistive/adaptive technologies.
▪
Making information accessible both before enrolment and during the course
▪
Monitoring the adjustments to ensure student needs continue to be met.
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for students with a disability -
November 2010 - Prepared by - Queensland VET Development Centre) IMPORTANT:
Reasonable adjustment made for collecting student assessment evidence must not impact
on the standard expected by the workplace, as expressed by the relevant unit(s) of
competency. For example, if the assessment were gathering evidence of the student’s
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competency in writing, allowing the student to complete the assessment verbally would
not be a valid assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.
The Unit of Competency
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCECE038 - Observe children to inform practice
1.
Observe and interact with children
2.
Seek information from secondary sources
3.
Record and communicate information
4.
Analyse and interpret information and observations
5.
Contribute to curriculum planning
A complete copy of the above unit of competency can be downloaded from the
TGA website: https://training.gov.au/Training/Details/CHCECE038
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CHCECE038 Practical Workbook – student v2.0
Vocational Placement
Vocational Placement Component Included in this Unit of Competency.
To complete CHCECE038 – Observe children to inform practice (Release 1), a vocational
placement is required in a regulated education and care service in Australia. Information
regarding vocational placement can be found in the Vocational Placement Student
Information booklet.
The selected vocational placement workplace must be accredited. This ensures that the
centre has adequate resources, which includes supervisory staff and equipment to allow
you to complete all the assessment tasks required by the course. The supervisor who observes your performance and signs your skills assessment workbook
must have a qualification equivalent to or above a Diploma of Early Childhood Education
and Care and be in a position of authority to provide you guidance and supervision as you
complete your assessments in the workplace.
Competency-Based Assessment in Vocational Placement
Competency-based assessment requires students to be able to demonstrate their
competency consistently.
IMPORTANT: Ensure that your Vocational Placement Supervisor is aware that they need
to include comments about their observation.
Once you have submitted your completed Practical (Skills) Workbook, your Assessor will
assess the evidence to determine your competence. The assessor will look at the
information and comments that the supervisor has provided, and they will determine
whether each task has been done satisfactorily.
To be deemed competent in each unit, you are required to achieve a satisfactory result for
all of the assessment components that make up that unit. Where a ‘not yet satisfactory’
judgement is made, you will be given guidance on steps to take to improve your
performance and be provided with the opportunity to resubmit evidence to demonstrate
competence. Once a ‘satisfactory’ judgement has been made on all components for a unit,
you will be deemed ‘competent’ in that unit.
Supervisor Guidelines
This Practical (Skills) Workbook is designed to be used by both the student and their
Vocational Placement Supervisor.
The Student’s Role
The Vocational Placement Supervisor’s Role
▪
undertake the assessments in this Practical (Skills) Workbook, while demonstrating the skills relevant to the unit of competency
▪
▪
supervise and observe student as they demonstrate relevant skills and provide guidance and feedback, as necessary.
▪
review and confirm that the information
there is a true and accurate reflection of
the student’s performance during their vocational placement Competency-based assessment requires the student to be able to demonstrate their
competency consistently. The student can demonstrate their skills by being observed performing duties within the
facility, showing their skills in a simulated or practice style activity and responding
appropriately to questions showing essential knowledge of the task being performed. The role of the Vocational Placement Supervisor is to observe and supervise the student
completing the tasks outlined in this workbook, and confirm the documentation provided
by the student. For each task, the student will be required to provide details about their performance. By
signing the relevant workbook observation forms, the supervisor is confirming that they
have observed the student complete the tasks and perform them according to the
descriptions provided by the student. Where the supervisor finds that the student’s performance is not yet according to the
organisation and industry standards, they are encouraged to provide comments. The
student’s assessor will use this documentation to evaluate the student’s performance. The comments section is provided for the supervisor to comment on the performance of
the student. They are required to always include comments as these are critical in
determining whether a student has demonstrated competency in a task.
Where not enough information is provided, the assessor may contact the supervisor to
provide additional details. Once completed and signed, the student is required to submit their Practical (Skills)
Workbook to their assessor to complete their final assessment.
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CHCECE038 Practical Workbook – student v2.0
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TO THE SUPERVISOR
You are not required to assess the student, but your observations as an
industry expert form an important part of the information reviewed by
the assessor in determining the competence of the student.
If a student is not yet satisfactory at performing a task, providing them
with feedback and opportunities to practice the task will help. Positive
feedback on satisfactory tasks will increase the student’s confidence in
their abilities. Should you have any concerns or questions about
completing the Practical (Skills) Workbook, please contact the Placement
Coordinator, and they will assist you with any queries you may have.
If the student has been unable to demonstrate performance in any tasks
during their industry placement, we will assist the student, where
possible, to find a way to demonstrate their skills in this area. Some
elements will be achieved through project work and workbooks.
Student Guidelines
The key role of the student is to learn and demonstrate knowledge and practical skills of
the relevant unit of competency.
TO THE STUDENT
▪
If you cannot attend anytime during your Vocational Placement,
you must notify the Vocational Placement Provider as early as
possible so that they are aware that you will not be attending.
▪
The duties that you are assigned during your Vocational
Placement will always be under the supervision of a vocational
supervisor/staff member who is available to take responsibility
for the client/s.
▪
Remember that you are there to learn.
▪
You are required to behave appropriately at all times and follow
the Vocational Placement Provider guidelines, policies and
procedures.
▪
You should try to become part of the team and be involved in
the day-to-day workings of the Vocational Placement Provider.
▪
You need to present yourself in a neat and tidy manner as per
the guidelines at the Vocational Placement Provider you attend,
and you may be required to wear a uniform.
IMPORTANT
Before you start your Vocational Placement
, thoroughly read through the Practical (Skills)
Workbook and locate the vocational workplace forms and templates. Where required, contact
your trainer for assistance.
Before you approach your supervisor for review of your Practical (Skills) Workbook
, please
ensure you are ready to direct them to the appropriate sections because they may be very busy,
and this will make the process easier for you.
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CHCECE038 Practical Workbook – student v2.0
Vocational Placement Provider Guidelines
The role of the Vocational Placement Provider is to provide the student access to the
resources required for assessment.
TO THE VOCATIONAL PLACEMENT PROVIDER
▪
Student’s attendance should be organised for a 7.5-hour day,
wherever possible, with a lunch break of half an hour (unless
otherwise arranged).
▪
Students should attend their Vocational Placement on the days
that have been arranged with the Vocational Placement
Provider and New Era Institute, the Registered Training
Organisation (RTO).
▪
Students should become part of the team and assist others, as
required.
▪
The start and finish times should vary to allow the student to
experience a variety of hours as expected in the industry.
▪
At the start of the Vocational Placement, the student is required
to gather information to aid in their understanding of the
philosophy and policies in place within the service.
▪
The Vocational Placement Supervisor will supervise the student
during their placement, observe their performance in the
workplace, and provide feedback on the student’s performance
by adding comments in the Practical (Skills) Workbook.
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Resources Required for Assessment
The student will need access to: ▪
Computer with Internet and email access and a working web browser
▪
Installed software: MS Word, Adobe Acrobat Reader
▪
A vocational placement provider that will allow them access to:
o
Three children whose ages must not exceed six years old, one of whom must
not be older than 23 months
o
The families of the three children
o
Service standards, policies, and procedures for:
●
Collaborative partnerships with families and communities
●
Educational program and practice
●
Relationships with children
o
The children’s records, which include but are not limited to:
●
Documentation of child assessments or evaluations for delivery of
the educational program
●
Incident, injury, trauma, and illness record
●
Medication record
●
Child’s attendance record
●
Child’s enrolment records
●
Record of visitors to the centre
●
Other documentation of past observations such as anecdotal records,
jottings, learning stories, running records, narratives, etc.
o
Fellow educators in the centre for collaboration and guidance
o
Tools for recording observations
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CHCECE038 Practical Workbook – student v2.0
o
Information technology for recording information
The vocational placement provider must be a regulated early childhood education
and care service in Australia.
Context of Assessment
To complete the assessments in this workbook, students need to have access to their
learning materials and the internet. The assessments included in this Practical (Skills)
Workbook must be completed in a regulated education and care service in Australia.
Additionally, interactions with children during the completion of this assessment must be
supervised by an approved early childhood educator.
Assessment Method
This workbook uses the following assessment method(s):
Practical Assessment
A set of tasks or activities completed according to set instructions and guidelines to meet
the requirements of the relevant unit(s).
These tasks and activities require you to have access to a regulated education and care
service in Australia.
Practical (Skills) Workbook Cover Sheet
To the student:
Print this coversheet and complete it by filling in all the required
information and affixing your signature to the space provided. Your signature must be
handwritten. Scan the completed cover sheet and submit it along with your evidence
submissions. Use the filename: CHCECE038 SWB Cover Sheet
Student Name:
Vocational Placement Provider:
Vocational Placement Contact Person (Supervisor):
Vocational Placement Postal Address:
Vocational Placement Contact Phone No:
Please read the Student Declaration below and if you agree to the terms of the declaration, sign
and date in the spaces provided.
By submitting this work, I declare that: ▪
I have been advised of the assessment requirements, have been made aware of my
rights and responsibilities as an assessment student, and choose to be assessed at this
time.
▪
I am aware that there is a limit to the number of submissions that I can make for each
assessment, and I am submitting all documents required to complete this Assessment
Workbook.
▪
I have organised and named the files I am submitting according to the instructions
provided, and I am aware that my assessor will not assess work that cannot be clearly
identified and may request the work be resubmitted according to the correct process.
▪
This work is my own and contains no material written by another person except where
due reference is made. I am aware that a false declaration may lead to the withdrawal
of qualification or statement of attainment.
▪
I am aware that there is a policy of checking the validity of qualifications that I submit
as evidence as well as the qualifications/evidence of parties who verify my
performance or observable skills. I give my consent to contact these parties for
verification purposes.
Name:
Signature: Date signed:
Phone:
Email: 15
CHCECE038 Practical Workbook – student v2.0
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Approved Early Childhood Educator
The unit CHCECE038 Observe children to inform practice requires an approved early childhood
educator to supervise all your interactions with children in the vocational placement centre. As evidence of your compliance with this requirement, you are required to fill in the Approved
Early Childhood Educator Information Sheet
.
Read the instructions carefully before proceeding.
Steps to take:
1.
Locate the Approved Early Childhood Educator Information Sheet
in the following pages.
2.
Review the instructions here and the requirements of the information sheet with your
designated vocational placement supervisor. IMPORTANT:
Your designated supervisor must be an approved early childhood educator, i.e.:
▪
hold an approved early childhood teaching qualification; OR
▪
hold a former approved early childhood teaching qualification that was
commenced before 1 January 2012; OR
▪
hold a qualification that ACECQA has determined to be an
equivalent early
childhood teacher qualification
.
For more information on early childhood teaching qualifications, visit the Australian
Children’s Education & Care Quality Authority (ACECQA), www.acecqa.gov.au.
Your designated supervisor may not necessarily hold a supervisory role in the vocational
placement centre, provided that they meet the approved early childhood educator
requirements outlined above.
They will be the one to supervise and observe you as you complete the tasks included in
this Practical (Skills) Workbook. They must also be the one to complete and sign
Supervisor Declarations
in your evidence submissions.
They must endorse other approved early childhood educator(s) within the service to
supervise and observe you in the event of their absence. To avoid confusion, your designated vocational placement supervisor will be referred
to as ‘supervisor’ throughout this Practical (Skills) Workbook and the relevant
assessment forms and templates.
3.
With the help of your supervisor, complete all parts of the information sheet.
i.
Provide the supervisor’s details, including:
▪
Their name
▪
Their title/designation in the centre
▪
Contact number
▪
Email address
▪
Qualification(s)
Must meet the early childhood teaching qualification requirements outlined
above.
ii.
Provide the details of other approved early childhood educators who will
supervise and observe you in the event of your supervisor’s absence, including:
▪
Their name(s)
▪
Their title/designation in the centre
▪
Contact number(s)
▪
Email address(es)
▪
Qualification(s)
Must meet the early childhood teaching qualification requirements outlined
above.
Complete one information sheet per endorsed approved early childhood
educator.
4.
Once all the parts above have been completed, have an authorised personnel within the
vocational placement centre to complete and sign the
Declaration
section of the
Approved Early Childhood Educator Information Sheet. Their signature must be
handwritten.
Authorised personnel may include but is not limited to the early years learning centre’s
general manager, director, nominated supervisor, etc.
5.
Save and submit the completed and signed Approved Early Childhood Educator
Information Sheet
to your assessor. Use the filename:
CHCECE038 Approved ECE Info Sheet
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CHCECE038 Practical Workbook – student v2.0
Approved Early Childhood Educator Information Sheet
APPROVED EARLY CHILDHOOD EDUCATOR INFORMATION SHEET
Student Information
Student name
Vocational Placement Details
Vocational placement Provider
Postal address
State/territory
Contact number
Email address
Designated Vocational Placement Supervisor Details
Name
Title/designation
Contact number
Email address
Qualifications
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Other Approved Early Childhood Educator(s) who may supervise and observe the student in the absence of the supervisor Name
Title/designation
Contact number
Email address
Qualifications
Name
Title/designation
Contact number
Email address
Qualifications
Name
Title/designation
Contact number
Email address
Qualifications
Add more tables, as needed.
End of Approved Early Childhood Educator Info Sheet
19
CHCECE038 Practical Workbook – student v2.0
Practical (Skills) Workbook – Practical Assessment
Practical Assessment Overview
This practical assessment will require you to demonstrate underpinning knowledge and practical
skills relevant to observing children to inform practice.
This assessment is divided into five parts:
Observe and Interact with Children
Seek Information from Secondary Sources
Analyse and Interpret Observations and Information
Communicate Information to Relevant People
Contribute to Curriculum Planning
Read the instructions in this project carefully before proceeding.
Resources Required for Assessment *
To complete this practical assessment, you will need access to the following:
Computer with Internet and email access and a working web browser
Installed software: MS Word, Adobe Acrobat Reader
A vocational placement provider that will allow you access to:
◻
Three children whose ages must not exceed six years old, one of whom must not
be older than 23 months
◻
The families of the three children
◻
Service standards, policies, and procedures for:
◻
Collaborative partnerships with families and communities
◻
Educational program and practice
◻
Relationships with children
◻
Other documentation of past observations such as anecdotal records,
jottings, learning stories, running records, narratives, etc.
◻
Fellow educators in the centre for collaboration and guidance
◻
Tools for recording observations
◻
Information technology for recording information
The vocational placement provider must be a regulated early childhood education and
care service in Australia. Templates for all documentation you need for the assessment are provided within this
workbook, except for documents which you need to complete using your organisation’s
template and style guide.
Part 1 Observe and Interact with Children
1.1 Identify Appropriate Observation Techniques, Service Standards, Policies and
Procedures
This task requires you to identify and define three observation techniques that are appropriate
for the centre you are working for. Read the instructions carefully before proceeding.
Steps to take:
1.
Locate the Observation Techniques Identification Form
provided for you in the following
pages.
The Observation Techniques Identification Form
will be used to document three
observation techniques that you will use in future tasks.
Review the Observation Techniques Identification Form
so that you will know what
information to look for.
2.
Using the Observation Techniques Identification Form
:
i.
Identify three observation techniques that you will be using for future tasks.
These observation techniques must be appropriate for the centre you work for.
Observation techniques include but are not limited to:
▪
Anecdotal records
▪
Event samples
▪
Jottings
▪
Learning stories
▪
Photographs
▪
Running records
▪
Sociograms
▪
Time samples
21
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▪
Work samples
ii.
Provide a brief explanation of how each observation technique is implemented.
iii.
Provide a brief explanation of why each observation technique is appropriate for
use in the centre you work for.
iv.
Identify one standard, policy and procedure in the centre relevant to each of the
following:
a.
Collaborative partnerships with families and communities
b.
Educational program and practice
c.
Relationships with children
Have your supervisor review your completed Observation Techniques Identification
Form
at the end. 3.
Save and submit the completed Observation Techniques Identification Form
. Use the
filename:
CHCECE038 1.1 Observation Techniques Identification Form
Observation Techniques Identification Form
OBSERVATION TECHNIQUES IDENTIFICATION FORM
Student name
Workplace/organisation
Date completed
Observation Technique
Brief Explanation of
Implementation
Why each Technique is
Appropriate for use in the
Centre
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23
CHCECE038 Practical Workbook – student v2.0
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Service Standards, Policies and Procedures
Relevant to Collaborative Partnerships with Families and Communities in the Centre
Standard
Policy Procedure
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Relevant to Educational Program and Practice in the Centre
Standard
Policy Procedure
25
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Relevant to Relationships with Children in the Centre
Standard
Policy Procedure
End of Observation Techniques Identification Form
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1.2 Seek Guidance from Other Educators Regarding Observation Tools and
Processes
This task requires you to seek guidance from other educators in the centre about observation
tools and processes. Specifically, you must:
▪
Choose two other educators in the centre you would like to meet with
▪
Hold a meeting with the two chosen educators to seek their guidance regarding
observation tools and processes
Read the instructions carefully before proceeding.
Steps to take:
1.
Consider your findings from Task 1.1. 2.
Locate the Meeting Minutes
template in the following pages.
The Meeting Minutes
will be used to record your discussion with the other educators in
the centre regarding observation tools and processes that you can use in the centre.
3.
Consult with your supervisor regarding opportunities for you to meet with two other
educators in the centre to seek their guidance regarding observation tools and
observation processes that can be used in the centre when observing children.
Review the instructions here and the contents of the Meeting Minutes
template with
your supervisor so you can prepare before the meeting.
4.
With the assistance of your supervisor, arrange suitable times and places for you to
meet with the educators.
5.
Conduct the meeting with the two educators you have chosen. You must meet with each
educator individually.
You may choose two of the three techniques you have identified from Task 1.1, or ask
for observation techniques that haven’t been identified from Task 1.1 from the
educators. If you ask for observation techniques from the educators, each educator
must provide a different observation technique.
During the meeting with each of the two educators, ask for their guidance regarding the
chosen observation technique. You must ask each educator:
i.
What the process is for implementing the chosen observation technique.
ii.
Which observation tools must be used for the chosen observation technique. Each educator must provide guidance on the processes of implementing each
observation technique (i.e. Educator 1 must provide guidance for the observation tools
and processes of one technique, while Educator 2 provides guidance on the other
technique.) Each must also provide guidance for different observation tools.
Record the outcomes of your discussion in the Meeting Minutes
template in the
respective fields. You must complete one Meeting Minutes
template for each meeting
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with each of the educators.
Have your attendees initial on the appropriate fields in the Meeting Minutes template. 6.
Save and submit the completed and signed Meeting Minutes
. Use the filename:
CHCECE038 1.2 Meeting Minutes 1
CHCECE038 1.2 Meeting Minutes 2
IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this assessment
activity at all times.
Do not include their real names in your submissions. Use placeholders instead.
Replace children’s names with Child A, Child B, etc.
Do not use aliases as this might cause unintended breaches of privacy and confidentiality.
Although you are using placeholders to refer to participants, the content of your submissions
must always be real and factual.
Meeting Minutes
MEETING MINUTES
Meeting called
Seeking Guidance regarding Observation Tools and Processes
Date and time of the meeting
Location
Notetaker
Name of meeting attendees
Title/designation
Observation Technique
Agenda: Process for Implementing Observation Technique
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Agenda: Tools Needed for Implementing Observation Technique
End of Meeting Minutes
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1.3 Select Appropriate Observation Techniques This task requires you to select three appropriate observation techniques from the pool of
observation techniques you have gathered from the previous tasks. Specifically, you must:
▪
Choose three children who you will be observing
▪
Properly identify the contexts in which you will be observing each child
▪
Identify the appropriate observation technique you will be using for each context
Read the instructions carefully before proceeding.
Steps to take:
1.
Consider your findings from Task 1.1 and Task 1.2.
2.
Locate the Observation Techniques Assignment Form
provided for you in the following
pages.
The Observation Techniques Assignment Form
will be used to document which
observation techniques to use when observing each child for each context.
3.
Seek assistance from your supervisor to select three children of different ages from the
centre to participate in future tasks.
The ages of children must not exceed six years of age, and at least one of the three
children must be not be older than 23 months old.
4.
With the assistance of your supervisor, do the following using the Observation
Techniques Assignment Form
:
i.
Identify the three children who will be participating in future tasks
Identify these children using placeholder names (e.g. Child A, Child B, Child C)
ii.
Document the ages of each of the children
iii.
Identify the three contexts that each child will be observed in
Keep in mind that the goal of observation is to discover each child’s interests,
ideas, knowledge, skills, and strengths. Base the contexts on the goals
mentioned.
Context may include the activity or circumstance that the child is in when they
are being observed.
iv.
Identify the appropriate observation technique for each context identified for
each child Each context must have a different observation technique
v.
Briefly explain why each observation technique is appropriate for each context
for each child
vi.
Confirm whether the centre has its own template for recording information
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gathered for each observation technique.
5.
Seek permission from the family members of the children you have chosen to
participate in the task to record the results of their child’s participation in future tasks.
Tick the corresponding box in the Observation Techniques Form
confirming that the
family of the child has given you permission to have their child participate in future
assessments for this unit.
Have your supervisor review your completed Observation Techniques Assignment Form
at the end. 6.
Save and submit the completed Observation Techniques Assignment Form
. Use the
filename:
CHCECE038 1.3 Observation Techniques Assignment Form
IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this assessment
activity at all times.
Do not include their real names in your submissions. Use placeholders instead.
Replace children’s names with Child A, Child B, etc.
Do not use aliases as this might cause unintended breaches of privacy and confidentiality.
Although you are using placeholders to refer to participants, the content of your submissions
must always be real and factual.
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Observation Techniques Assignment Form
OBSERVATION TECHNIQUES ASSIGNMENT FORM
Student name
Workplace/organisation
Date completed
Child A
Age of child: Context
Observation Technique
Explanation for Using Observation
Technique
Centre has Own Template
☐
☐
☐
☐
I have sought the permission of the family of the child to have their child participate in future assessments of this unit, and the family has agreed to let their child
participate in the assessments.
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Child B
Age of child: Context
Observation Technique
Explanation for Using Observation
Technique
Centre has Own Template
☐
☐
☐
☐
I have sought the permission of the family of the child to have their child participate in future assessments of this unit, and the family has agreed to let their child
participate in the assessments.
Child C
Age of child: Context
Observation Technique
Explanation for Using Observation
Technique
Centre has Own Template
☐
☐
☐
☐
I have sought the permission of the family of the child to have their child participate in future assessments of this unit and the family has agreed to let their child
participate in the assessments.
End of Observation Techniques Assignment Form
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1.4 Observe and Interact with Children to Gather Information about Children This task requires you to observe and interact with children to gather information about them.
Specifically, you must observe and interact with children to identify the following of the child’s:
▪
Interests
▪
Ideas
▪
Knowledge
▪
Skills
▪
Strengths
Read the instructions carefully before proceeding.
Steps to take:
1.
Locate the Observation Portfolio
template provided for you in the following pages.
The Observation Portfolio
template will be used to document your observations and
interactions with each child in this task. Review the Observation Portfolio template so
that you’ll know what information to look for and how to collect said information.
2.
Consider the three children you have chosen from Task 1.3.
3.
With the assistance of your supervisor, arrange suitable times for you to complete the
following:
i.
Observe each of the three children on three separate occasions, with these
occasions being the contexts identified from Task 1.3.
ii.
Interact with each of the three children twice.
The interactions must be done outside the context of the observations.
4.
Observe each child during each context identified in Task 1.3.
The goal of your observation is to discover the child’s interests, ideas, knowledge, skills,
and strengths.
You must follow your centre’s procedures regarding observing children.
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5.
Interact with each child twice during the arranged suitable time identified in Step 3.
The goal of your interaction is to discover the child’s interests, ideas, knowledge, skills,
and strengths. You must follow your centre’s procedures regarding interacting with children.
6.
Using the Observation Portfolio template:
i.
Identify which child you observed
ii.
Identify which observation technique you used
iii.
Document your findings during your observation
The format of how you document your observations will depend on the
observation technique you used. For example, if the observation technique you
chose was a sociogram, your documentation must show a map of the child’s
interactions, rather than a narrative of what you have observed.
If the centre has a prescribed template of how to record information for a
specific observation technique (as indicated in Task 1.3), you must follow your
centre’s template instead of the template provided in the Observation Portfolio
.
Use your centre’s template instead and submit a digital copy (scanned copy if
template is a printout) for this task. Instructions in the Observation Portfolio
template are given to indicate which fields should be completed and which
fields can be replaced with your centre’s template. iv.
Document the service procedures you followed while observing the child.
v.
Document what happened during your interaction with the child
vi.
Document the service procedures you followed while interacting with the child.
vii.
Document the service’s policies and procedures you followed while using
information technology.
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viii.
Identify the following based on your observations and interaction:
a.
One interest
b.
One idea
c.
One topic they have shown knowledge about
d.
One skill
e.
One strength
You must use digital media when documenting your findings. Information technology
includes but is not limited to computers, smartphones, and the apps in computers and
smartphones, and audio and video recording devices.
You must use the digital media according to the service’s policies and procedures.
You will complete one Observation Portfolio
template for each child you observe and
interact with. By the end of the task, you must submit three completed Observation
Portfolio
templates.
The Observation Portfolio
will serve as documentation of your observations and
interactions with the children. Your documentations, therefore, must be accurate, which
means they must be objective and free from bias and negative labelling. Your supervisor
will use their expertise to decide whether your documentation is objective and free from
bias and negative labelling.
7.
Save and submit each of the completed Observation Portfolio
templates. Use the
filenames:
CHCECE038 1.4 Observation Portfolio – Child A
CHCECE038 1.4 Observation Portfolio – Child B
CHCECE038 1.4 Observation Portfolio – Child C
IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this assessment
activity at all times.
Do not include their real names in your submissions. Use placeholders instead.
Replace children’s names with Child A, Child B, etc.
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Do not use aliases as this might cause unintended breaches of privacy and confidentiality.
Although you are using placeholders to refer to participants, the content of your submissions
must always be real and factual.
Observation Portfolio
OBSERVATION PORTFOLIO
Student name
Workplace/organisation
Date completed
Child name
Use a placeholder name instead of the child’s real name
Child’s age
Child’s age must be real
First Observation
Date
Time
Context
Observation Technique
Used
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Observation Details
If your centre has its own template for the observation technique you used, place the digital copy of
the template here instead of re-writing the information already in the template
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Second Observation
Date
Time
Context
Observation Technique
Used
Observation Details
If your centre has its own template for the observation technique you used, place the digital copy of
the template here instead of re-writing the information already in the template
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Third Observation
Date
Time
Context
Observation Technique
Used
Observation Details
If your centre has its own template for the observation technique you used, place the digital copy of
the template here instead of re-writing the information already in the template
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Service Procedures Regarding Observing Children
Document the service procedures you followed while observing the child.
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First Interaction with the Child
Date
Time
Describe your interaction with the child.
Information must include the nature of the interaction and a narrative of events that happened during
the interaction.
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Second Interaction with the Child
Date
Time
Describe your interaction with the child.
Information must include the nature of the interaction and a narrative of events that happened during
the interaction.
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Service Procedures Regarding Interacting with Children
Document the service procedures you followed while interacting with the child.
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Service Policies Regarding Using Information Technology
Document the service’s policies you followed while using information technology.
Service Procedures Regarding Using Information Technology
Document the service’s procedures you followed while using information technology.
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Observation and Interaction Outcomes
Basis for answer (e.g. First
Observation, Second Observation,
First Interaction, etc.)
Interests
Ideas
Topic the child is
knowledgeable
about
Skills
Strengths
End of Observation Portfolio
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Part 2 Seek Information from Secondary Sources
2.1 Collaborate with Others to Gather Information about Children
This task requires you to collaborate with other people to identify information about children
that is relevant to curriculum planning. Read the instructions carefully before proceeding.
Steps to take:
1.
Consider the children who participated in Task 1.3.
2.
Locate the Meeting Minutes
template and the Observation Form
provided for you in the
following pages.
The Meeting Minutes
will be used to record your discussion with other educators in the
centre regarding information about the children from Task 1.3.
3.
Consult with your supervisor regarding opportunities for you to meet with two other
educators in the centre to gather information from each educator about each of the
children from Task 1.3.
Review the instructions here and the contents of the Meeting Minutes
template with
your supervisor so you can prepare before the meeting.
With the assistance of your supervisor, arrange suitable times and places for you to
meet with the educators. 4.
Conduct the meeting with the two educators you have chosen. You must meet with each
educator individually.
During the meeting with each of the two educators, each educator must identify one of
the following of each child who participated in Task 1.3:
▪
Need
▪
Interest
▪
Skill
▪
Interest
(i.e. Educator 1 will have to identify one need, one interest, one skill, and one cultural
practice of Child A, Child B, and Child C, and Educator 2 will have to do the same).
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Record the outcomes of your discussion in the Meeting Minutes
template in the
respective fields. You must complete one Meeting Minutes
template for each meeting
with each of the educators. Your discussion of the information regarding each child must
be free from bias and negative labelling of children.
Have your attendees name added on the appropriate fields in the Meeting Minutes
template. 5.
Complete the Meeting Minutes
template by:
6.
Save and submit the completed and signed Meeting Minutes
. Use the filename:
CHCECE038 2.2 Meeting Minutes 1
CHCECE038 2.2 Meeting Minutes 2
IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this assessment
activity at all times.
Do not include their real names in your submissions. Use placeholders instead.
Replace children’s names with Child A, Child B, etc.
Do not use aliases as this might cause unintended breaches of privacy and confidentiality.
Although you are using placeholders to refer to participants, the content of your submissions
must always be real and factual.
Meeting Minutes
MEETING MINUTES
Meeting called
Gathering Information about Children
Date and time of the meeting
Location
Notetaker
Name of meeting attendees
Title/designation
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Agenda 1: Information Regarding Child A
Need
Interest
Skill
Cultural practice
Agenda 2: Information Regarding Child B
Need
Interest
Skill
Cultural practice
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Agenda 3: Information Regarding Child C
Need
Interest
Skill
Cultural practice
End of Meeting Minutes
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How did you ensure that your discussion with the educators was free from bias?
How did you ensure that your discussion with the educators was free from negative labelling of
children?
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2.2 Discuss Information with Others to Inform Curriculum Planning
This task requires you to collaborate with other people to identify information about children
that is relevant to curriculum planning. Read the instructions carefully before proceeding.
Steps to take:
1.
Consider the following:
i.
The information you have gathered from Task 1.4.
ii.
The information you have gathered from Task 2.1.
iii.
The information you have gathered from Task 2.2
2.
Locate the Meeting Minutes
template and the Observation Form
provided for you in the
following pages.
The Meeting Minutes
will be used to record your discussion with other educators in the
centre regarding information about the children from Task 1.3.
3.
Consult with your supervisor regarding opportunities for you to meet with two other
educators in the centre to identify activities each based on each of the following:
i.
Information gathered from Task 1.4
ii.
Information gathered from Task 2.1
iii.
Information gathered from Task 2.2
Review the instructions here and the contents of the Meeting Minutes
template with
your supervisor so you can prepare before the meeting.
4.
With the assistance of your supervisor, arrange suitable times and places for you to
meet with the educators.
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5.
Conduct the meeting with the two educators you have chosen. You must meet with each
educator individually.
During the meeting with each of the two educators, you and the educator must come up
with activities based on the following information:
i.
Information gathered from Task 1.4, specifically:
a.
Each child’s idea
b.
Each child’s knowledge on a topic
c.
Each child’s strength
ii.
Information gathered from Task 2.1, specifically the information from the
Information Relevant to Curriculum Planning Gathered
column from the Record
Review.
Of the two pieces of information you have gathered based on the child’s
records, you are required to only document and think of an activity for one.
iii.
Information gathered from Task 2.2, specifically:
a.
Each child’s need
b.
Each child’s interest
c.
Each child’s skill
d.
Each child’s cultural practice
Record the outcomes of your discussion in the Meeting Minutes
template in the
respective fields. You must complete one Meeting Minutes
template for each meeting
with each of the educators. Your discussion of the information regarding each child must
be free from bias and negative labelling of children.
6.
Have your attendees add their name on the appropriate fields in the Meeting Minutes
template. Their signatures must be handwritten.
7.
Save and submit the completed and signed Meeting Minutes
. Use the filename:
CHCECE038 2.3 Meeting Minutes 1
CHCECE038 2.3 Meeting Minutes 2
IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this assessment
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activity at all times.
Do not include their real names in your submissions. Use placeholders instead.
Replace children’s names with Child A, Child B, etc.
Do not use aliases as this might cause unintended breaches of privacy and confidentiality.
Although you are using placeholders to refer to participants, the content of your submissions
must always be real and factual.
Meeting Minutes
MEETING MINUTES
Meeting called
Curriculum Planning for Children
Date and time of the meeting
Location
Notetaker
Name of meeting attendees
Title/designation
Agenda 1: Possible Activities for Child A
Information gathered from Task 1.4
Child’s idea
Activity based on idea
Child’s knowledge on a specific topic
Activity based on knowledge
Child’s strength
Activity based on strength
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Information gathered from Task 2.1
Information relevant to curriculum planning
Activity based on information
Information gathered from Task 2.2
Need
Activity based on need
Interest
Activity based on interest
Skill
Activity based on skill
Cultural practice
Activity based on cultural practice
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Agenda 2: Possible Activities for Child B
Information gathered from Task 1.4
Child’s idea
Activity based on idea
Child’s knowledge on a specific topic
Activity based on knowledge
Child’s strength
Activity based on strength
Information gathered from Task 2.1
Information relevant to curriculum planning
Activity based on information
Information gathered from Task 2.2
Need
Activity based on need
Interest
Activity based on interest
Skill
Activity based on skill
Cultural practice
Activity based on cultural practice
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Agenda 3: Possible Activities for Child B
Information gathered from Task 1.4
Child’s idea
Activity based on idea
Child’s knowledge on a specific topic
Activity based on knowledge
Child’s strength
Activity based on strength
Information gathered from Task 2.1
Information relevant to curriculum planning
Activity based on information
Information gathered from Task 2.2
Need
Activity based on need
Interest
Activity based on interest
Skill
Activity based on skill
Cultural practice
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Activity based on cultural practice
End of Meeting Minutes
How did you ensure that your discussion with the educators was free from bias?
How did you ensure that your discussion with the educators was free from negative labelling of
children?
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Part 3 Analyse and Interpret Observations and Information
3.1 Reflect on Information Gathered to Identify Learning and Development Aspects
of Children
This task requires you to reflect on the observations you have and the information you have
gathered from the previous tasks to identify aspects of each child’s learning and development. Read the instructions carefully before proceeding.
Steps to take:
1.
Consider the following:
▪
The three children who participated in Task 1.3
▪
All the observations you have made from Task 1.4 on the three children
▪
All the information you have gathered from Task 2.1 and Task 2.2 on the three
children
2.
Locate the Reflective Journal
template provided for you in the following pages.
The Reflective Journal
template will be used to document the learning and development
aspects that you have identified from reflecting on the observations you have made and
the information you have collected.
3.
Reflect on the observations you have made and the information you have gathered to:
i.
Identify aspects of learning and development of each child
Aspects of learning may include but are not limited to the child’s learning needs
and how to meet said needs or how quickly or slowly a child learns new things.
Aspects of development may include whether the child is developing ahead of
children of the same age or is developing behind.
ii.
Develop a perspective on each child’s interest
iii.
Identify links of the observations and information to the approved learning
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4.
Using the Reflective Journal template:
i.
Document one aspect of each child’s learning based on your reflection on the
observations you have made ii.
Document one aspect of each child’s learning based on your reflection on the
information you have gathered
iii.
Document one aspect of each child’s development based on your reflection on
the observations you have made
iv.
Document one aspect of each child’s development based on your reflection on
the information you have gathered
v.
Document the perspective you have developed on each child’s interest
vi.
Document the approved learning framework that the centre follows
vii.
Document one link of the observations made for each child to the approved
learning framework
viii.
Document one link of the information gathered for each child to the approved
learning framework
Have your supervisor review your
completed Reflective Journal
.
5.
Save and submit the completed Reflective Journal
. Use the filename:
CHCECE038 3.1 Reflective Journal IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this assessment
activity at all times.
Do not include their real names in your submissions. Use placeholders instead.
Replace children’s names with Child A, Child B, etc.
Do not use aliases as this might cause unintended breaches of privacy and confidentiality.
Although you are using placeholders to refer to participants, the content of your submissions
must always be real and factual.
Reflective Journal
REFLECTIVE JOURNAL
Student name
Workplace/organisation
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Date completed
Child A
Based on your reflection on the observations you’ve made, what aspect of the child’s learning have
you identified?
Based on your reflection on the information you’ve gathered, what aspect of the child’s learning
have you identified?
Based on your reflection on the observations you’ve made, what aspect of the child’s development
have you identified? Based on your reflection on the information you’ve gathered, what aspect of the child’s
development have you identified?
Based on your reflection on the information you’ve gathered, what is your perspective on the child’s
interest?
What is the approved learning framework that your centre follows?
What link have you discovered between the observations you have made and the approved
learning framework that your centre follows?
What link have you discovered between the information you have gathered and the approved
learning framework that your centre follows?
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Child B
Based on your reflection on the observations you’ve made, what aspect of the child’s learning have
you identified?
Based on your reflection on the information you’ve gathered, what aspect of the child’s learning
have you identified?
Based on your reflection on the observations you’ve made, what aspect of the child’s development
have you identified?
Based on your reflection on the information you’ve gathered, what aspect of the child’s
development have you identified?
What link have you discovered between the observations you have made and the approved
learning framework that your centre abides by?
What link have you discovered between the information you have gathered and the approved
learning framework that your centre abides by?
Child C
Based on your reflection on the observations you’ve made, what aspect of the child’s learning have
you identified?
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Based on your reflection on the information you’ve gathered, what aspect of the child’s learning
have you identified?
Based on your reflection on the observations you’ve made, what aspect of the child’s development
have you identified?
Based on your reflection on the information you’ve gathered, what aspect of the child’s
development have you identified?
What link have you discovered between the observations you have made and the approved
learning framework that your centre abides by?
What link have you discovered between the information you have gathered and the approved
learning framework that your centre abides by?
End of Reflective Journal
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Part 4 Communicate Information to Relevant People
4.1 Discuss Reflections with Other People to get Perspectives
This task requires you to discuss your reflections from Task 3.1 with relevant people in your
centre. Read the instructions carefully before proceeding.
Steps to take:
1.
Consider the following:
▪
The three children who participated in Task 1.3
▪
The interests of each of the children from Task 1.4
▪
The aspects of learning and development of each child you have identified from
Task 3.1
2.
Locate the Meeting Minutes template provided for you in the following pages.
The Meeting Minutes
will be used to record your discussion with other educators in the
centre regarding the aspects of learning and development of each child.
3.
Consult with your supervisor regarding opportunities for you to meet with two other
educators in the centre to identify the perspective of each educator regarding:
i.
Each of the interests of each child you have identified from Task 1.4
ii.
Each aspect of learning and development of each child by discussing the aspects
of learning and development of each child you have identified from Task 3.1,
and
Review the instructions here and the contents of the Meeting Minutes template with
your supervisor so you can prepare before the meeting. With the assistance of your
supervisor, arrange suitable times and places for you to meet with the educators.
4.
Conduct the meeting with the two educators you have chosen. You must meet with each
educator individually.
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5.
During the meeting with each of the two educators:
i.
You must communicate the following to the educator:
a.
Your perspective on the child’s interest b.
The aspect of the child’s learning based on your reflection on the
observations you’ve made
c.
The aspect of the child’s learning based on your reflection on the
information you have gathered
d.
The aspect of the child’s development based on your reflection on
the observations you’ve made
e.
The aspect of the child’s development based on your reflection on
the information you have gathered
ii.
Each educator must provide their perspective for the following:
a.
The child’s interest
b.
The aspect of the child’s learning based on the reflection on the
observation that you have made
c.
The aspect of the child’s learning based on the reflection on the
information that you have gathered
d.
The aspect of the child’s development based on the reflection on the
observation you have made
e.
The aspect of the child’s development based on the reflection on the
information you have gathered
Record the outcomes of your discussion in the Meeting Minutes
template in the
respective fields. You must complete one Meeting Minutes
template for each meeting
with each of the educators.
6.
Have your attendees add their name on the appropriate fields in the Meeting Minutes
template. 7.
Save and submit the completed and signed Meeting Minutes
. Use the filename:
CHCECE038 4.1 Meeting Minutes 1
CHCECE038 4.1 Meeting Minutes 2
IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this assessment
activity at all times.
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Do not include their real names in your submissions. Use placeholders instead.
Replace children’s names with Child A, Child B, etc.
Do not use aliases as this might cause unintended breaches of privacy and confidentiality.
Although you are using placeholders to refer to participants, the content of your submissions
must always be real and factual.
Meeting Minutes
MEETING MINUTES
Meeting called
Gathering Perspectives about Children’s Learning and Development
Date and time of the meeting
Location
Notetaker
Name of meeting attendees
Title/designation
Agenda 1: Perspectives on Child A’s Learning and Development
What is your perspective on the child’s interest that you communicated with the educator?
What aspect of the child’s learning based on your reflection on the observations you’ve made did
you communicate with the educator?
What aspect of the child’s learning based on your reflection on the information you have gathered
did you communicate with the educator?
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What aspect of the child’s development based on your reflection on the observations you’ve made
did you communicate with the educator?
What aspect of the child’s development based on your reflection on the information you have
gathered did you communicate with the educator?
What is the educator’s perspective on the child’s interest?
What is the educator’s perspective on the aspect of the child’s learning based on the reflection on
the observations you have made?
What is the educator’s perspective on the aspect of the child’s learning based on the reflection on
the information you have gathered?
What is the educator’s perspective on the aspect of the child’s development based on the reflection
on the observations you have made?
What is the educator’s perspective on the aspect of the child’s development based on the reflection
on the information you have gathered?
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Agenda 2: Perspectives on Child B’s Learning and Development
What is your perspective on the child’s interest that you communicated with the educator?
What aspect of the child’s learning based on your reflection on the observations you’ve made did you communicate with the educator?
What aspect of the child’s learning based on your reflection on the information you have gathered did you communicate with the educator?
What aspect of the child’s development based on your reflection on the observations you’ve made did you communicate with the educator?
What aspect of the child’s development based on your reflection on the information you have gathered did you communicate with the educator?
What is the educator’s perspective on the child’s interest?
What is the educator’s perspective on the aspect of the child’s learning based on the reflection on the observations you have made?
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What is the educator’s perspective on the aspect of the child’s learning based on the reflection on the information you have gathered?
What is the educator’s perspective on the aspect of the child’s development based on the reflection
on the observations you have made?
What is the educator’s perspective on the aspect of the child’s development based on the reflection
on the information you have gathered?
Agenda 3: Perspectives on Child C’s Learning and Development
What is your perspective on the child’s interest that you communicated with the educator?
What aspect of the child’s learning based on your reflection on the observations you’ve made did you communicate with the educator?
What aspect of the child’s learning based on your reflection on the information you have gathered did you communicate with the educator?
What aspect of the child’s development based on your reflection on the observations you’ve made did you communicate with the educator?
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What aspect of the child’s development based on your reflection on the information you have gathered did you communicate with the educator?
What is the educator’s perspective on the child’s interest?
What is the educator’s perspective on the aspect of the child’s learning based on the reflection on the observations you have made?
What is the educator’s perspective on the aspect of the child’s learning based on the reflection on the information you have gathered?
What is the educator’s perspective on the aspect of the child’s development based on the reflection
on the observations you have made?
What is the educator’s perspective on the aspect of the child’s development based on the reflection
on the information you have gathered?
End of Meeting Minutes
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Part 5 Contribute to Curriculum Planning
5.1 Contribute to Planning Programs
This task requires you to contribute to the programs of your centre based on the observations you
have made and the information you have gathered. During this part of the assessment, you will specifically need to do the following tasks:
▪
Task 5.1.1
– Contribute to planning programs
▪
Task 5.1.2
– Support interactions that are beneficial for children
You must read the instructions in all the tasks before you proceed to do any of the tasks
.
However, you do not need to do the tasks in the order they appear.
You are required to complete the tasks according to the quality standards set by your organisation
and in compliance with industry standards in early childhood education and care.
Read the instructions carefully before proceeding.
Steps to take:
1.
Consider the following:
▪
The three children who participated in Task 1.3
▪
The information you have gathered from Task 2.1 and Task 2.2
▪
Your reflections from Task 3.1
IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this assessment
activity at all times.
Do not include their real names in your submissions. Use placeholders instead.
Replace children’s names with Child A, Child B, etc.
Do not use aliases as this might cause unintended breaches of privacy and confidentiality.
Although you are using placeholders to refer to participants, the content of your submissions
must always be real and factual.
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TASK 5.1.1 – Contribute to Planning Programs To complete this part, you must:
1.
Consider the following:
▪
The three children who participated in Task 1.3
▪
The information you have gathered from Task 2.1 and Task 2.2
▪
Your reflections from task 3.1
2.
Using the information from step 1, contribute to the planning of programs that promote each
of the following of each child:
▪
Learning
▪
Development
▪
Wellbeing
Contributing to the planning of programs may include but not limited to rewriting, with
permission, the curriculum to better fit each child, modifying activities as they happen to cater
to each child’s learning, development, and wellbeing needs, or creating activities specifically
tailored to cater to each child’s learning, development, and wellbeing.
3.
Answer the questions below.
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Child A
How did you contribute to the planning of programs that promoted the child’s learning?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
How did you contribute to the planning of programs that promoted the child’s development?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
How did you contribute to the planning of programs that promoted the child’s wellbeing?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
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Child B
How did you contribute to the planning of programs that promoted the child’s learning?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
How did you contribute to the planning of programs that promoted the child’s development?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
How did you contribute to the planning of programs that promoted the child’s wellbeing?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
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Child C
How did you contribute to the planning of programs that promoted the child’s learning?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
How did you contribute to the planning of programs that promoted the child’s development?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
How did you contribute to the planning of programs that promoted the child’s wellbeing?
Information must also include how you used the information you’ve collected and how you used the
reflections you’ve made to contribute to the planning of programs.
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TASK 5.1.2 – Support Interactions that are Beneficial for Children To complete this part, you must:
1.
Consider the following:
▪
The three children who participated in Task 1.3
▪
The information you have gathered from Task 2.1 and Task 2.2
2.
Using the information from step 1, support interactions that are:
▪
Responsive to the individual needs of the child
▪
Respectful of the individual needs of the child
You must do the actions above to each of the children who participated in Task 1.3.
3.
Answer the questions below.
Child A
How did you support an interaction that was responsive to the individual need of the child?
Information must include the child’s need, the interaction that you supported, and how you used the
information you have gathered.
How did you support an interaction that was respectful to the individual need of the child?
Information must include the child’s need, the interaction that you supported, and how you used the
information you have gathered.
Child B
How did you support an interaction that was responsive to the individual need of the child?
Information must include the child’s need, the interaction that you supported, and how you used the
information you have gathered.
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How did you support an interaction that was respectful to the individual need of the child?
Information must include the child’s need, the interaction that you supported, and how you used the
information you have gathered.
Child C
How did you support an interaction that was responsive to the individual need of the child?
Information must include the child’s need, the interaction that you supported, and how you used the
information you have gathered.
How did you support an interaction that was respectful to the individual need of the child?
Information must include the child’s need, the interaction that you supported, and how you used the
information you have gathered.
End of Meeting Minutes
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Scan the completed Supervisor’s comments/feedback section
and submit it along with your evidence submissions. Use the filename:
SWB CHCECE038 Supervisor’s comments/feedback
.
Supervisor’s comments/feedback
.
By signing this, I confirm that I have sufficiently supervised the Student, whose name appears above. All practical assessment tasks outlined above were in the registered education and care service on the dates indicated. I further confirm that this document is true and accurate.
Supervisor’s name
Supervisor’s signature
Date signed
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Practical (Skills) Workbook Checklist
TO THE STUDENT
When you have completed this Practical (Skills) Workbook, review your work, and ensure that:
You have completed the Practical Assessments in this workbook:
Practical (Skills) Workbook – Practical Assessment
Part 1 Observe and Interact with Children
Task 1.1 Identify Appropriate Observation Techniques
Task 1.2 Seek Guidance from Other Educators Regarding Observation Tools and Processes
Task 1.3 Select Appropriate Observation Techniques
Task 1.4 Observe and Interact with Children to Gather Information about Children
Part 2 Seek Information from Secondary Sources
Task 2.1 Collaborate with Others to Gather Information about Children
Task 2.2 Discuss Information with Others to Inform Curriculum Planning
Part 3 Analyse and Interpret Observations and Information
Task 3.1 Reflect on Information Gathered to Identify Learning and Development Aspects
of Children
Part 4 Communicate Information to Relevant People
Task 4.1 Discuss Reflections with Other People to get Perspectives Part 5 Contribute to Curriculum Planning
Task 5.1 Contribute to Planning Programs
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You have saved and submitted the following evidence:
This completed workbook
Practical (Skills) Workbook Cover Sheet and Supervisor’s Comments/feedback signed and
scanned
CHCECE038 1.1 Observation Techniques Identification Form
CHCECE038 1.2 Meeting Minutes 1
CHCECE038 1.2 Meeting Minutes 2
CHCECE038 1.3 Observation Techniques Assignment Form
CHCECE038 1.4 Observation Portfolio – Child A
CHCECE038 1.4 Observation Portfolio – Child B
CHCECE038 1.4 Observation Portfolio – Child C
CHCECE038 2.1 Meeting Minutes 1
CHCECE038 2.2 Meeting Minutes 2
CHCECE038 2.3 Meeting Minutes 1
CHCECE038 2.3 Meeting Minutes 2
CHCECE038 3.1 Reflective Journal
CHCECE038 4.1 Meeting Minutes 1
CHCECE038 4.1 Meeting Minutes 2
CHCECE038 5.1 Curriculum Planning IMPORTANT:
To be deemed competent for the relevant unit of competency, you must achieve a satisfactory
result in all assessment tasks in this Practical (Skills) Workbook as well as in the associated
Workbook.
To be deemed competent in the unit/s of competency relevant to this workbook, you must
successfully complete all the requirements listed above according to the prescribed benchmarks
provided to the assessor.
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TO THE ASSESSOR
When you have completed assessing this Practical (Skills) Workbook, review the student’s
submission against the checklist below:
The student has completed the Practical Assessments in this workbook:
Practical (Skills) Workbook – Practical Assessment
Part 1 Observe and Interact with Children
Task 1.1 Identify Appropriate Observation Techniques
Task 1.2 Seek Guidance from Other Educators Regarding Observation Tools and Processes
Task 1.3 Select Appropriate Observation Techniques
Task 1.4 Observe and Interact with Children to Gather Information about Children
Part 2 Seek Information from Secondary Sources
Task 2.1 Collaborate with Others to Gather Information about Children
Task 2.2 Discuss Information with Others to Inform Curriculum Planning
Part 3 Analyse and Interpret Observations and Information
Task 3.1 Reflect on Information Gathered to Identify Learning and Development Aspects
of Children
Part 4 Communicate Information to Relevant People
Task 4.1 Discuss Reflections with Other People to get Perspectives Part 5 Contribute to Curriculum Planning
Task 5.1 Contribute to Planning Programs
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The student has saved and submitted the following evidence:
This completed workbook
Practical (Skills) Workbook Cover Sheet signed and scanned
CHCECE038 1.1 Observation Techniques Identification Form
CHCECE038 1.2 Meeting Minutes 1
CHCECE038 1.2 Meeting Minutes 2
CHCECE038 1.3 Observation Techniques Assignment Form
CHCECE038 1.4 Observation Portfolio – Child A
CHCECE038 1.4 Observation Portfolio – Child B
CHCECE038 1.4 Observation Portfolio – Child C
CHCECE038 2.1 Meeting Minutes 1
CHCECE038 2.1 Meeting Minutes 2
CHCECE038 2.2 Meeting Minutes 1
CHCECE038 2.2 Meeting Minutes 2
CHCECE038 3.1 Reflective Journal
CHCECE038 4.1 Meeting Minutes 1
CHCECE038 4.1 Meeting Minutes 2
CHCECE038 5.1 Curriculum Planning
gIMPORTANT:
To be deemed competent for the relevant unit of competency, the student must achieve a
satisfactory result in all assessment tasks in this Practical (Skills) Workbook as well as in the
associated Workbook.
To be deemed competent in the unit/s of competency relevant to this workbook, the student
must successfully complete all the requirements listed above according to the prescribed
benchmarks provided to the assessor.
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Task and Evidence Checklist
Task and Evidence Checklist (For the Assessor’s Use Only)
TASK AND EVIDENCE CHECKLIST (FOR THE ASSESSOR’S USE ONLY)
Assessment Details
Student’s Name:
Student ID
Contact Number
Email Address
Assessor’s Name:
Unit(s) of Competency
CHCECE038 - Observe children to inform practice
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Practical Assessment Tasks and Evidence
Assessment Task
Document Filename
Evidence Submission
Check
when
submitted
Assessor has
confirmed the task
with supervisor
Check Yes only if
completed
Assessor Remarks
Approved Early
Childhood Educator
CHCECE038 Approved
ECE Info Sheet
Approved Early Childhood
Educator Info Sheet
□
□
YES □
NO
Task 1.1
CHCECE038 1.1
Observation Techniques
Identification Form
Assessment Template
□
□
YES □
NO
Task 1.2
CHCECE038 1.2 Meeting
Minutes 1
Meeting Minutes
□
□
YES □
NO
Task 1.2
CHCECE038 1.2 Meeting
Minutes 2
Meeting Minutes
□
□
YES □
NO
Task 1.3
CHCECE038 1.3
Observation Techniques
Assignment Form
Assessment Template
□
□
YES □
NO
Task 1.4
CHCECE038 1.4
Observation Portfolio –
Child A
Assessment Template
□
□
YES □
NO
Task 1.4
CHCECE038 1.4
Observation Portfolio –
Child B
Assessment Template
□
□
YES □
NO
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Task 1.4
CHCECE038 1.4
Observation Portfolio –
Child C
Assessment Template
□
□
YES □
NO
Task 2.1 CHCECE038 2.1 Meeting
Minutes 1
Meeting Minutes
□
□
YES □
NO
Task 2.1
CHCECE038 2.1 Meeting
Minutes 2
Meeting Minutes
□
□
YES □
NO
Task 2.2
CHCECE038 2.2 Meeting
Minutes 1
Meeting Minutes
□
□
YES □
NO
Task 2.2
CHCECE038 2.2 Meeting
Minutes 2
Meeting Minutes
□
□
YES □
NO
Task 3.1
CHCECE038 3.1
Reflective Journal
Reflective Journal
□
□
YES □
NO
Task 4.1
CHCECE038 4.1 Meeting
Minutes 1
Meeting Minutes
□
□
YES □
NO
Task 4.1
CHCECE038 4.1 Meeting
Minutes 2
Meeting Minutes
□
□
YES □
NO
Task 5.1 CHCECE038 5.1 Curriculum Planning
Curriculum Planning □
□
YES □
NO
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ASSESSOR DECLARATION
I declare that I have contacted the student’s Vocational Placement Supervisor to
confirm that the student has satisfactorily performed all the tasks included in this Practical
(Skills) Workbook. The Supervisor affirms that they have observed the student perform the tasks outlined
above according to the descriptions provided by the student. The Supervisor’s name, qualification details, and signatures affixed which appear on
all student’s submissions accompanying this Practical (Skills) Workbook are true and
accurate.
Assessor name: Signature (must be handwritten)
Date signed: End of Task and Evidence Checklist (For Assessor’s Use Only)
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Record of Assessment
Record of Assessment (For the Assessor’s Use Only)
RECORD OF ASSESSMENT (FOR THE ASSESSOR’S USE ONLY)
Student’s Name
Student ID
Contact Number
Email Address
Assessor’s Name
Unit of Competency
CHCECE035 - Observer children to inform practice
Practical (Skills) Workbook – Practical Assessment
Task 1.1
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Task 1.2
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Task 1.3
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Task 1.4
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Task 2.1
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Task 2.2
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Task 2.3
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Task 3.1
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Task 4.1
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Task 5.1
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CHCECE038 Practical Workbook – student v2.0
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Name of
Third-party
Contacted
Role in the
Student’s
Assessment
Contact
Details (Phone
number or
email
address)
Date
contacted
Third-Party verifies
evidence submissions
of the student are true
and accurate?
Yes □
No □
Assessor’s Notes
Yes □
No □
Assessor’s Notes
Yes □
No □
Assessor’s Notes
Yes □
No □
Assessor’s Notes
Overall Result for this Workbook
S
NYS
Overall Result
□
□
Assessor’s comments/feedback
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Assessor Declaration
I declare that the results recorded in this Record of Assessment
are true and accurate.
Assessor’s name
Assessor’s signature
Date signed
End of Record of Assessment (For the Assessor’s Use Only)
End of Document
91
CHCECE038 Practical Workbook – student v2.0
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