CHCECE034 Written Assessment

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CHCECE034 Use an approved learning framework to guide practice Knowledge Assessment Task – Student Version CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 1 of 19

Introduction This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE034 Use an approved learning framework to guide practice Elements 1. Identify learning frameworks 2. Apply the learning framework 3. Reflect on use of the learning framework How students participate in assessment You are required to read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation. Assessment conditions Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1. You MUST provide responses to all questions at a Satisfactory level 2. You MUST use the referenced learning materials to guide responses 3. You can complete the assessment in a classroom setting or self-study environment Authenticity requirements You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for further information. Authenticity Declaration It is important that you sign and date the Authenticity Declaration to confirm that the responses to questions presented for assessment are your own work. CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 2 of 19

ATTENTION You must include your name and SIGNATURE on this page Your signature is required to verify authenticity of your work. By making this declaration: ☒ I understand the assessment conditions and how to effectively participate in assessment ☒ I understand my responsibility to provide assessment responses that are my own. ☒ I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked. Name: Anna Hu Signature: Date: 27/02/2023 Competent Not Competent Comments ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ If any gaps in the evidence are demonstrated, identify any action to be taken or further evidence required: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Assessor’s name: ____________________ Assessor’s signature: _________________ Date: ___________ Learner’s name: ____________________ Learner’s signature: _________________ Date: ___________ CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 3 of 19

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Assessment instructions You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question. Attempting assessment tasks You are required to respond to each question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses directly into the spaces provided. Assessment outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process. Reasonable adjustment You may apply for reasonable adjustment to this assessment activity. Refer to the Student Handbook for further information. Submitting tasks Once you have included responses to ALL questions, submit your assessment to the college for marking. Refer to the Student Handbook for information on how to submit assessment activities. Accessing, saving and/ or printing required readings You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically, or print them. Student appeals You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for further information. CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 4 of 19

Learning materials and required readings Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment. T extbook reference Kearns, K. (2020) Birth to Big School , 5th ed., Cengage Learning Australia, Melbourne. Chapter 10 T extbook reference Kearns, K. (2020) The Big Picture , 5th ed., Cengage Learning Australia, Melbourne. Chapter 3 Readings Australian Children’s Education & Care Quality Authority (ACECQA). Approved learning frameworks. https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster) https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf Australian Children’s Education & Care Quality Authority (ACECQA). Educators’ Guide to the Early Years Learning Framework for Australia. https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework- Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, Being & Becoming. The Early Years Learning Framework for Australia https://www.acecqa.gov.au/sites/default/files/2020-05/ belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF). Attorney-General’s Department, Robert Garran Offices, National Circuit, Barton ACT: https://www.acecqa.gov.au/sites/default/files/2020-05/ belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 5 of 19

The EYLF The following questions require you to demonstrate your knowledge of:  The approved learning frameworks currently used in Australia, including overall vision and pedagogy, principles, practices and learning outcomes.  Key stakeholders in the implementation of the approved framework and key features of collaborative practice. Question 1 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 10 (pp. 354-358) Select True or False for each statement below. Statement True False Regulation 73 requires all regulated children’s education and care services in Australia to provide an educational program that reflects the learning outcomes of the EYLF or other approved frameworks, including the Victorian early years learning and development framework. ☒ ☐ Family day care centres are not required to use an approved framework ☐ ☒ The service philosophy guides decision-making in the service ☒ ☐ Australia has a national early childhood curriculum The Early Years Learning Framework ☐ ☒ QA 1.1 states that the educational program enhances each child’s learning and development. ☒ ☐ The EYLF consists of three key components – principles, practices and learning outcomes. Belonging, Being & Becoming ☒ ☐ The EYLF principles are based on current research on best practice in early childhood education and care, child development theories and best practice in pedagogy (teaching practices). ☒ ☐ The EYLF practices relate to the pedagogical practices used to deliver educational programs to support and enhance children’s learning and development. ☒ ☐ The EYLF learning outcomes set out the goals and steps educators must follow as part of the curriculum. ☐ ☒ CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 6 of 19

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Question 2 Textbook reference Birth to Big School (5th edition) by Karen Kearns Chapter 10 (page 357) Figure 10.3 ‘The five EYLF principles’ Match the EYLF principle to the descriptor in the table below. EYLF principle a. Secure, respectful and reciprocal relationships with educators b. Partnerships with families c. High expectations and equity d. Respect for diversity e. Ongoing learning and reflective practice. Descriptor EYLF principle This principle includes a commitment to inclusion. c This principle requires educators to critically evaluate their practices, decision- making and philosophy. e This principle reflects a core concept of development – that is, the importance of relationships. a This principle includes family, cultural and language diversity, as well as diverse abilities and lifestyle choices. d This principle acknowledges families as central to children’s wellbeing. b Question 3 Match the EYLF principle to the examples at Blue Bay Early Learning Centre in the table below. EYLF principle a. Secure, respectful and reciprocal relationships with educators b. Partnerships with families c. High expectations and equity d. Respect for diversity e. Ongoing learning and reflective practice. Examples EYLF principle At Blue Bay Early Learning Centre the cultural diversity of each child is recognised and celebrated. d Educators at Blue Bay Early Learning Centre are committed to working collaboratively with all families. b CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 7 of 19

Examples EYLF principle Each year educators at Blue Bay Early Learning Centre work with the director to devise individual professional learning goals. e Educators at Blue Bay Early Learning centre ensure that they develop a secure and nurturing relationship with each child. a At Blue Bay Early Learning Centre individual goals are set for each child to ensure that every child reaches their full potential. c Question 4 Reading Belonging, Being & Becoming. The Early Years Learning Framework for Australia (2009) Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (Pp. 16-21) https://www.acecqa.gov.au/sites/default/files/2020-05/ belonging_being_and_becoming_the_early_years_learning_framework_for_australia. pdf [Or visit Google www.google.com.au and enter ‘Belonging being becoming’ into the search tool.] Match the EYLF Practice to the description in the table below. EYLF practices Match the eight practices of the EYLF to the following descriptions: a. Holistic approaches b. responsiveness to children c. Learning through play d. Intentional teaching e. Learning environments f. Cultural competence g. Continuity of learning and transitions h. Assessment for learning. Description EYLF practice Educators are responsive to all children’s strengths, abilities and interests. b Educators who engage in this practice recognise that learning occurs in social contexts and that interactions and conversations are vitally important for learning. d This practice recognises the connectedness of mind, body and spirit. a Respecting multiple cultural ways of knowing, seeing and living; celebrating the benefits of diversity and having an ability to understand and respect differences. f This practice provides opportunities for children to learn as they discover, create, improvise and imagine. c CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 8 of 19

Description EYLF practice The process of gathering and analysing information as evidence about what children know, can do and understand. h Being, belonging & becoming in early childhood settings allows educators to help children feel secure and confident, and supports continuity (including transitions) in how to be and how to learn. g Vibrant and flexible spaces that are responsive to the interests and abilities of each child and fosters child and family interests and participation. e Question 5 Reading Belonging, Being & Becoming. The Early Years Learning Framework for Australia (2009) Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (pages 23, 28, 33, 36, 41) https://www.acecqa.gov.au/sites/default/files/2020-05/ belonging_being_and_becoming_the_early_years_learning_framework_for_australia. pdf [Or visit Google www.google.com.au and enter ‘Belonging being becoming’ into the search tool.] Match the EYLF Learning outcome number to the title in the table below. EYLF learning outcome number a. Outcome 1 b. Outcome 2 c. Outcome 3 d. Outcome 4 e. Outcome 5 EYLF learning outcome title Number Children are confident and involved learners d Children are connected with and contribute to their world b Children are effective communicators e Children have a strong sense of identity a Children have a strong sense of wellbeing c Question 6 Match the Learning outcomes to the educator practices in the table below. Learning outcomes CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 9 of 19

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a. Children have a strong sense of identity b. Children are connected with and contribute to their world c. Children have a strong sense of wellbeing d. Children are confident and involved learners e. Children are effective communicators Educator practice Learning outcome At their morning meeting, the preschool children discuss their plans for the morning program with the educator. e The educator has made a book for each toddler called ‘About Me’ with photos of family, pets and favourite toys. a Everyday two children from the preschool room place food scraps from the kitchen onto the worm farm. b Each day the preschool children are able to choose from a wide range of self- directed learning opportunities. d Preschool children are encouraged to take responsibility for washing and drying their hands before meals. c Question 7 Reading Educators’ Guide to the Early Years Learning Framework for Australia , ACECQA (Page 42) https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality- Framework-Resources-Kit/ educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf [Or visit Google www.google.com.au and enter ‘Educators’ guide to the eylf’ into the search tool.] Match the types of outcomes for planning for, facilitating and monitoring all children’s learning to the description in the table below. Types of outcomes a. Belonging, being and becoming b. Five learning outcomes and 19 sub-elements c. Points of evidence Description Types of outcomes Broad long-term goals of integrated competencies, processes understandings and dispositions, or level 2 outcomes. b Big picture aims, or level 3 outcomes. a Shorter term objectives and discrete skills or content that enable children to achieve the learning outcomes. c CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 10 of 19

CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 11 of 19

Question 8 Reading Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) (2009) Attorney-General’s Department, Robert Garran Offices, National Circuit, Barton ACT: Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. https://www.acecqa.gov.au/sites/default/files/2020-05/ belonging_being_and_becoming_the_early_years_learning_framework_for_australia. pdf pp. 48-49 Glossary of terms [Or visit the ACECQA website www.acecqa.gov.au and enter ‘belonging being becoming’ into the search tool] Match the terms to their definitions in the table below. An example has also been provided to help you answer this question. Terms a. Co-construct b. Play-based learning c. Intentional teaching d. Scaffold e. Critical reflection f. Agency g. Dispositions h. Pedagogy i. Transitions j. Learning framework Definition Term Practices that focus on implications for equity and social justice e A guide which provides general goals or outcomes for children’s learning and how they might be attained. Learning framework Educators being deliberate, purposeful and thoughtful in their decisions and actions. Intentional teaching Early childhood educators’ professional practice, especially those aspects that involve building and nurturing relationships, curriculum decision-making, teaching and learning. Pedagogy Being able to make choices and decisions, to influence events and to have an impact on one’s world. Agency The educators’ decisions and actions that build on children’s existing knowledge and skills to enhance their learning. Scaffold CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 12 of 19

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Definition Term Enduring habits of mind and actions, and tendencies to respond in characteristic ways to situations. Dispositions Learning that takes place as children interact with educators and other children as they work together in partnership. Co-construct A context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects, and representations. Play-based learning The process of moving between home and childhood setting, between a range of different early childhood settings, or from childhood setting to full-time school. Transitions Linking compliance to approved framework The following questions require you to demonstrate your knowledge of clarifying the relationship between the framework and other aspects of relevant law and regulations. Question 9 Reading Approved learning frameworks. Australian Children’s Education & Care Quality Authority (ACECQA) website https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning- frameworks a. What is the relationship between the national law and regulations (what do they require)? Under the National Law, services must deliver an educational program to all children being educated and cared for that is:  based on an approved learning framework delivered in accordance with that approved learning framework  based on the developmental needs, interests and experiences of each child  designed to take into account the individual differences of each child. b. List the three approved learning frameworks that are currently used in Australia (hint: two are national, and one is Victorian based)  Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF)  My Time, Our Place: Framework for School Age Care in Australia CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 13 of 19

 Victorian Early Years Learning and Development Framework CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 14 of 19

Question 10 Reading Educator’s guide to the Early Years Learning Framework. Australian Children’s Education and Care Quality Authority. https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality- Framework-Resources-Kit/ educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf [Or visit the ACECQA website acecqa.com.au and enter ‘Educator’s guide’ into the search tool] a. What is the vision for the EYLF? The Early Years Learning Framework is an important and timely resource for early childhood. It embraces a vision for a new Australia  a future that embraces all Australians  a future based on mutual respect, mutual resolve and mutual responsibility  a future where all Australians, whatever their origins, are truly equal partners, with equal opportunities and with an equal stake in shaping the next chapter in the history of Australia. b. The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision- making, teaching and learning. What does the Framework provide educators across Australia to work towards? • a clear focus on children’s learning and wellbeing • a shared language for curriculum in the early childhood field • a base for planning, promoting and assessing learning • improved quality in early childhood settings • cultural security for Aboriginal and Torres Strait Islander children and their families • including families and communities in children’s learning. c. What is important to remember when starting to use the framework? It is just a framework of principles, practices and outcomes with which to build educator’s curriculum. It is not a syllabus, not a program, not a curriculum, not a model, not an assessment tool, not a detailed description of everything children will learn. d. What is the framework based on? It is based on the best available evidence and what is socially and culturally important. As such, some ideas will be consistent with some of your practices and knowledge, and some will be challenging, new and very particular to Australia Implementing the learning framework CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 15 of 19

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The following questions require you to demonstrate your knowledge of the different ways in which the learning framework can be integrated into all aspects of the curriculum, including daily practice, experiences, and routines. Question 11 Reading Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) (2009) Attorney-General’s Department, Robert Garran Offices, National Circuit, Barton ACT: Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. https://www.acecqa.gov.au/sites/default/files/2020-05/ belonging_being_and_becoming_the_early_years_learning_framework_for_australia. pdf [If this link does not work, visit the ACECQA website www.acecqa.gov.au and enter ‘belonging being becoming’ into the search tool] Read the scenario and answer the questions below. Belonging Educators in the 3-4’s room have placed framed photos around the room of children in pairs, in groups or with family members. In the children’s library there are photo books showing them at play - some books have been narrated by the children. The photos are popular with the children who will often say, ‘That’s me!’ or, ‘That’s me and my mum and brother’ . The children often sit in pairs, or with an educator, to look at, reflect on and discuss the photo books. ‘Oh, that’s when we had big bubbles!’ ‘Yeah, that was fun!’ Over the next few weeks, the children are going to create a group collage using photos taken at the service by the children. Educators have helped each child to take two photos of their favourite play activities or play spaces. Educators emphasise differences and similarities in children’s choices, e.g. ‘Tom and Omar both chose to take a photograph of the dry river bed.’ a. In relation to daily practices, experiences and routines, provide one example of how educators integrated EYLF learning outcome 1: Children have a strong sense of identity. The children will point at the family photos and say, ‘That’s me!’ or, ‘That’s me and my mum and dad’ b. In relation to daily practices, experiences and routines, provide one example of how educators have integrated, learning outcome 2: Children are connected with and contribute to their world. CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 16 of 19

the children are going to create a group collage using photos taken at the service by the children. c. In relation to daily practices, experiences and routines, provide one example of how educators have integrated, as part of daily practices, learning outcome 4: Children are confident and involved learners. ‘Tom and Omar both chose to take a photograph of the dry river bed.’ CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 17 of 19

Reflective practice This question requires you to demonstrate your understanding of reflective practice and how it can be used by educators in the workplace. Question 12 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 3 (pp. 89-93) a. Reflection is an important daily part of your role as an educator. Read the EYLF definition on page 89 and the Big Picture glossary definition, and in your own words, describe what reflective practice is. It is a method of a continuous learning process, thinking about how I do things, and trying to understand why I do what I do, and what I can do better b. According to the EYLF, what is the intention of reflective practice? ‘a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice. Its intention is to gather information and gain insights that support, inform and enrich decision- making about children’s learning. As professionals, early childhood educators examine what happens in their settings and reflect on what they might change.’ c. In order for reflective practice to be meaningful, educators must take action to improve their practices or develop their skills. What are two of the questions the EYLF suggests educators should ask themselves? (page 92) •What questions do I have about my work? •What am I challenged by? •What am I curious about? •What am I confronted by? CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 18 of 19

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d. Read Figure 3.9 ‘Example of a self-reflection – Ella’ on page 92. What did action did Ella take to improve her practices as an educator? Ask her workplace supervisor to observe her and give her feedback. CHCECE034 Use an approved learning framework to guide practice Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 19 of 19

CHCECE034 Written Assessment

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