Legal and Ethical Assignments PDF

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Assessment Guide - Copy Right © Chisholm 2018 1

Assessment Guide - Copy Right © Chisholm 2018 2 CHC50113 DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE LEGAL AND ETHICAL CHCLEG001 WORK LEGALLY AND ETHICALLY CHCPRT001 IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK

ASSESSMENT REQUIREMENTS Please read all assessment instrucGons to ensure you fully understand the requirements outlined in each task. To achieve competence in the unit/s a learner must meet requirements for all assessment tasks listed before a result of competency can be awarded. Where competency is not achieved your assessor will provide feedback and request further evidence as needed. If this course is undertaken at a Diploma level or above you must first be assessed as competent in the required unit/s. Only once you have achieved competence can the assessor award you a grade or mark against the enHre unit/s. It is important that you clearly understand all the requirements of assessment. If you have diﬃculty with the assessment terms or the steps to follow please speak to your Assessor/Instructor prior to commencing the task/s. Your Assessor will provide addiHonal informaHon to ensure all aspects of the tasks are clear. RE-ASSESSMENT If you do not achieve the required standard to achieve competence, you will be given the opportunity to be re-assessed by the assessor and the requirement for addiHonal evidence will be outlined. Arrangements will be made on an individual basis to ensure the process is valid, fair and reliable. ASSESSMENT APPEALS A student who is dissaHsfied with the outcome of his/her assessment should first discuss their concerns with the teacher/assessor and/or program coordinator in the associated business area. If the issue is not resolved, the student may appeal the decision(s) by following the Complaints and Appeals process as outlined in the Chisholm Student Guide. ASSESSMENT METHODS You will be required to undertake a range of assessment tasks to establish competence for the unit/s you are undertaking. It is important to understand the types of assessment you may be required to complete as part of the evidence gathering process. Please see below the range of assessment methods that are used at Chisholm to ensure competency is appropriately measured and valid, reliable and fair assessment judgements are made. The assessor will provide all required informaHon about the assessment process and condiHons prior to the assessment taking place. 1. QuesGoning 2. Quiz 3. QuesGoning 4. PorSolio of Evidence Please note, where addiHonal quesHoning has taken place to determine competency and understanding this must be recorded as evidence to support the assessment judgement. Assessment Guide - Copy Right © Chisholm 2018 3

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ASSESSMENTS The following assessments will be used to collect evidence of the knowledge and skills you have gained from your Learning Program. You will be required to demonstrate your ability to perform to the standard required in the workplace, as specified within the idenHfied unit/s of competency. The table below indicates the methods of assessment that will be used to establish competence for this unit/s and the expected Hmeline. Assessment Tasks Week / Session / Block of Assessment 1. QuesGoning – WriXen Responses – Professional Conduct Scenario Session 5 2. Quiz - Online Session 8 3. QuesGoning – WriXen Responses – Dialogue Sample A week aVer final session 4. PorSolio of Evidence - Work Placement Assessment Book Due when assessing teacher comes to do their last visit Assessment Guide - Copy Right © Chisholm 2018 4

1. QUESTIONING – WriXen Responses: Professional Conduct Scenario STUDENT INSTRUCTIONS You will be provided with a series of quesHons related to the unit of competency undertaken in your course. The quesHons are used to assess your level of knowledge in relaHon to various aspects of the unit/s. It is important that you read each quesHon carefully prior to starHng the assessment and seek clarificaHon if any quesHon is unclear. Please note your assessor can only provide more informaHon to clarify the intent of the quesHon, not provide details of the required answer. You are required to read and analyse the scenario listed below, and address the criteria in wri5en form. Scenario Jack is a 4 year old child within your kinder room. You are aware that Jack’s mother Amy is good friends with Mel who is the kinder teacher. Jack has been displaying some aggressive behaviour towards some of the other children within the room. You have noBced this behaviour has significantly increased since Jack’s parent’s announced that they were separaBng. You have approached Mel with your concerns, and have expressed that you feel that a meeBng should be set to discuss the concerns with Jack’s parents. Mel responds by saying that she knows Amy really well so she will have a chat with her at a BBQ that they are a5ending together on the weekend. She says that she does not want to cause the family any more stress by calling them in for a formal meeBng. The following Monday, Amy a5ends the service and lodges a formal complaint with the service director regarding Mel’s conduct. She feels that Mel has acted unprofessionally discussing her son’s behaviour in a public seIng at the BBQ on the weekend. This incident has leJ her feeling humiliated. There were other families who a5end the service present at the BBQ and Amy expressed that they were within earshot when Mel was discussing Jack’s behaviour with her. Amy also states that aJer the BBQ, another parent spoke with her and informed her that she had overheard one of the educators in the room discussing Jack’s behaviour when she arrived to collect her child. She stated that the educator used Jack’s name to idenBfy him, and spoke very loudly regarding her feelings about how Amy should be handling her son’s behaviour at home. Assessment Guide - Copy Right © Chisholm 2018 5

Criteria Please address these criteria in wri5en form. You are able to use dot points, or construct your response into a report. 1. IdenBfy any legal and/or ethical consideraBons/dilemmas within this scenario? How would you ensure that the family and the child’s confidenBality and privacy is protected moving forward with this scenario? 2. Outline how you would handle the parent’s complaint, consider; a. What documentaBon would you refer to within your service? b. Who would you speak with? c. How would you respond? 3. What documents could you use as an educator to ensure you were working in a manner that upheld the rights of the child and the family? Include specific points from these documents. 4. What regulaBon breaches have you idenBfied within this scenario? You will need to research the regulaBons and NaBonal quality standard and outline the specific regulaBon/s and standards that have been breached. 5. As an educator, outline two potenBal work pracBce improvements that you could implement into the service to avoid this situaBon occurring again. 6. Which service policies and procedures would assist with guiding staff in a similar situaBon? 7. Outline the impacts that the idenBfied breaches would have on the child, the family and the worker. Assessment 1 - Wri8en Ques;ons Professional Conduct Scenario UNIT/S OF COMPETENCY – Code CHCLEG001 CHCPRT001 Title WORK LEGALLY AND ETHICALLY IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK Assessment Guide - Copy Right © Chisholm 2018 6

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Student Name Mikaela Williams Student Number 201362995 Student Signature Mikaela Williams Assessment Date 03/08/20 Q1: IdenBfy any legal and/or ethical consideraBons/dilemmas within this scenario? How would you ensure that the family and the child’s confidenBality and privacy is protected moving forward with this scenario? M R FER It’s illegal to talk about Family ConfidenBality Policy and Privacy Policy outside a childcare centre. In this updated scenario Mel should of spoken to Amy about Jack’s behaviour one on one in the private room this is more of a professional manner. Mel should of acted in professional manner when she a5ended Jack’s party, when she was talking to Amy she should of spoken to her in a correct professional manner and not menBoned anything outside the service and that way she would of not breached the Family ConfidenBality Policy and Privacy Policy. She would of not lost her job, being suspended or loosing trust with the family or either finding herself with some legal costs or loosing her reputaBon on working at another childcare centre again or any other job she tries to apply for. Employers will ask why she was fired from her old job and she would have to tell them the truth. No employer would hire Mel because she’s breached the Family ConfidenBality Policy and Privacy Policy and she can’t be trusted with customers informaBon. Mel should of stayed home and missed Jack’s party on the weekend and could of organised a li5le party for Jack on the Monday when they are back at the service. Mel the educator should have done it in the correct manner and the about the right way of going at it was to go and speak to the director of the service about Jack’s behaviour. AJer Mel has spoken to the Director of the service. I would get Mel to ring Amy (Jack’s Mum) to come in for a formal meeBng to speak about Jack’s behaviour. Once the meeBng has began I would record the meeBng for professional manner, I would also take notes from the meeBng and document it and put it in the child’s file. This way you can look back and refer back to the notes on what was taken. I would also keep Jack away from the meeBng just for personal reasons. (example: Jack could have low self esteem, more anger issues, can also effect the family.) I would make sure Mel reads the Family ConfidenBality Policy and Privacy Policy over and over again unBl she gets a be5er understanding of those 2 policies. If she has any quesBons or queries or explain some things she doesn’t understand about those 2 policies she can always and ask the other educators or the director of the service. I would get Mel to write down notes and highlight the important stuff of the Family ConfidenBality Policy and the Privacy Policy, this way she’ll be able to refer back and look back and the DO’S AND DON’T’S on know how to approach a scenario like this in the future. Mel can be a role model in the service and teach the new educators or the ones in training to become educators on how to deal with these scenarios and give them some notes and quesBons and answers from reading the Family ConfidenBality Policy and Privacy Policy before that she asked the other educators and the director in the service. Quality Area 5 Rela;onships with Children. 5.1 Rela;onships Between Educators and Children: Respecgul and equitable relaBonships are maintained with each child. 5.1.2 Dignity and Rights Of The Child: The Dignity and rights of the child are maintained. Assessment Guide - Copy Right © Chisholm 2018 7

Q2: Outline how you would handle the parent’s complaint, consider; a. What documenta;on would you refer to within your service? b. Who would you speak with? c. How would you respond? M R FER A. Once I start working in the service I’ll make sure I read all the policies that are in that parBcular service. The ones I would have to read and make sure I have a be5er understanding is the Family Confiden;ality Policy and the Complaints Policy. Once reading these 2 policies I can then put into use if I have a parent is wanBng to put a complaint against one of my educators in the service. I know how to handle it and the steps and procedures I will need to take into consideraBon. B. If a parent was to put through a complaint against one of my educators, I would speak to the educator and the director of the service, once they have spoken. I would get the parent to come in for a meeBng. In the meeBng I will have the director, the educator and the parent of the child. I would let the parent tell us why are they are puIng a complaint against the educator and what happened, I would write down everything that the parent has said in the meeBng and making sure I read back what they have told me and make sure I have a understanding. C. I would by responding to thank the parent of the child for their Bme and coming in and sharing there complaint. I will re sure the parent that I’m going to follow up with the complaint and let them know with the updates. I’ll make sure the educator will is suspended for a certain amount of days and make sure when they do come back to the service and work, that they will read the Family Confiden;ality Policy and the Complaints Policy. I would make sure I don’t roster the educator on the days that the child who doesn’t come into the service. UnBl the ma5er is resolved and I would get the educator to issue an apology to the parent of the child. Q3: What documents could you use as an educator to ensure you were working in a manner that upheld the rights of the child and the family? Include specific points from these documents. M R FER Assessment Guide - Copy Right © Chisholm 2018 8

United Na;on Rights Of The Child: Ar;cle 16: Children have the right to privacy. The law should protect them from a5acks against their way of life, their good name, their family and their home. Ar;cle 8: Governments should respect a child’s right to a name, a naBonality and family Bes. Ar;cle 12: Children have the right to say what they think should happen when adults are making decisions that affect them and to have their opinions taken into account. Code of Ethics: In Rela;on to Families I Will: Respect families’ right to privacy and maintain confidenBality. (This will help you rebuild your relaBonship with the families because they will be able to trust you with their privacy and confidenBality.) In Rela;on to Colleagues I Will: Build a spirit of collegiality and professionalism through collaboraBve relaBonships based on trust, respect and honesty. (Colleagues who have relaBonships based on trust and respect and honesty will be able to work well as a team and are able to get tasks done in the service) In Rela;on to Children I Will: Safeguard the security of informaBon and documentaBon about children parBcularly when shared on Digital plagorms. (As an educator I wouldn’t post anything on social media in regards to children’s privacy. (eg. Snapchat, Instagram, Facebook, Twi5er and Emails.) If I had any issues with privacy I would speak to the parent directly instead of doing it online, I would never talk about a child outside the walls of the childcare centre. Q4: What regulaBon breaches have you idenBfied within this scenario? You will need to research the regulaBons and NaBonal quality standard and outline the specific regulaBon/s and standards that have been breached. MR FER Assessment Guide - Copy Right © Chisholm 2018 9

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QA4: Staﬃng Arrangements 4.2 Professionalism: Management, educators and staff are collaboraBve, respecgul and ethical. 4.2.2 Professional Standards: Professional standards guide pracBce, interacBons and relaBonships QA5: Rela;onships with Children 5.1 Rela;onships Between Educators and Children: Respecgul and equitable relaBonships are maintained with each child. 5.1.2 Dignity and Rights Of The Child: The Dignity and rights of the child are maintained. QA6: Collabora;ve Partnerships With Families and Communi;es 6.1 Suppor;ve Rela;onships with Families: Respecgul relaBonships with families are developed and maintained and families are supported in their parenBng role. 6.1.3 Families are Supported: Current informaBon is available to families about the service and relevant community services and resources to support parenBng and family wellbeing. Regula;on Breaches: Regula;on 170: Policies and Procedures To Be Followed. The approved provider of a centre-based service must take reasonable steps to ensure that nominated supervisors and staff members of, and volunteers at, the service follow the policies and procedures required under regulaBon 168. Regula;on 181: Confiden;ality Of Records Kept By Approved Provider. The approved provider of an educaBon and care service must ensure that informaBon kept in a record under these RegulaBons is not divulged or communicated, directly or indirectly, to another person other than. Regula;on 182: Confiden;ality Of Records Kept By Family Day Care Educator. A family day care educator must ensure that informaBon kept in a record under these RegulaBons is not divulged or communicated, directly or indirectly, to another person other than. Q5: As an educator, outline two potenBal work pracBce improvements that you could implement into the service to avoid this situaBon occurring again MR FER Assessment Guide - Copy Right © Chisholm 2018 10

Having Regular Staff Mee;ngs: By having regular staff meeBngs with the educators and the director of the service and the chefs, we will know the in’s and out’s of the service. Updates with the children and the new children in the different rooms throughout the service. Also the educators can raise any concerns or need anymore stock supply. (example. Toilet paper, Bssues, liquid hand soap, nappies, nappy wipes, toys, fruit, vegetables and meat.) It is also good having regular staff meeBngs because the staff can read up on the new policies and procedures in regards to Family Privacy ConfidenBality and the Complaints Policy. The educators can ask any quesBons or any comments they wish to add to avoid the situaBon or any other situaBons from occurring again in the centre. Communicate with families: Educators in the service has to remember how important it is to communicate with families about very important informaBon about the children they are looking aJer. (Here are some examples, eaBng, sleeping, rouBnes, milestones, toileBng, outdoor and indoor play.) Educators must communicate with the families with a professional manner and have respect to the Family Confiden;ality Policy and the Complaints Policy. So you don’t have any issues or complaints down the track with the families. It is so important to read up on those policies and have a great understanding of them, make sure you ask quesBons if you don’t understand in those policies. Q6: Which service policies and procedures would assist with guiding staff in a similar situaBon? MR FER 1. Privacy and Confiden;ality Policy; The privacy and confidenBality policy should be read and understood by every educator in the service and especially the new educators. This way if they have read and understood the policies they will know what to do if an educator decides to break that policy and how to guide them on how to approach it in a correct and formal manner. You should know about all the rights of the children and the families in the service and know that everything is confidenBality in the service. 2. Dealing with Complaints Policy; Dealing with a complaints policy is maintaining the confidenBality at all Bmes and discussing the situaBon that happened with the families and the director to make sure that you don’t do anything inappropriate and get an understand to discuss the situaBon and come to a professional outcome that solves the problem. 3. Code of Conduct Policy; Code of contact is giving the children respecgul guidance and acknowledging their values by maintaining professionalism in the service and having the best interest of the best interest of the duty of care for the children. Q7: Outline the impacts that the idenBfied breaches would have on the child, the family and the worker. MR FER Assessment Guide - Copy Right © Chisholm 2018 11

Worker Impacts: 1. TerminaBon of employment. 2. Loss of trust within the centre/service, work colleges and families. 3. Restricted hours and duBes and requirements needed for the service. 4. Impacted on employment opportuniBes for further jobs. 5. Embarrassment. Family Impacts: 1. Loosing trust from the employer/friend. 2. PotenBal legal acBon against the employer and the service. 3. Embarrassment. 4. Removing the child from the service/centre and moving to a different childcare centre. 5. Not having any outcome from taking legal acBon against the employer. Child Impacts: 1. Rights of the child hasn’t been met in the childcare centre. 2. Being leJ out and not being accepted by the employers in the service. 3. Embarrassment. 4. Possibly unsafe environment for the child. 5. Having to move service/centre and leaving all your friendships/relaBonships behind. Assessor Feedback Assessor note: Please ensure all above criteria have been met to a saBsfactory standard. Where not, addiBonal evidence must be obtained and recorded to meet assessment criteria. All addiBonal evidence must be clearly documented. Assessor Name Assessor Signature Date Assessment Task Result ( Please ;ck appropriate Assessment Result) MR ☐ FER ☐ Marking Scheme Competent + grading/mark ☒ Assessment Guide - Copy Right © Chisholm 2018 12

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2. QUIZ STUDENT INSTRUCTIONS As part of your assessment for this unit/s you will be required to complete a Quiz. The assessment condiHons will be provided to you and these must be adhered to. All Quiz quesHons must be answered correctly to saHsfactorily complete the assessment task. It is important that you are at the assessment locaHon at the required Hme as you will be given Hme to read the assessment and seek any clarificaHon on quesHons you may have. This will not be permiYed once the formal test has commenced as all communicaHon will cease for the duraHon of the test. You are required to undertake a Test/Quiz for this unit of competency under the condiHons set out below: RESEARCH Students are to access and read the ‘Protect: IdenBfying and Responding to all forms of abuse in early childhood services’. Please follow instrucBons below for access to this document. First, you need to access, read and interpret ‘ProtecBng the Safety and Wellbeing of Children and Young People Mandatory ReporBng Protocol’. You can find this on the Department of EducaBon and Training website. To access this resource please follow these steps: - Visit the website h5p://www.educaBon.vic.gov.au/Documents/about/programs/health/ protect/EarlyChildhood_Guidance.pdf - Follow the links via the main menu: Early Childhood > For Service Providers > RegulaBon and Quality Assessment > Child ProtecBon - On the page Btled ‘Child ProtecBon’. You can read about your responsibiliBes in idenBfying children at risk - You will find a link under Key InformaBon Btled: ‘Protect: IdenBfying and Responding to all forms of abuse in early childhood services’. Download to access. ONLINE QUIZ Students are required to answer the quiz quesBons to demonstrate knowledge in the area of child protecBon and safety. It is advised that students use the document detailed above and knowledge gained through their independent and facilitated learning during the quiz to inform their answers. You will also be able to use your Facilitated Learning for this unit to complete the online quiz on Moodle. This quiz is an open book quiz, you can have your learning materials with you as you complete it. You are required to answer all 14 quesBons correctly. Assessment Guide - Copy Right © Chisholm 2018 13

You will have 3 a5empts to receive competency (100%) in the quiz There is a Bme delay of 15 minutes between a5empts. Use the Bme between a5empts to review your learning. Marking Scheme: Competency based ☒ 3. QUESTIONING – WriXen Responses – Dialogue Sample STUDENT INSTRUCTIONS You will be provided with a series of quesHons related to the unit of competency undertaken in your course. The quesHons are used to assess your level of knowledge in relaHon to various aspects of the unit/s. Assessment 2 - Quiz UNIT/S OF COMPETENCY – Code CHCLEG001 CHCPRT001 Title WORK LEGALLY AND ETHICALLY IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK Assessment Loca;on Assessment Time / Dura;on Specific Assessment Condi;ons / Informa;on Marking Scheme Competent ☒ Assessment Guide - Copy Right © Chisholm 2018 14

It is important that you read each quesHon carefully prior to starHng the assessment and seek clarificaHon if any quesHon is unclear. Please note your assessor can only provide more informaHon to clarify the intent of the quesHon, not provide details of the required answer. You report should detail your ability to idenBfy and respond to a suspected case of child abuse. You need to address key legislaBve requirements within the role of an Early Childhood Educator. You must also include a wri5en dialogue of the conversaBon you would have with others in relaBon to ONE of the scenarios. Descrip;on of the assessment A. Students are required to complete a separate report to demonstrate their understanding of the two scenarios listed below, these reports must include; 1. ConsideraBons to the child and families rights 2. Correctly idenBfying the type of abuse suspected 3. IdenBfying the indicators that you have seen in each case 4. IdenBfy the impact of this type of abuse 5. IdenBfy examples of how the Childs rights are being breeched under the UN Rights of the Child 6. IdenBfy the NQS areas relevant to these scenarios 7. IdenBfy which service policies and procedures would support you in these situaBons 8. How your response to these situaBons links to the Code of Ethics 9. Clearly state the reporBng process you would follow, including what documentaBon is required, who you would report to and why? 10. who you would report to and why 11. Impacts on both the staff and the child if you should fail to respond B. Students must then choose one scenario and prepare a sample conversaBon that they would have with a colleague in relaBon to their concerns. This conversaBon should highlight your understanding of the legal and ethical consideraBons discussed in your report. Scenario 1 You are working with 2 ½ year old Clara at a craJ acBvity indoors, it is a hot day. Clara is wearing a long sleeve top with a high neck and trousers, socks and sneakers. You ask Clara if she would like to change into cooler clothing she shakes her head and moves to another acBvity. Assessment Guide - Copy Right © Chisholm 2018 15

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You then noBce that she begins to sweat so you go to her bag to see if she has a change of clothes. When you don’t find any, you return with clothes from the service- a T-shirt and shorts. You ask Clara if she would like to change into cooler clothes. Clara is reluctant at first and looks down at the ground, although she eventually comes with you to change her clothing. Upon assisBng Clara with changing her clothing, you noBce bruising on her back and upper torso. The bruises are of different colour, some are yellow and brown, where others are more red and purple. It seems they are similar in shape and size. Clara does not look at you or answer when you ask about what happened. Scenario 2 The children in your 3 year old group are geIng their food ready for an outdoor picnic. You noBce that David doesn’t have any food packed, so you make him a sandwich. You are aware that this is not the first Bme he has a5ended care with no lunch in the past few weeks. David eats the sandwich quickly without stopping to talk with the other children. You noBce that as the picnic progresses nobody will sit next to David and the children who are seated close to him quickly finish their food and move off to play. David asks if he can go to the toilet indoors. When David is gone, Samantha who was seated next to David approaches you. You ask Samantha why she didn’t finish her food today, she tells you that David is smelly. You noBce that David has been gone for a while, when you go inside to find him, you see David eaBng food from the other children’s bags. Assessment 3 - QUESTIONING – Wri8en Responses – Dialogue Sample UNIT/S OF COMPETENCY – Code CHCLEG001 CHCPRT001 Title WORK LEGALLY AND ETHICALLY IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK Student Name Student Number Student Signature Assessment Date Assessment Guide - Copy Right © Chisholm 2018 16

Q1: A. Scenario 1 : Students are required to complete a separate report to demonstrate their understanding of Scenario 1, these reports must include; 1. Considera;ons to the child and families rights 2. Correctly iden;fying the type of abuse suspected 3. Iden;fying the indicators that you have seen in each case 4. Iden;fy the impact of this type of abuse 5. Iden;fy examples of how the Childs rights are being breeched under the UN Rights of the Child 6. Iden;fy the NQS areas relevant to these scenarios 7. Iden;fy which service policies and procedures would support you in these situa;ons 8. How your response to these situa;ons links to the Code of Ethics 9. Clearly state the repor;ng process you would follow, including what documenta;on is required, who you would report to and why 10. Impacts on both the staff and the child if you should fail to respond MR FER Assessment Guide - Copy Right © Chisholm 2018 17

Q2: A. Scenario 2 : Students are required to complete a separate report to demonstrate their understanding of Scenario two, these reports must include; 1. Considera;ons to the child and families rights 2. Correctly iden;fying the type of abuse suspected 3. Iden;fying the indicators that you have seen in each case 4. Iden;fy the impact of this type of abuse 5. Iden;fy examples of how the Childs rights are being breeched under the UN Rights of the Child 6. Iden;fy the NQS areas relevant to these scenarios 7. Iden;fy which service policies and procedures would support you in these situa;ons 8. How your response to these situa;ons links to the Code of Ethics 9. Clearly state the repor;ng process you would follow, including what documenta;on is required, who you would report to and why 10. Impacts on both the staff and the child if you should fail to respond MR FER Q3: B. Students must then choose one scenario and prepare a sample conversa;on that they would have with a colleague in rela;on to their concerns. This conversa;on should highlight your understanding of the legal and ethical considera;ons discussed in your report. MR FER Assessor Feedback Assessment Guide - Copy Right © Chisholm 2018 18

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Assessor note: Please ensure all above criteria have been met to a saBsfactory standard. Where not, addiBonal evidence must be obtained and recorded to meet assessment criteria. All addiBonal evidence must be clearly documented. Assessor Name Assessor Signature Date Assessment Task Result ( Please ;ck appropriate Assessment Result) MR ☐ FER ☐ Marking Scheme Competent + grading/mark ☒ Assessment Guide - Copy Right © Chisholm 2018 19

4. PorSolio of Evidence – Work Placement Assessment Book STUDENT INSTRUCTIONS You are required to compete a Workplace Diary/Logbook as part of your assessment for this unit/s of competency. Your Assessor will provide the logbook with all associated instrucHons including: • Number of required entries • Details to be recorded • Required signatures if applicable • AddiHonal informaHon relaHng to the parHcular unit requirements. It is important to ensure you clearly understand the process for using the workplace log to ensure your informaHon is recorded as required. Please refer to look book for full details ASSESSOR INSTRUCTIONS This task is to be provided to the student in the form of a workplace diary/logbook which is to be completed over a period of Hme as defined by the Assessor and idenHfied in the unit of competency. This must be clearly outlined prior to the assessment commencing. Self-assessment in the form of a workplace diary/Logbook aims to assess performance tasks and underpinning knowledge specified in the unit/s of competency; over a period of Hme. This is useful when a number of days or shiVs must be completed as part of pracHcal placement or the unit requirement is a task/s that must be repeated a number of Hmes in a workplace environment. The student must have clear instrucHons for the types of entries that are appropriate in the log book for the specific unit. Ensure that all key criteria is specifically outlined in your wriYen instrucHon to the student to adequately meet the unit requirements. The AQF level of the unit must also inﬂuence the level of informaHon and details that are recorded in this assessment task as well as any specific unit requirements. Make the student aware of the date for submission for the completed workplace log ensure suﬃcient Hme is given to realisHcally achieve the task given the unpredictability of the workplace environment. Once completed the Assessor will mark the assessment accordingly using the assessment tool checklist and key aspects to be addressed. Assessment 4 - Pormolio of Evidence – Work Placement Assessment Book UNIT/S OF COMPETENCY – Code CHCLEG001 CHCPRT001 Title WORK LEGALLY AND ETHICALLY IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK Student Name Student Number Student Signature Submission Date Assessment Guide - Copy Right © Chisholm 2018 20

Student Instruc;on/Overview: You are required to complete the below Workplace Diary/Logbook as part of your assessment for the list unit. The completed logbook is to be include with this cover page. Please ensure you read the Logbook and understand the requirements for assessment. Specific Instruc;on: Assessor Feedback Assessor note: Please ensure all above criteria have been met to a saBsfactory standard. Where not, addiBonal evidence must be obtained and recorded to meet assessment criteria. All addiBonal evidence must be clearly documented. Assessor Name Assessor Signature Date Assessment Task Result ( Please ;ck appropriate Assessment Result) MR ☐ FER ☐ Marking Scheme Competency based ☒ Assessment Guide - Copy Right © Chisholm 2018 21

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UNIT ASSESSMENT SUMMARY RESULT SHEET COURSE – Code CHC50113 Title Diploma of Early Childhood EducaBon and Care UNIT/S OF COMPETENCY – Code CHCLEG001 CHCPRT001 Title WORK LEGALLY AND ETHICALLY IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK Student Name Student Number ASSESSMENT TASK MET REQUIREMENTS DATE ASSESSMENT TOOK PLACE 1. Ques;oning: Wri8en Responses -Professional Conduct Scenario MR ☐ FER ☐ 2. Quiz MR ☐ FER ☐ 3. Ques;oning: Wri8en Responses – Dialogue Sample MR ☐ FER ☐ 4. Pormolio of Evidence: Work Placement Assessment Book MR ☐ FER ☐ Reasonable Adjustments: Is adjustment that may be made to an assessment process to cater for the needs of a student undertaking the assessment without compromise to the validity of the process or required competence criteria. Student has Met Requirements (MR) of all assessment tasks ☐ Student did not complete the Further Evidence Requirements (FER) ☐ COMPETENCE RESULT Competent ☐ Not Competent ☐ GRADE OUTCOME / MARK RANGE GP Pass ☐ G3 Credit ☐ G2 Dis;nc;on ☐ G1 High Dis;nc;on ☐ 50-59% 60-69% 70-79% 80-100% Addi;onal Assessor comments: (if required) Assessor name Assessor signature Date Assessment Guide - Copy Right © Chisholm 2018 22

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UNIT/S OF COMPETEN CY – Code CHCLEG001 CHCPRT001 Title WORK LEGALLY AND ETHICALLY IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK IMPORTANT! A student must achieve ‘Meets Requirements’ on all assessment tasks and be assessed as competent for the unit(s) before a graded mark can be given. A student’s grade is not a measure of their competence against the unit (i.e. A grade of GP “Pass” does not mean the student has achieved the required level of competency “SC” in the unit.) Criterion G1 4 G2 3 G1 2 GP 1 N 0 Task 1 - Wri8en Ques;ons Professional Conduct Scenario 50% 40 – 50 Your assessment demonstrates a thorough understanding of legal requirements and ethical issues within the early childhood educaBon and care industry. Understanding of legal and ethical breaches and their implicaBons were excellently demonstrated. Knowledge of the rights of the child and family, confidenBality and privacy were faultlessly demonstrated. Your assessment illustrated exceedingly deep research undertaken of relevant service policies, procedures, regulaBons and NaBonal Quality Standards the services and agencies available to educators and families. Documented suggested improvements illustrate excellent understanding and invesBgaBon of appropriate soluBons. 35 – 49 Your assessment demonstrates a very good understanding of legal requirements and ethical issues within the early childhood educaBon and care industry. Understanding of legal and ethical breaches and their implicaBons were very well demonstrated. Knowledge of the rights of the child and family, confidenBality and privacy were demonstrated comprehensively. Your assessment illustrated comprehensive research undertaken of relevant service policies, procedures, regulaBons and NaBonal Quality Standards the services and agencies available to educators and families. Documented suggested improvements illustrate very good understanding and invesBgaBon of appropriate soluBons. 30 – 34 Your assessment demonstrates a fair understanding of legal requirements and ethical issues within the early childhood educaBon and care industry. Understanding of legal and ethical breaches and their implicaBons were clearly evident. Knowledge of the rights of the child and family, confidenBality and privacy were demonstrated well. Your assessment illustrated sound research undertaken of relevant service policies, procedures, regulaBons and NaBonal Quality Standards the services and agencies available to educators and families. Documented suggested improvements illustrate good understanding and invesBgaBon of appropriate soluBons. 25 – 29 Your assessment demonstrates a basic understanding of legal requirements and ethical issues within the early childhood educaBon and care industry. Understanding of legal and ethical breaches and their implicaBons were reasonably evident. Knowledge of the rights of the child and family, confidenBality and privacy were acceptably demonstrated. Your assessment illustrated basic research undertaken of relevant service policies, procedures, regulaBons and NaBonal Quality Standards the services and agencies available to educators and families. Documented suggested improvements illustrate reasonable understanding and an invesBgaBon of appropriate soluBons 0 – 24 You have not saBsfactorily met the knowledge requirements for competency on the criteria marking sheet Assessment Guide - Copy Right © Chisholm 2018 23

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Task 3 - Wri8en Ques;ons Dialogue Sample 50% 40 – 50 The student demonstrated excellent understandings of the reporBng procedures for children at risk of harm in accordance with state legislaBon, service policies and processes. The student demonstrated an exemplary ability to idenBfy risk of harm indicators and seek support when issues of ethical concern arise. Highly nurturing and ethical pracBces were evident in the role play. The student demonstrated an excellent understanding and ability to perform in ways that meet the Mandatory ReporBng Protocol. Non-judgemental language, an awareness of professional boundaries, ethical consideraBon and the importance of confidenBality is highly evident in the dialogue. An awareness of relevant agencies to communicate with and an ability to record relevant at risk of harm evidence is expertly demonstrated throughout 35 – 49 The student demonstrated very good understandings of the reporBng procedures for children at risk of harm in accordance with state legislaBon, service policies and processes. The student demonstrated a comprehensive ability to idenBfy risk of harm indicators and seek support when issues of ethical concern arise. Warm and appropriate nurturing and ethical pracBces were evident in the role play. The student demonstrated a solid understanding and ability to perform in ways that meet the Mandatory ReporBng Protocol. Non-judgemental language, an awareness of professional boundaries, ethical consideraBon and the importance of confidenBality is thoroughly evident in the dialogue. An awareness of relevant agencies to communicate with and 30 – 34 The student demonstrated good understandings of the reporBng procedures for children at risk of harm in accordance with state legislaBon, service policies and processes. The student demonstrated a fair ability to idenBfy risk of harm indicators and seek support when issues of ethical concern arise. Sound nurturing and ethical pracBces were evident in the role play. The student demonstrated a good understanding and ability to perform in ways that meet the Mandatory ReporBng Protocol. Non-judgemental language, an awareness of professional boundaries, ethical consideraBon and the importance of confidenBality is soundly evident in the dialogue An awareness of relevant agencies to communicate with and an ability to record relevant at risk of harm 25 – 29 The student demonstrated acceptable understandings of the reporBng procedures for children at risk of harm in accordance with state legislaBon, service policies and processes. The student demonstrated a reasonable ability to idenBfy risk of harm indicators and seek support when issues of ethical concern arise. Appropriately nurturing and ethical pracBces were evident in the role play. The student demonstrated adequate understanding and ability to perform in ways that meet the Mandatory ReporBng Protocol. Non-judgemental language, an awareness of professional boundaries, ethical consideraBon and the importance of confidenBality is adequately evident in the dialogue. An awareness of relevant 0 – 24 You have not saBsfactorily met the knowledge requirements for competency on the criteria marking sheet UNIT/S OF COMPETEN CY – Code CHCLEG001 CHCPRT001 Title WORK LEGALLY AND ETHICALLY IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK IMPORTANT! A student must achieve ‘Meets Requirements’ on all assessment tasks and be assessed as competent for the unit(s) before a graded mark can be given. A student’s grade is not a measure of their competence against the unit (i.e. A grade of GP “Pass” does not mean the student has achieved the required level of competency “SC” in the unit.) Criterion G1 4 G2 3 G1 2 GP 1 N 0 Assessment Guide - Copy Right © Chisholm 2018 24

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Total: 100% G1 – High Dis;nc;on ☐ G2 – Dis;nc;on ☐ G3 – Credit ☐ GP – Pass ☐ Feedback: UNIT/S OF COMPETEN CY – Code CHCLEG001 CHCPRT001 Title WORK LEGALLY AND ETHICALLY IDENTIFY AND RESPOND TO CHILDREN AND YOUNG PEOPLE AT RISK IMPORTANT! A student must achieve ‘Meets Requirements’ on all assessment tasks and be assessed as competent for the unit(s) before a graded mark can be given. A student’s grade is not a measure of their competence against the unit (i.e. A grade of GP “Pass” does not mean the student has achieved the required level of competency “SC” in the unit.) Criterion G1 4 G2 3 G1 2 GP 1 N 0 Assessment Guide - Copy Right © Chisholm 2018 25

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