CHC30121_Student_Logbook

Contents Contact details ........................................................................................................................ 5 Introduction ............................................................................................................................ 7 Before you commence work placement ................................................................................ 7 What is the workplace training logbook? .............................................................................. 8 Detailed Instructions .............................................................................................................. 9 Important information about your work placement .............................................................. 9 Roles and responsibilities ..................................................................................................... 11 What to expect during a workplace visit .............................................................................. 12 Learning and assessment requirements .............................................................................. 12 Code of Conduct ................................................................................................................... 14 Workplace visit log ............................................................................................................... 15 Practical demonstrations ................................................................................................... 16 Practical demonstrations matrix .......................................................................................... 17 Cluster: Working in early childhood (CHCECE055/CHCECE056) & Unit: Participate in workplace health and safety (HLTWHS001) ......................................................................... 20 Unit: Develop positive and respectful relationships with children (CHCECE033) ................ 22 Unit: Follow basic food safety practices (HLTFSE001) .......................................................... 32 Unit: Support inclusion and diversity (CHCECE030) ............................................................. 35 Cluster: Supporting children’s development (CHCECE034/CHCECE035/CHCECE036/CHCECE038) Birth to 23 months ............................ 37 Cluster: Supporting children’s development (CHCECE034/CHCECE035/CHCECE036/CHCECE038) 2 to 6 years & Unit: Support children to connect with the natual environment (CHCECE037) ....................................................... 41 Cluster: Care & Nurture (CHCECE031/CHCECE032) babies under 12 months ..................... 45 Cluster: Care & Nurture (CHCECE031/CHCECE032) toddlers between 13 and 23 months..62 Unit: Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples’ (CHCECE054) ......................................................................................................................... 75 Workplace supervisor reports ........................................................................................... 78 Cluster: Working in early childhood ..................................................................................... 79 Unit: HLTWHS001 Participate in workplace health and safety ............................................ 82 Unit: CHCPRT001 Identify and respond to children and young people at risk .................... 84 Unit: CHCECE033 Develop positive and respectful relationships with children .................. 86 Unit: CHCECE030 Support inclusion and diversity ............................................................... 89 Unit: CHCECE037 Support children to connect with the natural environment ................... 92 Cluster: Supporting children’s development ........................................................................ 94 Cluster: Care and nurturing .................................................................................................. 99 Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Workplace contact details Name of service Contact person Address Phone Email Workplace contact details 2 (if applicable) Name of service Contact person Address Phone Email Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations. IMPORTANT: If you are unable to attend or will be late for work placement, please notify both your workplace supervisor and TAFE teacher.

Detailed Instructions  Your workplace training logbook should be kept with you at all times . Your teacher/assessor will regularly check on your progress and work with your employer/workplace supervisor to assist you in developing your knowledge and skills.  Your workplace attendance log (appendix 1) provides your teacher/assessor with the evidence that you have completed these hours. At the completion of each day, you must record your workplace attendance hours in the attendance log, document the tasks completed during your attendance and ask your workplace supervisor to sign your workplace attendance log to verify the hours you have completed.  Your TAFE NSW teacher/assessor will verify and sign off on all your work placement hours during and after you have submitted the logbook at the end of your work placement.  At the start of each unit/cluster, talk to your workplace supervisor about the assessment requirements using the assessment matrix and the workplace supervisor reports to guide your conversation. You should have the opportunity to practice tasks in the workplace that are directly related to the learning you are completing at TAFE NSW.  Your TAFE teacher/assessor will communicate with you and your workplace supervisor to schedule contact and suitable times to complete your skills demonstrations that require direct observation by your teacher/assessor. Important information about your work placement Work placement learning In order to get the most out of your work placement, please consider the following points:  Familiarise yourself with the service policies regarding: - WHS and evacuation policies and procedures - Interactions with children and guiding children’s behaviour - Child Protection policies - Health, Hygiene and Safety policies - Student policy  Be open, friendly and ask questions. Direct your questions to your Workplace Supervisor.  Choose appropriate times to ask questions.  Take note of the routine of the day and work within the routines and expectations of the service. Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

What to expect during a workplace visit During a workplace visit, your TAFE teacher/assessor will use a combination of the following to support you to progress in your qualification:  check your logbook is being completed  support you with your assessment work  provide mentoring and coaching  provide on-the-job training  assess your practical skills  provide you with feedback about your performance  monitor your progression and identify if you are at risk You must have the following prepared for your TAFE teacher/assessor:  ensure the workplace student logbook is up to date (including the workplace supervisor reports)  have any relevant workplace portfolio assessments available to share progress and discuss (you may do this via your personal laptop, have a printed copy available or arrange another suitable method via your teacher)  if the visit is an assessment visit, you must be prepared for any practical demonstrations you have to complete The TAFE teacher/assessor will contact your workplace supervisor to organise suitable times to visit. Some visits will require you to have time off the floor to receive support with your assessment tasks. Other visits the TAFE teacher/assessor will need to observe your skills and facilitate practical demonstration assessments in the room with children. TAFE NSW will ensure they work with you and your workplace supervisor to organise the specific visit requirements in advance. Learning and assessment requirements Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Code of Conduct In order to participate in the work placement, it is necessary for you to abide by the student code of conduct. I agree that while on work placement:  I will take part in all workplace activities in a manner that reflects positively on TAFE NSW and myself.  I will use my skills and knowledge for the betterment of the workplace.  I will comply, in all my behaviour and activities, in accordance with appropriate legislation.  I will behave with integrity and respect in my dealings with others in the workplace.  I will meet all the work, health and safety requirements of the service.  I will dress appropriately for the workplace and respect dress rules.  I will be punctual.  I will notify the workplace supervisor and my TAFE NSW teacher/assessor as soon as possible if I am unable to attend because of illness or other unavoidable circumstance.  I will make every effort to fit into the workplace and work with others in a cooperative manner.  I will implement feedback received from my workplace supervisor or TAFE NSW teacher/assessor.  If I am asked to undertake a task, which to my knowledge has not been agreed upon between my TAFE NSW teacher/assessor and the workplace, I will inform my workplace supervisor and my TAFE NSW teacher/assessor.  If I have any problem I will communicate with my workplace supervisor and my TAFE NSW teacher/assessor.  I will maintain the confidentiality of the workplace.  I understand that if I do not adhere to this code of conduct I may not be allowed to participate in workplace activities in the future and that if I commit serious breaches of the Student Discipline Policy I may be excluded from this course. Student Name: Signature: Date: Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Practical demonstrations matrix Instructions: You may use this matrix as an overview of all of the practical demonstrations that require teacher/assessor observation during your work placement. Table 3 Practical demonstrations matrix Age Practical demonstrations / assessor observations CHCECE033 CHCECE030 CHCECE054 CHCECE037 CHCECE034/ CHCECE035/ CHCECE036/ CHCECE038 CHCECE031/ CHCECE032 CHCECE055/ CHCECE056 HLTWSH001 HLTFSE001 BSBSUS411 Date Complete Birth – 6 years (age not specified) Age not specified Play opportunities Demo 2 Age not specified Sustained individual interaction Demo 4 Age not specified Helping children during arrival at the service Demo 5 Age not specified Group interaction at hand washing then transition to mealtime Demo 1 Age not specified Physical care routines Demo 3 Age not specified Follow basic food safety practices (This demonstration can be simulated on campus) Demo 1 Age not Supporting inclusion Demo 1 Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Cluster: Working in early childhood (CHCECE055/CHCECE056) & Unit: Participate in workplace health and safety (HLTWHS001) This is taken from CHCECE055/056 & HLTWHS001 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 4: Unit/s Unit/s Working in early childhood cluster, including: CHCECE055 - Meet legal and ethical obligations in children’s education and care CHCECE056 - Work effectively in children’s education and care And; HLTWSH001 - Participate in workplace health and safety Table 5: Declaration Student Name Observation date/s Workplace supervisor name Signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Student Name Assessor / teacher name Signature Location ☐ In a regulated early childhood education and care service – Student must submit the workplace supervisor report and the completed emergency evacuation reflection. OR ☐ Simulated work environment (TAFE classroom or professional practice centre/playsession) – TAFE teacher/assessor observation required (Part 5 Observation checklist) Table 6: Observation checklist Demonstrated skills The student; S U/S TAFE NSW Teacher/assessor comments 1.1 Demonstration 1 - Emergency evacuation Complete an emergency evacuation simulation in line with policies and procedures and within scope of job role ☐ ☐ 1.2 Communicate and exchange information to ensure adequate supervision ☐ ☐ 1.3 Consult with colleagues/peers and reflect on the emergency evacuation procedure completed ☐ ☐ 1.4 Emergency evacuation reflection Complete the emergency evacuation reflection, including:  Identify areas of non-compliance found  Identify improvements that could be made next time ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Student Name  Identify the correct person within the service to report findings Unit: Develop positive and respectful relationships with children (CHCECE033) This is taken from CHCECE033 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 7: Declaration Student Name Observation date/s Workplace supervisor name Signature Assessor / teacher name Signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstration 1 - Group interaction at hand washing then transition to mealtime Table 8: Demonstration 1 Demonstration 1: Group interaction at hand washing then transition to mealtime Room/age group: Environment/setting: Date: Table 9: Observation checklist – Demonstration 1 Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 1.1 Did the student demonstrate own ability to communicate positively and respectfully with children during the group interactions (washing hands and mealtime)? ☐ ☐ 1.2 Did the student demonstrate own ability to communicate positively and respectfully with children during times of transition (from one activity/location to another)? ☐ ☐ 1.3 Did the student demonstrate own ability to respond sensitively to children’s efforts to communicate and use techniques for effective communication with children? Including: ☐ ☐  Respond to questions and requests for assistance? ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required.  Acknowledge and respond to children’s verbal requests and questions promptly? ☐ ☐  Acknowledge and respond promptly to children’s non-verbal attempts to communicate? ☐ ☐  Ask open and closed questions? ☐ ☐  Actively listen to all children during the observations. ☐ ☐  Respond to children using a calm tone of voice? ☐ ☐  Reassure or comfort children who are distressed or crying? ☐ ☐ 1.4 Did the student demonstrate one’s own ability to acknowledge children’s positive choices and use clear verbal and non-verbal communication when children make positive choices? ☐ ☐ 1.5 Did the student demonstrate own ability to organise the routine to reduce children’s stress and frustration, including at least one of the following?  giving children choices during routines and transition times ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required.  adjusting routines to meet children’s needs Verbal questions Comments/responses Q1 How do you know when the children are listening to you? ☐ ☐ Q2 How would you address simultaneous questions from different children promptly? ☐ ☐ Q3 How did you determine appropriate strategies to support children’s individual needs? ☐ ☐ Q4 How did you adjust the routine to reduce children’s stress and frustration? ☐ ☐ Demonstration 2 - Play opportunities Table 10: Demonstration 2 Demonstration 2: Play opportunities Room/age group: Environment/setting: Date: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 11: Observation checklist – Demonstration 2 Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. Did the student participate in children's play? Including: ☐ ☐ 2.1 Provided instructions and guidance in a positive and supportive manner ☐ ☐ 2.2 Acknowledged a child’s efforts and achievements ☐ ☐ 2.3 Showed genuine interest in what children are making or doing ☐ ☐ 2.4 Helped children to make choices and experience natural consequences, and complete tasks without taking over or dominating the way it is done ☐ ☐ 2.5 Followed children’s cues to establish the type and level of involvement ☐ ☐ 2.6 Organised the space, resources, and routines to reduce the potential for children’s stress or frustration, and increase their ability to have agency and be decision makers ☐ ☐ 2.7 Responded positively to varying abilities and confidence levels ☐ ☐ 2.8 Encouraged positive relationship building between children ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 2.9 Encouraged children reluctant to participate ☐ ☐ 2.10 Asked open and closed questions and actively listen to seek information and confirm understanding ☐ ☐ Verbal questions Comments/responses Q1 How would you assist a child that is showing shyness to engage with and participate in play? ☐ ☐ Q2 What type of children cues should you be looking for, and how would you respond to them? ☐ ☐ Demonstration 3 - Physical care routines Table 12: Demonstration 3 Demonstration 3: Physical care routines Room/age group: Environment/setting: Date: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 23: Observation checklist – Demonstration 3 Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. Did the student communicate with children during physical care routines? Including: ☐ ☐ 2.1 Talked to the child through the process in a relaxed and unhurried manner ☐ ☐ 2.2 Paid attention to how the child is feeling and what the child is thinking when engaged in routines and transitions – considered how the environment might be contributing to the child’s stress and anxiety ☐ ☐ 2.3 Used conversations and interactions to make personal-care routines an enjoyable experience for babies or toddlers ☐ ☐ Verbal questions Comments/responses Q1 What would you do to make the routine more enjoyable? ☐ ☐ Q2 How could you assess and respond to the child needs? ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstration 4 - Sustained individual interaction Table 34: Demonstration 4 Demonstration 4: Sustained individual interaction Room/age group: Environment/setting: Date: Table 15: Observation checklist – Demonstration 4 Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 4.1 Did the student engaged in sustained conversations with children about the things that interest the child and encouraged the child to share their stories and ideas? ☐ ☐ 4.2 Did the student showed a genuine interest in the child? ☐ ☐ 4.3 Did the student build rapport with the child? ☐ ☐ 4.4 Did the student ask open questions to encourage the child to reflect and extend on the child’s own thinking? ☐ ☐ Verbal questions Comments/responses Q1 What open-ended question could you ask to extend on the child ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. ideas? Q2 What approach would you take to build rapport with the child? ☐ ☐ Demonstration 5 - Helping children during arrival at the service Table 16: Demonstration 5 Demonstration 5: Helping children during arrival at the service Room/age group: Environment/setting: Date: Table 17: Observation checklist – Demonstration 5 Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 5.1 Did the student determine appropriate strategies to support children’s individual needs? ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria S U/ S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 5.2 Did the student model positive interactions with others? ☐ ☐ 5.3 Did the student model self-regulation through gentle and calm behaviour and provide reassurance when children express distress, frustration, or anger? ☐ ☐ 5.4 Did the student use positive language, gestures, facial expressions, and tone of voice when redirecting or discussing children’s behaviour with children? ☐ ☐ Verbal questions Comments/responses Q1 How did you recognise the individual needs of children? ☐ ☐ Q2 Why is it important to model positive interactions with others? ☐ ☐ Q2 Why is it important to model self-regulation? ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Follow basic food safety practices (HLTFSE001) This is taken from HLTFSE001 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 18: Declaration Student Name Observation date/s Workplace supervisor name Signature Assessor / teacher name Signature Location ☐ In a regulated early childhood education and care service OR ☐ Simulated work environment (TAFE professional practice centre/playsession) Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 19: Observation checklist Demonstrated skills The student; Occasion 1 Occasion 2 Assessor comments S U/S S U/S Demonstration 1 Follow basic food safety practices Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 1.1 Thoroughly wash and dry hands using correct hand washing procedures ☐ ☐ Occasion 1: 1.2 Wear appropriate footwear and ensure personal hygiene, clothing and PPE is adhered to in order to avoid contamination when handling food ☐ ☐ Occasion 1: 1.3 Handle and store food in accordance with service procedures and policies. ☐ ☐ Occasion 1: 1.4 Clean and tidy food area in line with service procedures to avoid contamination and pests. ☐ ☐ ☐ ☐ Occasion 1: Occasion 2: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstrated skills The student; Occasion 1 Occasion 2 Assessor comments 1.5 Keep food items for disposal separate from uncontaminated food, and follow food disposal procedures ☐ ☐ ☐ ☐ Occasion 1: Occasion 2: 1.6 Follow approved standards for cleaning of associated equipment and utensils. Occasion 1: Verbal questions Comments/responses Q1 How are single use items stored, used and disposed of to avoid contamination? Q2 What can you do to prevent pests entering and contaminating a food area? Name at least four strategies. Q3 Q4 Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Support inclusion and diversity (CHCECE030) This is taken from CHCECE030 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 20: Declaration Student Name Observation date/s Workplace supervisor name Signature Assessor / teacher name Signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 21: Observation checklist Demonstrated skills. The student; S U/S Assessor workplace supervisor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 1.1 Identified and used one opportunity to support inclusion and diversity of the children during routine daily practice or a play experience. ☐ ☐ 1.2 Supported and encouraged the participation of all the children involved in the experience. ☐ ☐ 1.3 Implemented inclusive work practices that support cultural, gender, ability, and other forms of safety. ☐ ☐ 1.4 Builds on the diverse backgrounds of children, families, and staff at the service. ☐ ☐ 1.5 Engages children in collaborative discussions about respectful and equal relations. Modelling open, inclusive, ethical interactions and communications with children, families, and colleagues. ☐ ☐ 1.6 Provides children with opportunities to learn about similarities and differences in the world around them ☐ ☐ 1.7 Identifies connections the service has within the wider community. Follows community protocols to obtain or share knowledge of local cultural, ethnic, gender and other diverse groups. ☐ ☐ 1.8 Demonstrates an ability to practice self-reflection to enhance knowledge and understanding of inclusion and diversity in professional ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstrated skills. The student; S U/S Assessor workplace supervisor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. practice. Student discusses the reflections following the completion of the experience. Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Cluster: Supporting children’s development (CHCECE034/CHCECE035/CHCECE036/CHCECE038) Birth to 23 months This is taken from CHCECE034/CHCECE035/CHCECE036/CHCECE038 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 22: Declaration Student Name Observation date/s Workplace supervisor name Signature Assessor / teacher name Signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 23: Observation checklist Demonstration 1: Provide a safe area to foster gross motor (NOTE: This demonstration is also in the Care and Nurturing Cluster, toddlers between 13 to 23 months, Demonstration 5 – Monitor and encourage the fostering of gross motor skills) Age: Environment/setting: Date: Table 24: Observation checklist Assessment criteria The student must demonstrate the following: S U/S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 1.1 Provide safe areas and encouragement to practice exploration and gross motor skills ☐ ☐ 1.2 Participate and interact with the toddler while engaging in physical activity ☐ ☐ 1.3 Provide a relaxed and calm environment that is responsive to the individual wellbeing of the toddler ☐ ☐ 1.4 Ensure toddler can safely explore the environment with their hands, mouth and body, identifying hazards and making age appropriate responses ☐ ☐ 1.5 Actively supervise/monitor toddlers by being physically present and using the principles of active supervision ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria The student must demonstrate the following: S U/S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 1.6 Ensure child is appropriately dressed for play, so that they are comfortable and their individual needs are met, and also meets the service’s health and safety requirements ☐ ☐ 1.7 Demonstrate principles of active supervision of the group of toddlers for the complete activity period ☐ ☐ 1.8 During the experience discuss how bodies work and the importance of physical activity ☐ ☐ 1.9 The student accurately completed the experience plan reflection template, including: 1.1 Listing the learning objectives and the child’s progression towards them 1.2 Accurately linking the experience to the Early Years Learning Framework and any relevant service policies and procedures 1.3 Reflecting on the children’s interactions and participation 1.4 Reflecting on own practices 1.5 Reflecting on the environment and the resources used 1.6 Suggesting appropriate future planning ideas ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria The student must demonstrate the following: S U/S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. Verbal questions Student response Q1 ☐ ☐ Comments/student response Q2 ☐ ☐ Comments/student response Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Cluster: Supporting children’s development (CHCECE034/CHCECE035/CHCECE036/CHCECE038) 2 to 6 years & Unit: Support children to connect with the natual environment (CHCECE037) This is taken from CHCECE034/CHCECE035/CHCECE036/CHCECE038 & CHCECE037 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 25: Unit/s Unit/s Supporting children’s development cluster, including: CHCECE034 | Use an approved learning framework to guide practice CHCECE035 | Support the holistic learning and development of children CHCECE036 | Provide experiences to support children’s play and learning CHCECE038 | Observe children to inform practice And; CHCECE037 | Support children to connect with the natural environment Table 26: Declaration Student Name Observation date/s Workplace supervisor name Signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessor / teacher name Signature Table 27: Observation checklist Demonstration 1: Support children to connect with the natural environment (NOTE: This demonstration is also in the unit CHCECE054, Task 3 – Support children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures) Room/age group: Environment/setting: Date: Table 28: Observation checklist Assessment criteria The student must demonstrate the following: S U/S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. 1.1 Set clear learning outcomes and had a clear purpose. ☐ ☐ 1.2 Ensured the materials, equipment, play space and learning concept reflected children’s interests and developmental needs. ☐ ☐ 1.3 Panned for uninterrupted blocks of time to explore, investigate and experiment with the materials and the learning concept. ☐ ☐ 1.4 Used the correct terminology when talking about diverse aspects of the natural environment. ☐ ☐ 1.5 Encouraged children to ask questions, and when in doubt about the ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria The student must demonstrate the following: S U/S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. answers, the student communicated this to the children and then sought the children’s assistance in researching the answer. 1.6 Considered the presentation of the materials and chose materials that promoted learning and stimulated thinking. ☐ ☐ 1.7 Considered the health and safety aspects of the experience. ☐ ☐ 1.8 Sustained young children’s level of interest by looking for ways to add a sense of magic, wonder and curiosity to the experience. ☐ ☐ 1.9 Reflected the experience and completed the experience plan reflection, including; 1.1 Listing the learning objectives and the child’s progression towards them 1.2 Accurately linking the experience to the Early Years Learning Framework 1.3 Reflecting on the children’s interactions and participation 1.4 Reflecting on own practices 1.5 Reflecting on the environment and the resources used 1.6 Suggesting appropriate future planning ideas ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria The student must demonstrate the following: S U/S Assessor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. Verbal questions Comments /student response Q1 ☐ ☐ Q2 ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Cluster: Care & Nurture (CHCECE031/CHCECE032) babies under 12 months This is taken from CHCECE031/032 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 29: Declaration Student Name Observation date/s Workplace supervisor name Signature Assessor / teacher name Signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstration 1 Nappy change Table 30: Observation checklist – Demonstration 1 Demonstration 1 Nappy change Baby 1 age: Environment: Baby 2 age: Environment: Baby 1 Baby 2 Select one only. If simulation, Appendix 3 -Service resource assessment must be completed ☐ Workplace ☐ Simulation Table 31: Observation checklist – Demonstration 1 Assessment criteria The student must demonstrate the following: Baby 1 (Supervisor OR Assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 1.1 Wash hands thoroughly before changing baby’s nappy using the correct procedure. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/ teacher only Initial: 1.2 Change baby’s nappy as per workplace policy and procedure and recognised health authority recommendations ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/ teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria The student must demonstrate the following: Baby 1 (Supervisor OR Assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 1.4 Provide a positive nappy changing experience for baby that enhances relationship and supports learning ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/ teacher only Initial: 1.6 Actively supervise baby while changing nappy. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/ teacher only Initial: 1.8 Maintain baby’s right to privacy while undressing baby and changing nappy. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/ teacher only Initial: 1.10 Document the nappy change details, such as the child’s details and time, as per the services policies and procedures using digital media. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/ teacher only Initial: 1.12 Wash hands thoroughly after changing baby’s nappy using the correct procedure ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstration 2 Prepare and bottle feed babies Table 32: Demonstration 2 Demonstration 2 Prepare and bottle feed babies and set up a supportive space for breastfeeding Baby 1 age: Environment: Baby 2 age: Environment: Baby 1 Baby 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Table 33: Observation checklist – Demonstration 2 Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 2.1 Wash hands thoroughly before preparing formula or bottle-feeding baby using the correct procedure. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.3 Prepare formula or breast milk as per workplace policies and procedures. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 2.5 Follow workplace policies and procedures when bottle feeding baby ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.7 Meet individual baby needs by feeding babies one at a time. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.9 Provide a positive feeding experience for baby that enhances relationship and supports learning. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.11 Engage in conversations that promote relaxed and enjoyable mealtimes, healthy lifestyles and good nutrition. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.13 Supervise baby while feeding. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: ☐ ☐ ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 2.15 Wash hands thoroughly before cleaning bottle-feeding equipment using the correct procedure. ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.17 Clean bottle-feeding equipment as per workplace policies and procedures. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.19 Document the feeding details, such as the child’s details and feeding time, as per the services policies and procedures using digital media. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.21 Offer a supportive environment for breastfeeding according to service protocols. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Verbal questions Comments/responses Q1 How do you support mothers who are breastfeeding while their child attends the centre/service? ☐ ☐ ☐ ☐ Q2 Explain how you would thaw frozen breast ☐ ☐ ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US milk at your centre/service Q3 How can frozen breast milk, cooled breastmilk and formula be transported? ☐ ☐ ☐ ☐ Q4 Describe the method you would use to sterilise feeding equipment should the need arise. ☐ ☐ ☐ ☐ Demonstration 3 Prepare solid food and feed babies Table 34: Demonstration 3 Demonstration 3 Assist and engage with toddlers during mealtimes Baby 1 age: Environment: Baby 2 age: Environment: Baby 1 Baby 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 4: Observation checklist – Demonstration 3 Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 3.1 Thoroughly wash and dry hands before food preparation and mealtimes. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.3 Prepare foods as per workplace food safety policies, procedures and manufacturer instructions ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.5 Prepare food to a consistency to meet baby’s feeding requirements in relation to individual requirements, textures and consistencies for age and developmental stage ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.7 Feed babies one at a time so that individual needs can be met ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.9 Provide a positive feeding experience for baby that enhances relationship and supports learning. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 3.11 Engage in conversations that promote relaxed and enjoyable mealtimes, healthy lifestyles and good nutrition. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.13 Actively supervise baby while feeding. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.15 Follow approved standards for cleaning of associated equipment and utensils. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.17 Ensure baby has ready access to water and offered drinks frequently. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Verbal questions Comments/responses Q1 Name three iron rich foods that can be given to a baby ☐ ☐ ☐ ☐ Q2 Name seven foods and/or drinks that must not be given to a baby ☐ ☐ ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US Q3 How can an unsuitable feeding position cause risks such as choking and tooth decay? ☐ ☐ ☐ ☐ Q4 Explain the meaning of food intolerances and list possible symptoms? ☐ ☐ ☐ ☐ Demonstration 4 Respond appropriately to baby signs and cues Table 35: Demonstration 4 Demonstration 4 Respond appropriately to baby signs and cues Baby 1 age: Environment: Baby 2 age: Environment: Baby 1 Baby 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 36: Observational checklist - Demonstration 4 Assessment criteria – Did the student respond appropriately to: Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 1.1 Signs and cues of tiredness ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 1.3 Signs and cues of hunger ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 1.5 Signs and cues of play ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 1.7 Signs and cues that baby needs a break/over stimulation. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 1.9 Assist in the transition from home to care by initiating engagement with babies while the family is still present. Gather information from the family to assist with this transition time. Recognise family ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria – Did the student respond appropriately to: Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US signs of stress at time of separation and identify appropriate responses. Demonstration 5 Prepare and settle babies for sleep Table 37: Demonstration 5 Demonstration 5 Prepare and settle babies for sleep Baby 1 age: Environment: Baby 2 age: Environment: Baby 1 Baby 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 38: Observation checklist - Demonstration 5 Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 5.1 Use individualised sleep and rest practices as per workplace practices and in consultation with families. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.3 Ensure that the atmosphere is conducive to sleep and promote rest. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.5 Provide a positive sleeping/resting experience for baby that enhances relationship and supports learning. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.7 Prepare cots, bedding and equipment as per workplace hygiene and safety procedures. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.5 Ensure resting/sleeping babies are always supervised as per workplace policies and procedures. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 5.6 Provide developmentally appropriate restful play activities for babies who are not taking a sleep or rest. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.8 Confirm arrangements for sleep and rest with families and document children’s sleep details and share this with families as per the services policies and procedures using digital media. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Verbal questions Q1 Give one example of how you honour cultural practices in care routines for babies? ☐ ☐ ☐ ☐ Comments/responses Q2 Name the various types of information you seek from parents when developing sleep routines for babies and/or toddlers ? ☐ ☐ ☐ ☐ Comments/responses Q3 What is SIDS? Name the precautions you take in relations to this risk? ☐ ☐ ☐ ☐ Comments/responses Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US Q4 How would you wrap a new-born baby for sleep time ? ☐ ☐ ☐ ☐ Comments/responses Q5 Describe how you would safely pick up and hold a baby? ☐ ☐ ☐ ☐ Comments/responses Demonstration 6 Provide a safe area to foster gross motor skills Table 39: Demonstration 6 Demonstration 6 Provide a safe area to foster gross motor skills Baby 1 age: Environment: Baby 2 age: Environment: Baby 1 Baby 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 40: Observation checklist - Demonstration 6 Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 6.1 Provide safe areas and encouragement to practice gross motor skills and encourage regular physical movement, including planned and spontaneous opportunities. 6.2 ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 6.4 Interact in physical activities with the baby. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 6.6 Ensure that baby can safely explore the environment with their hands, mouths and bodies ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 6.8 Monitor and encourage age appropriate gross motor skills including rolling over, sitting, crawling and walking. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 6.10 Provide a relaxed a calm environment that is responsive to the individual wellbeing of baby. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: ☐ ☐ ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Baby 1 (Supervisor OR assessor) Baby 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 6.12 Ensure baby is appropriately dressed for play, so that they are comfortable and their individual needs are met, and also meet the service’s health and safety requirements. ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 6.14 Demonstrate principles of active supervision of the group of babies for the complete activity period ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 6.16 Actively supervise baby according to developmental and environmental factors and participate with the child during the physical activity. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Cluster: Care & Nurture (CHCECE031/CHCECE032) toddlers between 13 and 23 months This is taken from CHCECE031/032 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 41: Declaration Student Name Observation date/s Workplace supervisor name Signature Assessor / teacher name Signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstration 1 Assist toddlers with toileting Table 42: Observation checklist – Demonstration 1 Demonstration 1 Assist toddler with toileting Toddler 1 age: Environment: Toddler 2 age: Environment: Toddler 1 Toddler 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Table 43: Observation checklist – Demonstration 1 Assessment criteria The student must demonstrate the following: Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S U/S S U/S 1.1 Assist toddler with toileting by following workplace policy/procedures and working to the individual needs of the toddler in relation to toileting/toilet training. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 1.3 Support toddler sensitively and positively when using the toilet. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 1.5 Provide a positive toileting experience that enhances relationship and supports learning. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria The student must demonstrate the following: Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S U/S S U/S 1.7 Work with families and other educators to support children’s toilet learning by sharing information and using consistent approaches. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 1.9 Maintain child’s right to privacy while undressing and going to toilet. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 1.11 Make sure that toddler thoroughly washes his/her hands. Support children to learn personal health and hygiene practices through discussion, modelling and repeated experience ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstration 2 Assist and engage with toddlers during mealtimes Table 44: Demonstration 2 Demonstration 2 Assist and engage with toddlers during mealtimes Toddler 1 age: Environment: Toddler 2 age: Environment: Toddler 1 Toddler 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Table 45: Observation checklist – Demonstration 2 Assessment criteria Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 2.1 Thoroughly wash hands before mealtimes. For example, using service procedure. Support children to learn personal health and hygiene practices through discussion, modelling and repeated experience. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.3 Follow workplace food safety practices when preparing or serving meals to toddlers. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 2.5 Ensure toddlers have ready access to water bottles or water in cups and drinks are offered frequently ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.7 Make sure that toddler thoroughly washes his/her hands before eating. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.9 Promote a positive mealtime experience that is adapted to meet the toddler’s routine and needs. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.11 Engage in conversations that promote relaxed and enjoyable mealtimes, healthy lifestyles and good nutrition. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.13 Actively supervise toddlers during mealtimes by being physically present and using the principles of active supervision ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 2.15 Follow approved standards for cleaning of associated equipment and utensils ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 2.17 Document the feeding details, such as the child’s details and feeding time, as per the services policies and procedures using digital media. While doing so, share information with families that supports healthy eating and lifestyle. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Demonstration 3 Respond appropriately to toddler signs and cues Table 46: Demonstration 3 Demonstration 2 Assist and engage with toddlers during mealtimes Toddler 1 age: Environment: Toddler 2 age: Environment: Toddler 1 Toddler 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 47: Observation checklist – Demonstration 3 Assessment criteria – Did the student respond appropriately to: Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 3.1 Signs and cues of tiredness ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.3 Signs and cues of hunger ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.5 Signs and cues of play  ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.7 Signs and cues that the toddler needs a break/over stimulation. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 3.9 Assist in the transition from home to care by initiating engagement with toddlers while the family is still present. Gather information from the family to assist with this transition time. Recognise family signs of stress ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria – Did the student respond appropriately to: Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US at time of separation and identify appropriate responses. Demonstration 4 Prepare and settle toddlers for sleep Table 48: Demonstration 4 Demonstration 4 Prepare and settle toddlers for sleep Toddler 1 age: Environment: Toddler 2 age: Environment: Toddler 1 Toddler 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 49: Observation checklist – Demonstration 4 Assessment criteria Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 4.1 Use individualised sleep and rest practices as per standards and in consultation with families. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 4.3 Ensure that the atmosphere is conducive to sleep. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 4.5 Encourage and support toddlers to prepare for sleep and rest ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 4.7 Prepare cots, bedding and equipment as per workplace hygiene and safety procedures. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 4.9 Actively supervise/monitor toddlers during sleep/rest times by being physically present and using the principles of active supervision ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 4.11 Provide restful play activities for toddlers who will not be having a sleep or rest. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 4.13 Provided restful play activities for those children who do not wish to sleep. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Verbal questions Q1 Give two examples of features of environments that promote rest and sleep. ☐ ☐ ☐ ☐ Comments/responses Q2 Give two examples of types of restful play activities for those who do not sleep. ☐ ☐ ☐ ☐ Comments/responses Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstration 5 Monitor and encourage the fostering of gross motor skills Table 50: Demonstration 5 Demonstration 5 Monitor and encourage the fostering of gross motor skills NOTE: This demonstration is also in the Supporting Children’s Development Cluster, 13 to 23 months, Demonstration 1 Provide a safe area to foster gross motor) Toddler 1 age: Environment: Toddler 2 age: Environment: Toddler 1 Toddler 2 Select one only. If simulation, Service resource assessment – appendix 3 must be completed ☐ Workplace ☐ Simulation Table 51: Observation checklist – Demonstration 5 Assessment criteria Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 5.1 Provide safe areas and encouragement to practice exploration and gross motor skills and encourage regular physical movement. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.3 Participate with the toddler in the physical activity. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 5.5 Provide a relaxed a calm environment that is responsive to the individual wellbeing of the toddler. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.7 Ensure toddler can safely explore the environment with their hands, mouths and bodies, identifying hazards and making age appropriate responses. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.9 Actively supervise toddlers during mealtimes by being physically present and using the principles of active supervision. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.11 Ensure child is appropriately dressed for play, so that they are comfortable and their individual needs are met, and also meet the service’s health and safety requirements. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: 5.13 Demonstrate principles of active supervision of the group of toddlers for the complete activity period ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Assessment criteria Toddler 1 (Supervisor OR assessor) Toddler 2 Assessor ONLY Assessor comments Assessor to record their observations and those of the workplace supervisor in enough detail to demonstrate their judgement of the student’s performance against the criteria required S US S US 5.15 During the experience discuss with children how their bodies work and the importance of physical activity. ☐ ☐ ☐ ☐ ☐ S upervisor ☐ Assessor Initial: Assessor/teacher only Initial: Verbal questions Q1 Provide one example of an occasion when you discussed with children about how their bodies work and the importance of physical activity to promote children’s overall health and wellbeing. ☐ ☐ ☐ ☐ Comments/responses Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples’ (CHCECE054) This is taken from CHCECE054 Assessment 3. The observation checklist will be used by you to mark the student’s performance in the previous event type/s. Use this checklist to understand what skills the student is required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marking the student on. All the criteria must be met. The student’s demonstration will be used as part of the overall evidence requirements of the unit. You may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed. You must observe at least one occasion of each demonstration. Any demonstrations not observed, may be verified through a professional conversation with the workplace supervisor. Table 52: Declaration Student Name Observation date/s Workplace supervisor name Signature Assessor / teacher name Signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 53: Observation checklist Demonstrated skills. The student; S U/S Assessor workplace supervisor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. Task 2- Consult and share information with the workplace supervisor When gathering and sharing this information the TAFE Student consults with the workplace supervisor. During all interactions the student; • Asked open and closed questions and actively listen to seek information and confirm understanding • Handled information in a Culturally sensitive way taking account of how and with whom information can be shared. Developed and communicated ideas to promote children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages through collaboration with others in Culturally safe and sensitive ways. ☐ ☐ Task 3- Support children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures. (NOTE: This demonstration is also in the Supporting Children’s Development Cluster, 2 to 6 years, Demonstration 1 – Support children to connect with the natural environment ) Supported one experience or class activity that promoted children’/students’ understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages in Culturally safe and ☐ ☐ Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstrated skills. The student; S U/S Assessor workplace supervisor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. sensitive ways. When supporting the one experience or class activity the TAFE student;  Facilitated children’s experiences in meaningful and Culturally appropriate ways that model respect, values and positively portray Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages.  Modelled language and interactions that show respect for Aboriginal and/or Torres Strait Islander Peoples’ Cultural knowledge.  Used opportunities to encourage children to reflect on and engage with diverse ways of learning.  Interacted and engaged with children and Community members to build a genuine, trusting rapport in a Culturally sensitive manner.  followed the relevant service/schools’ policies and procedures including; o partnerships with children, families and communities educational program and practice Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Demonstrated skills. The student; S U/S Assessor workplace supervisor comments Assessor to record their observations in enough detail to demonstrate their judgement of the student’s performance against the criteria required. Verbal questions (if required) Comments /student response Q1 ☐ ☐ Q2 ☐ ☐ Workplace supervisor reports Instructions: As part of the workplace portfolio assessments for each unit/cluster, you are required to obtain verification of your performance from your workplace supervisor to validate and verify that you have demonstrated the required skills to sector standards. As you complete each of your workplace portfolio tasks, you need to complete the corresponding part on the workplace supervisor report. Refer to example below of a student documenting evidence of supporting children’s health in the service (care and nurturing cluster). Upon completion of each unit/cluster workplace portfolio tasks, you must upload a copy of the corresponding workplace supervisor report into the TAFE Digital Campus. Image 1: Example of completing the Workplace supervisor report Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

These Workplace Supervisor Reports have been taken from Assessment 3. Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Cluster: Working in early childhood Table 54: Unit details Unit code and title Working in early childhood cluster; CHCECE055 | Meet legal and ethical obligations in children’s education and care CHCECE056 | Work effectively in children’s education and care Table 55 Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 56: Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1: Reflective practice journal 1.1 Demonstrated and reflected on legal and ethical obligations with scope of own role 1.2 Demonstrated and reflected on contribution to workplace improvements 1.3 Demonstrated and reflected on identifying legal and ethical issues or dilemmas 1.4 Demonstrated and reflected on daily work activities and tasks 1.5 Demonstrated and reflected on working effectively and collaboratively with colleagues Part 2: Daily work activities 1.1 Used effective planning, organisational and communication to complete five different children’s education and care daily work activities across broad areas of practice:  Health, safety and wellbeing  Governance and leadership  Physical environment Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial)  Staffing arrangements 1.2 Adhered to legal and ethical requirements in work practice according to service policies and procedures and scope of role 1.3 Sought advice and information from workplace supervisors to ensure full understanding of work requirements 1.4 Planned and organised daily work activities to achieve required outcomes within scope of responsibility 1.5 Acted promptly on instructions and followed procedures relevant to the task 1.6 Identified and used opportunities to share and seek information to maximise cooperation and the quality of daily work outcomes 1.7Used appropriate verbal and non-verbal communication, demonstrating respect for colleagues and work roles Emergency response simulation 1.1Completed an emergency evacuation simulation in line with policies and procedures and within scope of job role 1.2Communicated and exchanged information to ensure adequate supervision 1.3Consulted with colleagues/peers and reflected on the emergency evacuation procedure completed Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 57: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 58: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Participate in workplace health and safety | HLTWHS001 Table 59: Unit details Unit code and title HLTWHS001| Participate in workplace health and safety Table 6 Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 7 Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1 Hazard inspection and risk assessment Task 1 Hazard inspection:  Consulted with the workplace supervisor to determine workplace safety policies and procedures that must be followed and access a copy of the workplace’s safety checklist (if available).  Followed workplace safety policies and procedures, contributed to a hazard inspection and risk assessment in the workplace. Recorded the results and actions using templet. Part 1 Hazard inspection and risk assessment Task 2 Report identified hazards:  Participated in a WHS meeting, discussing any hazards identified and whether the actions and control measures were appropriate. Part 2 Reflective journal  Took actions to maintain safe housekeeping practices in their own work area  Followed workplace procedures when reporting own levels of stress and fatigue to designated persons. Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 3 Emergency evacuation simulation (if applicable) 1.1. Completed an emergency evacuation simulation in line with policies and procedures and within scope of job role 1.2. Communicated and exchanged information to ensure adequate supervision 1.3. Consulted with colleagues/peers and reflected on the emergency evacuation procedure completed Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Table 62: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 63: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Identify and respond to children and young people at risk | CHCPRT001 Table 64: Unit details Unit code and title CHCPRT001 | Identify and respond to children and young people at risk Table 65: Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 66:8 Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1: Reflective practice journal  Demonstrates knowledge and understanding the procedures for reporting children at risk in line with organisational expectations and legislative requirements  Complies with regulations, legislations and duty of care responsibilities  Maintains confidentiality  Demonstrates knowledge of duty of care responsibilities  Demonstrates knowledge of statutory and policy requirements relating to job role Part 2 Reflective practice journal  Demonstrates caring practices towards children or students (such as comforting or actively listening a when hurt or during times of stress)  Demonstrates putting the needs of children or students first  Acts respectfully towards children/students through employing communication and information-gathering techniques in accordance with current recognised good practice  Allows children/students to have a ‘voice’ and shows respect for each Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) child/student  Respects diversity and differences in values, such as being non-judgemental  Employs ethical and caring practices and observes professional boundaries when working with children and young people  Complies with regulations, legislations, and duty of care responsibilities  Ensures decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures. Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Table 67: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 68: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Develop positive and respectful relationships with children | CHCECE033 Table 69: Unit details Unit code and title CHCECE033 | Develop positive and respectful relationships with children Table 9: Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 10 Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1- Reflective practice journal 1. Did the student build positive and genuine relationships with children? For example, talking children through activities, demonstrating sensitivity, and initiating warm, trusting, and reciprocal relationships with children and one’s own families 2. Did the student reflect on own practice and improve one’s own practice in terms of building positive and genuine relationships with children in the future? For example, reflection on own pedagogical practices and identification how the student may influence behaviours, and ways of developing more positive relationships 3. Did the student handle a conflict, resolving it appropriately to the children’s age and stage of development, communicating and agreeing on expected behaviour with the child/ren? Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) For example, a conflict between two children and the student demonstrated the ability to defuse the situation in a developmentally appropriate way. 4. Did the student support and promote positive self-regulation, self-esteem, and wellbeing? For example, when children are experiencing feelings of distress, frustration or anger, and children see a calm response, children will calm down faster, and it will also help children learn how to behave and communicate, building the children’s confidence, therefore strengthening self-esteem and ability to self-regulate, which in turn will support children’s wellbeing. 5. Did the student observe how other educators built positive relationships with children and strengthened children’s sense of belonging? For example, how individual educator cultural beliefs and practices may influence communication with children 6. Did the student share own strategies to improve pedagogical practices with the workplace supervisor and incorporate the supervisor’s feedback into the student’s reflection? For example, the student discussed on several occasions with the supervisor and effectively showed the agreed improvements to the strategies into the reflection. Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 72: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 73: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Support inclusion and diversity | CHCECE030 Table 74: Unit details Unit code and title CHCECE030 | Support inclusion and diversity Table 75: Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 76: Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1- Reflective practice journal 1.1 Discussed the reflection process with you on two occasions, including:  Identifying aspects of own life experiences or history that may influence current values, beliefs and attitudes.  Considering various areas of diversity in society (e.g., culture, race, ethnicity, disability, family types, sexual orientation/sexual identity/ gender identification, intergenerational disadvantage, socioeconomic circumstances).  Reflecting on how personal values and own life experiences could potentially impact interactions and relationships with children and families from diverse backgrounds. Part 2- Plan implement and evaluate learning 1.1 Planned, implemented, and evaluated two experiences that supported the inclusion and diversity of the children at the student’s workplace during routine Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) daily practice and a play experience. 1.2 Supported and encouraged the participation of all the children involved in the experiences. 1.3 Implemented inclusive work practices that support cultural, gender, ability, and other forms of safety. 1.4 Built on the diverse backgrounds of children, families, and staff at the service. 1.5 Engaged children in collaborative discussions about respectful and equal relations. Modelled open, inclusive, ethical interactions and communications with children, families, and colleagues. 1.6 Provided children with opportunities to learn about similarities and differences in the world around them 1.7 Identified connections the service has within the wider community. Followed community protocols to obtain or share knowledge of local cultural, ethnic, gender and other diverse groups. 1.8 Observed children’s interactions and participation and identify and communicated with educators any needs for additional support to improve inclusive relationships. 1.9 Demonstrates an ability to practice self-reflection to enhance knowledge and understanding of inclusion and diversity in professional practice. Discusses the reflections Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 77: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 78: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Support children to connect with the natural environment | CHCECE037 Table 11 Unit details Unit code and title CHCECE037 | Support children to connect with the natural environment Table 80: Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 81: Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1 Reflective practice journal Reflected upon own understanding of and respect for nature. Reflected upon own ability to support, develop, and enhance children’s understanding and appreciation of and engagement with the natural environment. Part 2 Plan, implement and evaluate learning Planned two experiences with a group of children at the workplace in daily practice to demonstrate understanding and appreciation of and engagement with the natural environment. Demonstrated, on two occasions, the ability to support children’s knowledge, appreciation and understanding of the natural environment. Demonstrated, on one occasion, the ability to support children’s knowledge, appreciation and understanding of the natural environment, by considering Aboriginal and/or Torres Strait Islander peoples’ use of the natural environment. Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Table 82: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 83: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Cluster: Supporting children’s development Table 84: Unit details Unit code and title Supporting children’s development cluster; CHCECE034 | Use an approved learning framework to guide practice CHCECE035 | Support the holistic learning and development of children CHCECE036 | Provide experiences to support children’s play and learning CHCECE038 | Observe children to inform practice Table 85 Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 86: Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1 Reflective practice journal - 1. Can identify, apply and reflect on the use of the Early Years Learning Framework in the service, including:  Locating and investigating how the Early Years Learning Framework is applied in the service, including showing knowledge of how the philosophy, principles and practices are reflected  Showing knowledge of how the Early Years Learning Framework supports children’s learning using the outcomes  Developing professional practice and setting two goals to support the implementation of the Early Years Learning Framework in collaboration with the workplace supervisor or educator Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1 Reflective practice journal – 2. Supports the holistic learning and development of children, including implementing the following (under supervision):  Using routines as opportunities for children’s learning (such as singing transition songs)  Interacting with children in a developmentally appropriate manner  Modelling care, empathy and respect in interactions with children, educators and families  Appropriately assisting children when they need help communicating with one another, and guiding them to interact respectfully  Role modelling language with children and assist them to collaborate and express ideas  Using positive strategies to guide children’s challenging behaviour, assisting children to regulate feelings appropriately  Encouraging, praising and helping to build children’s confidence (including seeing mistakes as opportunities to learn)  Role modelling empathy  Providing a balance of knowing when to challenge and when to help children in an effort to keep children interested or engaged  Scaffolding and extending children’s learning in all areas, such as encouraging language and literacy in everyday practice  Accommodating and supporting children who need privacy, solitude or quiet  Enhancing children’s learning through spontaneous activities Part 1 Reflective practice journal - 3. Can facilitate experiences to support children’s Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) play and learning (while under supervision), including:  Working collaboratively and in a team with educators to enhance play for children  Allowing enough time for children to play without hurrying children to transition to the next activity  Balancing knowing when to take the child’s lead in play, and when to initiate play  Talking in a developmentally appropriate manner with children about play to extend learning  Acting as a facilitator in play, such as providing resources to extend play and creativity  Encouraging children to engage in new experiences, while respecting a child’s choice not to participate Part 1 Reflective practice journal - 4. Shows a foundation level of understanding of the planning cycle, including:  Seeking information about the planning cycle  Seeking information about the observation methods and digital media used in the service  Showing some understand of the reflective practices that are used Part 2 and Part 3 The planning cycle (2 to 6 years) Under the workplace supervisors guidance, completed the planning cycle for two children, including:  Seeking permission to observe and gather information and adhered to confidentiality requirements Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial)  Collaborating with educators to seek information, observe and reflect on children’s learning in line with service standards  Gathering and analysing information from children and families (where permitted) in collaboration with educators  Documenting observations according to service policies and procedures  Planning experiences that reflect the children’s individual interests, skills and strengths based on what is observed  Setting up and implementing one indoor and outdoor experience using suitable resources while adhering to safety standards Part 4 Group experiences (2 to 6 years) Completed one indoor group experience over at least 3 days (under supervision), including:  Supporting children’s language, literacy and cognitive skills  Selecting appropriate resources to support problem-solving, challenge, discovery and exploration  Reading and telling appropriate stories applying questioning skills to extend learning  Using props to support and engage children in learning  Supporting children’s pre-writing skills  Completed one outdoor group experience aimed to support children’s social, emotional and wellbeing (under supervision). Part 5 The planning cycle (birth to 23 months) Under the workplace supervisor’s guidance, completed the planning cycle for one baby or toddler, including: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial)  Seeking permission to observe and gather information and adhered to confidentiality requirements  Collaborating with educators to seek information, observe and reflect on children’s learning in line with service standards  Documenting observations according to service policies and procedures  Suggesting appropriate follow up activities to support further learning Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Table 87: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 88: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Cluster: Care and nurturing Table 89: Unit details Unit code and title Care and nurturing cluster; CHCECE031 | Support children’s health, safety and wellbeing CHCECE032 | Nurture babies and toddlers Table 90: Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 12 Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1 1. Health and safety 1.1Responds appropriately to three situations where the health or safety of children may be compromised. Refers to the relevant service policies and procedures 2. Supervision 2.2 Provides active supervision according to service procedures and applying active supervision principles- including: knowing, listening, positioning, and scanning. 2.3 a) Adjusts levels of supervision depending upon the area of the service and the skill, age mix, dynamics and size of the group of children, and the level of risk involved in activities and play. b) Exchanged information with other educators to ensure adequate Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) supervision at all times. 2.4 Follows service procedures in regard to safe collection of children 2.5 Assists in the supervision of people who enter the centre/service. 3 Hazards and Risks 3.1Responds to hazards/risks in the environment. Checking the safety of buildings, equipment, and environment to identify hazards and minimise risk. 3.2Uses positive and developmentally appropriate communication when discussing safety requirements with children. Assisting children to recognise potential hazards and age-appropriate resources. Developing children’s knowledge of personal safety actions appropriate to their developmental stage. 3.3 Safely stores and labels dangerous products such as cleaning chemicals in your centre/service. 4 Supporting children’s health in the centre/service 4.1Promotes sun safety with children and implementing sun safety measures, as per the services policies and procedure. 4.2Follows the services risk-management strategies for a child with a long-term medical condition. 4.3Manages risk involving a food allergy (eggs, milk, nuts) as per workplace policy/procedures, including how you maintained knowledge of children’s health needs. 4.4 Identifies the services short- and long-term medication administration policy Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) and procedure. Outlines the requirements and procedures for short- and long- term medication administration. 4.5 a) Identifies children who display signs of illness and b) Responds to a child in your care that was unwell/ill or injured following the services policies and procedures c) Takes appropriate measures to prevent cross-contamination. d) Followed appropriate reporting procedures as outlined by the services policies and procedures. Including communicating with families to ensure children who are unwell are excluded according to service policies and procedures and government guidelines (This may not occur directly between the student and the families but rather through an educator). Maintains confidentiality in the centre/service in relation to children’s health needs. Part 2 1. Completes cleaning duties in line with the workplace cleaning and infection control policies and procedures. Including equipment:  Change mats  Prams or strollers  Utensils and crockery  Equipment Storage areas  Toileting areas 2. Furnishings including; Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) a) soft surfaces:  Linens, towels, and tablecloths  Bedding  Cushions  Upholstered couch or chairs b) Hard surfaces:  Cots  Tables and chairs  High chairs  Change tables 3. Resources including:  Toys  Arts and craft supplies 4. Identified hazards such as spills of bodily fluids. Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 92: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 93: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Implement and monitor environmentally sustainable work practices | BSBSUS411 (elective) Table 94: Unit details Unit code and title BSBSUS411 | Implement and monitor environmentally sustainable work practices Table 95: Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 96: Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Section 1  Investigated and conducted a sustainability audit of the environment  Discussed findings and feedback with the workplace supervisor/educators/teacher/peers Section 2  Developed a Quality Improvement Plan (QIP) based on the findings in the sustainability audit  Consulted with educators to identify issues and goals to include in the QIP Section 3  Supported and implemented at least four sustainable practices in the environment. Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Table 97: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 98: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Unit: Follow basic food safety practices | HLTFSE001 (elective) Table 99:Unit details Unit code and title HLTFSE001 | Follow basic food safety practices Table 100 Student name Student name The student identified has completed the following activities to an acceptable workplace/sector standard within this organisation. Table 101: Skills demonstrations Skills demonstrations – The student; Student Comments (Please provide an example of how and when you met the criteria). WP Supervisor (initial) Part 1: Food safety evaluation During meal-times, the student demonstrated the following: 1.1 Thoroughly washed and dried hands using the correct and current hand washing procedures. 1.2 Wore appropriate footwear and ensured personal hygiene, clothing and PPE was adhered to in order to avoid contamination when handling food. 1.3 Handled and stored food in accordance with service procedures and policies. 1.4 Cleaned and tidied food area in line with service procedures to avoid contamination and pests. 1.5 Kept food items for disposal separate from uncontaminated food, and followed food disposal procedures 1.6 Followed approved standards for cleaning of associated equipment and utensils. Occasion 1: Occasion 2: Additional comments from WP Supervisor/TAFE NSW Teacher/Student: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 102: Workplace supervisor verification Declaration Workplace supervisor name Workplace supervisor signature Qualification/s Date Table 103: Teacher/assessor verification Declaration Assessor verification/validation ☐ Via professional conversation with the workplace supervisor Date Teacher/assessor name and signature Appendix 1 Workplace attendance log Table 104 Workplace attendance log Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Date Finish time Daily hours (not including lunch break) Running total Unit code Tasks Workplace supervisor name Workplace supervisor signature 14/04/2022 9:00 4:00 6 6 CHCECE033 Part 1 Reflective practice journal – observed educators for reflections Julie Santoz J. Santoz TOTAL HOURS ON THIS PAGE TOTAL ACCUMULATED HOURS (ALL PAGES) Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Date Finish time Daily hours (not including lunch break) Running total Unit code Tasks Workplace supervisor name Workplace supervisor signature TOTAL HOURS ON THIS PAGE TOTAL ACCUMULATED HOURS (ALL PAGES) Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Date Finish time Daily hours (not including lunch break) Running total Unit code Tasks Workplace supervisor name Workplace supervisor signature TOTAL HOURS ON THIS PAGE TOTAL ACCUMULATED HOURS (ALL PAGES) Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Date Finish time Daily hours (not including lunch break) Running total Unit code Tasks Workplace supervisor name Workplace supervisor signature TOTAL HOURS ON THIS PAGE TOTAL ACCUMULATED HOURS (ALL PAGES) Workplace attendance log declaration On completion of your work placement, please complete the declaration below. The TAFE teacher/assessor will verify completion of the required workplace hours with the workplace supervisor. Table 105 Student declaration Declaration Details Declaration: ☐ I declare that the above information provided by me is an accurate reflection of my hours completed in the workplace. Student name: Student signature: Date: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Table 106 Teacher/assessor verification Declaration Details Assessor verification/validation: ☐ Via professional phone conversation with the workplace supervisor ☐ At the workplace Student result: ☐ Satisfactory ☐ Un-Satisfactory Teacher/assessor name: Teacher/assessor signature: Date: Document name: CHC30121_Student_Logbook Pa Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Appendix 2 Permission to observe, record, document Permission to observe, record, document – Workplace supervisor and colleagues Table 107 Observation to observe, record, document – Workplace supervisor and colleagues Student name: Service name Address Email Workplace supervisor: I endorse the student use of recording (at the mentioned workplace) and submission of video evidence for the purpose of TAFE NSW assessment. Table 108 Workplace supervisor name and signature Workplace supervisor name Position Workplace supervisor signature The student will be required to video a range experiences and interactions involving themselves with children (only visuals of experiences and activities and not of children) and/or colleagues. Students will be required to be under the supervision of educators within the service during these times. During the assessment:  The focus of the videos will be on the student’s interactions and experiences not specifically the children or other educators. The tablet or video camera may be propped on a shelf focussing on the student, or a colleague may assist with taking the video, while colleagues may still be viewed (with consent), children cannot be photographed or filmed Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

 The student can submit the video without storing it on own device. There is no need for video evidence to be stored on a personal device – instructions are available in the Video Evidence handout • You have a right to view to the video recording before it is submitted – please request this from the student I, (name) hereby give permission for the TAFE NSW student indicated to record ‘video file(s)’ that may include video of myself. I understand that the video will be used for assessment purposes only. Table 109 Colleague names, signature and date Colleague name Signature Date Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

Permission to observe, record, document – Children’s activities Table 110 Permission to observe, record, document – children Student name Workplace Address Email Workplace supervisor name Position The student will be required to undertake a range of tasks in order to be assessed. The assessment evidence may include written observations and documentation, photographs and video evidence of a range of experiences and interactions involving themselves with children and/or colleagues. Students will be required to be under the supervision of educators within the service during these times. While colleagues may be filmed or photographed with consent, children can’t be filmed or photographed. Written documentation:  Will involve only the child’s first name and age (e.g., 2.3 years)  Will only be used by TAFE NSW for assessment purposes Video evidence:  The focus of the videos will be on the Student’s interactions and experiences not the children or other educators. The tablet or video camera may be propped on a shelf focussing on the student, or a colleague may assist with taking the video  The student can submit the video without storing it on own device. There is no need for video evidence to be stored on a personal device – see further instructions available about video evidence  You have a right to view to the video recording before it is submitted – please request this from the student  The video file will be uploaded directly to a secure, private platform within Microsoft Teams where it will be provided to a TAFE NSW Assessor, to mark the assessments  The video file will be deleted by TAFE NSW after an assessment decision has been made Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.

 TAFE NSW Assessors are required to hold a valid Working with Children Check and are bound by the Privacy and Personal Information Protection Act 1998 (NSW) I, (named), hereby give permission for the TAFE NSW student indicated to observe, record and document only the activities of my child (named) at the service indicated for the purposes of TAFE NSW Assessment only. This assessment may involve written observations and documents, photographs and video evidence of activities and interactions under the supervision of a centre educator. Table 111 Child name, parent/guardian name, signature, date Child name Parent/guardian name Signature Date Document name: CHC30121_Student_Logbook Resource ID: CHC30121_Student_Logbook| Version: 20230406 © TAFE NSW 2022 TAFE NSW would like to pay our respect and acknowledge Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of the Land, Rivers and Sea. We acknowledge and pay our respect to the Elders, both past and present of all Nations.