CHCECE034 Short Questions (1) (1)

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APEX Institute of Education *

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CHC30121

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Jan 9, 2024

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CHCECE034 Use an approved learning framework to guide practice Short Questions Apex Training Institute Physical address: 1374 Logan Road, Mt Gravatt, QLD 4122

Page 2 of 15 Mailing address: PO Box 6803, Upper Mount Gravatt, QLD 4122 Tel: 07-3420 5861 Email: supportteam@apex.edu.au

Cover Page Student Name KAMALJEET KAUR BAINS ___________________ Student ID: 81271 ___________________ Phone Number: 0469829378 ___________________ Organisation Name: ___________________ Supervisor Name: ___________________ Supervisor Contact: ___________________ Assessor Name: ___________________ Assessor Contact Details: ___________________ For Office Use Only Reference No. Version 000 Effective Date January 2022

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CHC30121 Certificate III in Early Childhood Education and Care Page 4 of 15 Page left intentionally blank

CHC30121 Certificate III in Early Childhood Education and Care Page 5 of 15 I NTRODUCTION 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 via Apex Learning Management System (LMS), the Student Handbook or other 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 co nsidered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures. Assessment instructions

CHC30121 Certificate III in Early Childhood Education and Care Page 6 of 15 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 answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Your assessment will typically be reviewed and assessed by a qualified assessor within 7-14 days. 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 can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au to request any reasonable adjustment. 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 the Appeals Against Assessment Grades Policy and Procedure .

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CHC30121 Certificate III in Early Childhood Education and Care Page 7 of 15 L INKING 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)? The relationship between national law and regulations is hierarchical and complementary. National laws are superior to regulations. Regulations cannot contradict or override national laws. If there is a conflict, the national law prevails. b. List the three approved learning frameworks that are currently used in Australia (hint: two are national, and one is Victorian based) The three approved learning frameworks that are currently used in Australia are: • Belonging, Being and Becoming: The Early Years Learning Framework for Australia • My Time, Our Place: Framework for School Age Care in Australia • Victorian Early Years Learning and Development Framework (jurisdiction-specific).

CHC30121 Certificate III in Early Childhood Education and Care Page 8 of 15 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 vision for the EYLF is that “All children experience learning that js engaging and build success for life. The framework aims to provide children with opportunities to maximize their potential and develop a foundation for future success in learning. It has been developed with considerable input from the early childhood sector, early childhood academics, and the Australian and State and Territory Governments. The Framework forms the foundation for ensuring that children in all early childhood education and care settings experience quality teaching and learning. It has a specific emphasis on play-based learning and recognizes the importance of communication and language (including early literacy and numeracy) and social and emotional development.

CHC30121 Certificate III in Early Childhood Education and Care Page 9 of 15 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? The Framework provides an opportunity for 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, and including families and communities in children’s learning. It is a national policy that covers qualifications across all sectors. The Framework is built around a number of key concepts and principles which require educators to use particular understandings and practices effectively to achieve the desired outcomes. c. What is important to remember when starting to use the framework? When starting to use a framework, it is important to remember that it is not a fixed set of rules, but a flexible and adaptable resource. A framework should help to focus on the value, goals, and outcomes of the topic or question, and use the best practices and feedback to improve the quality and efficiency of the work. In childcare, for example, when starting to use a framework, it’s important to remember several key points. These include understanding the purpose of the framework, knowing how to implement it effectively, and being aware of the benefits and challenges that may arise. The framewor k should be used as a guide, not a strict set of rules. It’s important to adapt the framework to the specific needs and circumstances of your childcare setting.

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CHC30121 Certificate III in Early Childhood Education and Care Page 10 of 15 Regular training and professional development are essential to ensure that all staff members understand and can effectively implement the framework. d. What is the framework based on? Framework is a national curriculum framework which will ensure quality and consistency in the delivery of early childhood education programs across all early childhood settings. It will cover birth to five years and support transition to formal schooling. It is one of the two nationally approved learning frameworks in Australia. I MPLEMENTING THE LEARNING FRAMEWORK 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.

CHC30121 Certificate III in Early Childhood Education and Care Page 11 of 15 https://www.acecqa.gov.au/sites/default/files/2020- 05/belonging_being_and_becoming_the_early_years_learning_framework_for_austr alia.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 to daily practices, experiences and routines, provide one example of how educators integrated EYLF learning outcome 1: Children have a strong sense of identity. One example of how educators integrated EYLF learning outcome 1: Children have a strong sense of identity is by providing time and space for children to engage in both individual and collaborative pursuits. This helps children develop their emerging autonomy, inter-dependence, resilience, and sense of agency. Educators can also encourage children to explore different aspects of their identity (physical, social, emotional, spiritual, and cognitive) through their play and their relationships. For instance, educators can spend time with a child to find out their likes and interests and accordingly design learning experiences that encourage them to dabble with paint and glue or make story props with beads, yarn, clay, string, fabric, and cardboard as they read stories or show a video to others.

CHC30121 Certificate III in Early Childhood Education and Care Page 12 of 15 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. One example of how educators have integrated learning outcome 2: Children relate to and contribute to their world is by providing children with access to a range of natural materials in their environment. Educators also model respect, care, and appreciation for the natural environment. They find ways of enabling children to care for and learn from the land. This promotes learning as children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. 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. One example of how educators have integrated learning outcome 4: Children are confident and involved learners is by providing learning environments that are flexible and open- ended. This allows children to take responsibility for their own learning, personal regulation, and contribution to the social environment. Educators also recognize and value children’s involvement in learning and respond to children’s displays of learning dispositions by commenting on them and providing encouragement and additional ideas.

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CHC30121 Certificate III in Early Childhood Education and Care Page 13 of 15 R EFLECTIVE 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. Reflective practice is an enabling strategy that supports and enhances teaching and learning. It is identified as one of the five principles underpinning the early years learning framework (EYLF) and the Victorian Early Years Learning and Development Framework. Reflective practice is a process of inquiry where educators reflect on their setting and think about what they may change. It involves thinking critically about experiences, actions, feelings, and responses to children’s learning and developmen t. Reflective practice is an ongoing cycle of thinking, doing, and evaluating. b. According to the EYLF, what is the intention of reflective practice?

CHC30121 Certificate III in Early Childhood Education and Care Page 14 of 15 According to the Victorian Government , the aim of reflective practice is to support early childhood professionals to examine and improve aspects of their practice to advance the learning and development of children attending a Three-Year-Old Kindergarten program. Reflective practice is a process of inquiry where educators reflect on their setting and think about what they may change. It is about self- evaluation, using strategies or tools to understand ourselves, and 'managing' our responses to daily events. 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) The Early Years Learning Framework (EYLF) suggests that educators should ask themselves two questions when reflecting on their practices. The first question is “What are the strengths and areas for improvement in my practice?” and the second question is “What are the strengths and areas for improvement in the program?” 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? Ella took the following actions to improve her practices as an educator: 1. She reflected on her teaching practices. 2. She identified areas that needed improvement. 3. She sought feedback from her colleagues. 4. She developed a plan of action to improve her teaching practices. 5. She implemented her plan of action. 6. She reflected on the effectiveness of her plan of action.

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CHCECE034 Short Questions (1) (1)

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