CHCECE009 Use an approved learning framework to guide practice

This document provides an overview of the knowledge and skills required to complete CHCECE009 Use an approved learning framework to guide practice. It includes assessment conditions, topics covered, and the role of the trainer/assessor. Students must complete all assessment tasks and submit them by the due date.

Student Assessment Workbook
ASSIGNMENT COVER SHEET
Email to [e-mail]
Qualification Code/Title CHC30113 Certificate III in Early Childhood Education and Care
Competency Code/Title CHCECE009 Use an approved learning framework to guide practice
Student Name
Student Email
USI Number
Trainer Name
COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 This competency judgment record will be returned to you. If you do not agree with the judgment,
students can access Alana Kaye's complaints and appeals process.
ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Assessment Task 1 - Identifying learning frameworks  
Assessment Task 2 - Applying the learning framework  
Assessment Task 3 – Workplace tasks  
Assessment Task 4 – Project  
Assessment Task 5 – Third Party Report – Must be signed by the workplace supervisor  
Re-Submission Feedback (if required)
Overall Assessor Comments:
Final assessment result: Resubmission result:
☐COMPETENT ☐ COMPETENT
☐ NOT YET COMPETENT ☐ NOT YET COMPETENT
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
Assessor Name
Assessor Signature Date
Administration Resulted VETtrak & tracking spreadsheet updated ACS & CJ scanned & saved Copy sent to a student
Initial:
Date:
5609550068045049146.docx Page 1 of 29

Student Assessment Workbook
STUDENT
Instructions:
 Before you start your assessment task, please read the student declaration below
 All assignments must be submitted with this attached cover sheet
 Assignments submitted without this cover sheet or declaration completed will be returned to the
student for resubmission
 Please keep a copy of your assignment. Your assignment will not be returned to you
 Please submit your assignment by hard copy or email the assignment cover sheet with your
assignment to [e-mail]
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student
Handbook).
☐ ☐
(only complete if you have special needs). I have advised of my special needs and
any changes to the assessment process have been taken into consideration.
☐ ☐
The work in this assignment is my own work. I declare that this assessment item is
my own work unless otherwise acknowledged and referenced.
☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality
Authority, Government Funding Agencies) or representatives are chosen by Alana
Kaye Training (e.g., Trainers, Consultant, Industry Representatives) to review the
quality and marking of this assessment.
☐ ☐
I have read, understood and accepted the above conditions of this assessment.
Signature: Date Submitted:
Cheating and plagiarism: All work submitted must be your own. If a Trainer suspects that you have
been involved in plagiarism, the matter will be referred to the Branch Manager or CEO. If two students
submit the same or very similar assessment both students will need to resubmit their assessment.
5609550068045049146.docx Page 2 of 29

Student Assessment Workbook
5609550068045049146.docx Page 3 of 29

Student Assessment Workbook
Version number: V1
Created by: Catherine Bradley Date: March 2017
Validated by: Tanya Thomson Date:
Modified by: Kaylee Appleyard Date: April 2018
Modification history:
CHCECE009 Use an approved learning framework to guide practice
This document comprises of 2 sections:
 Section One – Unit and Assessment Overview
 Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you need to
demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information about the
assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment procedure that can be
made to accommodate your needs and instructions to students including how to submit your assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies, and work-based activities. These tasks are used to
demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
SECTION ONE: UNIT AND ASSESSMENT OVERVIEW
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit,
manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the
candidate has completed the following tasks at least once:
 worked collaboratively with at least one other educator to implement an approved learning framework within an
approved education and care service, including:
o investigating and documenting at least two examples of how the learning framework is demonstrated in
the service
o researching and documenting at least one example of how each principle of the learning framework is
reflected in the service
o working closely with others and under supervision to help implement the framework
o reflecting on and discussing practice with supervisor and others
o investigated and documented their own involvement in at least three examples of pedagogical practices
in the service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in the elements
and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These
include knowledge of:
 how to access:
o Belonging, Being and Becoming: The Early Years Learning Framework for Australia
o My Time, My Place: Framework for School Age Care in Australia
o the relevant approved learning framework used in the service if different from those above
 how to navigate through framework documents to find areas relevant to this unit of competency
 United Nations Convention on the Rights of the Child
 key participants in the implementation of the relevant approved learning framework
 organizational standards, policies, and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
Also, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the
workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment
in these circumstances would be unsafe or is impractical.
5609550068045049146.docx Page 4 of 29

Student Assessment Workbook
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would
be performed, with all the relevant equipment and resources of that working environment.
The assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National Quality Framework for Early Childhood Education and
Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
Topics Covered
The topics covered in this unit include:
 Identify learning frameworks
 Applying the learning framework
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the
assessment task. Additional resources that you may find useful include:
 www.earlychildhoodaustralia.org.au
 www.ecareconciliationsymposium.com.au
 www.education.gov.au/early-years-learning-framework
 www.aussiechildcarenetwork.com.au
 https://docs.education.gov.au/documents/educators-guide-early-years-learning-framework-australia
 www.acecqa.gov.au/nqf/about/guide
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are a
distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special needs or if you are a
distance based learner
 assess your competency by making judgments about the evidenced presented in line with the rules of evidence: validity,
authenticity, currency, and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the
assessment decision
 help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
To successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of these
assessment tasks may have a series of activities or questions that you are required to complete.
Please note that at Certificate III level it is expected that the questions will be answered in a manner that reflects a significant
understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer
sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
5609550068045049146.docx Page 5 of 29

Student Assessment Workbook
As a guide – each question will generally require 1 - 2 paragraphs to effectively address requirements. In some cases, this
may be more. If you, in the course of answering a question, rely upon a text, document, webpage or another source of
information, you must refer where this information came from.
You are required to submit:
 Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the
assessment requirements of this qualification including:
 Student Work Placement Third Party Report
 Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum 120 hours of
mandatory work placement.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The
process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within four weeks of submission. Your Trainer will provide you with feedback about
your assessment. Your result for the Student Assessment Workbook will either be:
 Satisfactory – you have successfully passed the workbook requirements OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform you of
the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or redo the
practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given a ‘Not
Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer verbal
questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements your
results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
Work Placement Guidelines
All students are required to complete 120 hours of work placement in a regulated education and care service; students must
have a minimum Diploma trained staff member supervising them throughout the 120 hours.
Students need to be aware that Family Day Care can only be used as a work place setting if the Family Day Care supervising
them holds a Diploma, and there are at least three different children aged 0-2 and three different children aged 2-6 enrolled on
the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC30113 Certificate III in Early Childhood Education and Care includes a mandatory work placement of 120 hours to
cover the range of activities as outlined in the evidence requirements of the following units:
 CHCECE003 Provide care for children
 CHCECE005 Provide care for babies and toddlers
 CHCECE007 Develop positive and respectful relationships with children
 CHCECE010 Support the holistic development of children in early childhood
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility they
will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably qualified
member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the candidate in the
completion of their tasks.
Working with Children card (Ochre card) NT
It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to hold
a Working with Children Clearance Notice. States and Territories may have different requirements, and it is best to check.
For further information on NT requirements contact: Email: [e-mail]
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 - Australia wide callers only) or [phone]
5609550068045049146.docx Page 6 of 29

Student Assessment Workbook
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed
efficiently and effectively. Should you wish to lodge an appeal or complaint about your assessment, please follow the
Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you to talk with your
Trainer.
SECTION TWO: ASSESSMENT TASKS
Before you commence this assessment, please read the student declaration on the front page. It is
important that you are ready for assessment and understand the assessment process. Please speak
with your Trainer if you have any questions.
Assessment Task 1
Identifying learning frameworks
Purpose
This assessment task is designed to assess your skills and knowledge in identifying learning
frameworks.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organization.
1. Select two of the following learning frameworks and investigate how each frame is applied to
support children's learning by identifying three key differences between them.
Learning frameworks to guide practice:
o Belonging, being & becoming: the Early Years Learning Framework for Australia
o My time, our place – Framework for School Age Care in Australia
o Every chance to learn – Curriculum framework for ACT schools preschool to year ten students
o Tasmanian Curriculum Information
o The Curriculum Framework for Kindergarten to Year 10 Education in Western Australia
o The Victorian Early Years Learning and Development Framework
Belonging, being & becoming: the Early Years Learning Framework for Australia-
The framework is mostly for children, who are babies, toddlers or children who belong to the age
of three to five. Their educators are people who belong to the category of practitioners who
directly connects with the children and at an early stage of the children's childhood. In this type of
learning framework children are educated through play-based learning methods, in which the
5609550068045049146.docx Page 7 of 29

Student Assessment Workbook
children relate to the social world as they get involved with objects, representations, and people.
My time, our place – Framework for School Age Care in Australia
This framework is different from the Belonging, being & becoming the framework. As, the
framework My time, our place is for the children who belong to the category of school going and
focuses mainly on the early education of the children. This framework is for the children's well-
being and enriching them in a setting that includes before and after school and during the vacation
time. The educators are the people who are involved in an Australian school and have the function
of planning and executing programs that are for the well-being of the children during vacation
times and before and after school. This framework has the same learning style and method, but it
also includes ideas through which the children understand the social world(Lindon, 2011).
Research how the relevant frameworks are implemented in the organizational policies and procedures
of your service.
2. Who are the educational leader of your service and what is their role and their responsibilities?
The educational leader has a very crucial role in the child care. The educational leader has the
responsibility of inspiring affirming, motivating and sometimes challenging. It is a responsible job
and has an influence on the activities that are conducted with the children. It is also the
responsibility of the educational leader to implement the chosen learning framework. Some of the
responsibilities and roles of the educational leader include-
5609550068045049146.docx Page 8 of 29

Student Assessment Workbook
 An educational leader has to work in collaboration with the educators and have to give
them the necessary guidance and direction.
 An educational leader has to encourage the educators, to effectively implement the process
of planning as to expand the chosen practices and programs.
 Educational leaders also have to conduct the execution and monitoring of the educational
programs for the child care services.
 An educational leader has to regularly and keenly monitor the learning process of the
children and have to ensure that their learning outcomes are being fulfilled or not.
3. Provide a policy or job description that describes the educational leader’s duties and
responsibilities. Ask the educational leader in the service to help you collect materials that
demonstrate how the framework is applied in the service. Present the information in a table similar
to the following.
Some items you may use are: activity plans, curriculum, displays, documentation, newsletters,
pamphlets, philosophy, photographs, portfolios and quality improvement plans.
Evidence to provide Evidence you found
Provide three examples where the service uses the language of the
framework, such as the principles, practices, and outcomes.
 Dressing up in the
clothes of the
children's favorite
superhero.
 Letting the
children express
5609550068045049146.docx Page 9 of 29

Student Assessment Workbook
their feelings and
thoughts clearly
and hearing it out
with full
dedication.
 Encouraging the
skills and
motivating them
to get better at it.
Which quality area of the Revised National Quality Standard relates
to the implementation of the national framework?
The quality area relationships
with children
Locate two pieces of supporting evidence that demonstrate your
service meets this quality area.
Children care during the early
school days is a start-up of the
learning process, and an educator
has to interact positively with the
children and also have to
continuously encourage them by
appreciations. The children also
have to engage in collaborative
learning with their other
5609550068045049146.docx Page 10 of 29

Student Assessment Workbook
classmates.
Provide an example that is reflected in the service curriculum for
each of the following – Belonging, Being and Becoming – with a
brief description of how each one is implemented
 The children
belong to their
family in their
house.
 You can fly in the
sky if you want
 If you keep
painting, you will
become a painter.
Access two pieces of evidence that demonstrate how your service
supports the following two closely linked goals. Briefly describe how
these goals apply to your examples:
a) EYLF Outcome 4: ‘Children are confident and involved
learners.'
b) United Nations Convention on the Rights of the Child Article
29 summarised as: ‘Children's education should develop
every child's personality, talents, and abilities to the fullest. It
should encourage children to respect others, human rights
and their own and other cultures. It should also help them
learn to live peacefully, protect the environment and respect
other people ...'
EYLF Example-
 When children are
inquisitive about the
environment and express
it
 When children are
5609550068045049146.docx Page 11 of 29

Student Assessment Workbook
eager to
participate in
inquiry-based
activities.
United Nations Article 29
example-
 When kids expand
their curiosity
with their
enthusiasm,
concentration, and
energy.
 When children
persist, even after
they come across a
difficult task.
Assessment Task 2
Applying the learning framework
Purpose
This assessment task is designed to assess your skills and knowledge in applying the learning
framework.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organization
5609550068045049146.docx Page 12 of 29

Student Assessment Workbook
 to ensure you maintain confidentiality as required.
Read the case study, and then answer the questions that follow.
Case study
Lily and Sue (both four years) are working at the college table. They are chatting as they select
materials to cut and paste. Hilda (also four years) has been standing at the table watching and
listening for five minutes.
This case study describes points of evidence that an educator may notice.
1. Complete the table below to the following showing how your pedagogy applies in each situation.
Point of evidence Response
What are the points of evidence?  Two children are working and learning
through the method of collaboration and
exchanging opinions with each other.
 The third child is learning through the
means of observing both the children.
Which of the five EYLF principles apply? The principles of EYLF that implicate in this case study are
High expectation and equity.
Which of the eight EYLF practices
apply?
The practices of EYLF that implicate in this case study are
play-based learning and an environment that encourages
learning as a whole.
5609550068045049146.docx Page 13 of 29

Student Assessment Workbook
Which EYLF learning outcome applies? The outcomes that apply in this case are that children are
confident learners and involve learners.
What subcategory applies? The sub-category that applies in this case is children generate
dispositions for learning that includes curiosity, confidence,
cooperation, commitment, imagination, creativity, reflexivity,
and persistence.
2. Have a supervisor or educational leader look at your answers. Discuss with them whether they see
things differently.
a) What did they tell you? Explain.
b) How does this person usually document a point of evidence in their daily work? Demonstrate by
using an example of their records as evidence, if possible.
c) On reflection of your discussion with your supervisor or educational leader, which points could
you implement to further enhance your children’s services practices? Write a paragraph.
The educator pointed out that the given evidence is inadequate and that there is a requirement of more
evidence as this will help in understanding the children investigation skills and the learning standard of
all the three children. The evidence also needed more analysis of the situation that would help in
developing the new direction that is still unexplored in this situation. The educator would have followed
a more detailed evidence report like he normally conducts it every day
5609550068045049146.docx Page 14 of 29

Student Assessment Workbook
3. Describe in at least two sentences (provide an example) of how each of the EYLF principles is
applied in your service.
Principles:
 Secure, respectful and reciprocal relationships
 Partnerships
 High expectations and equity
 Respect for diversity
 Ongoing learning and reflective practice
 Secure, reciprocal and respectful relationships –
Example- children with good capabilities in the painting are encouraged daily by praises
that they can get even better.
 Partnerships
Example- children groups that are formed for the collecting activities.
 High expectations and equity
The example is, in the difficult task the children display interest and enthusiasm, and they
are, then further encourage by the educator that they can complete it successfully if they
stay determined and focused.
 Respect for diversity
A school is a place where children from different cultures and regions come under the
same roof. All the children should have a universal respect that they are educated about in
the class and are asked to follow it in their daily lives too.
 Ongoing learning and reflective practice
Examples- the practices that include objects like aluminum foil, bubble wraps, egg cartons,
different shapes of stencils and many other objects that are utilized for the development
of the social world of the children.
5609550068045049146.docx Page 15 of 29

Student Assessment Workbook
Assessment Task 3
Workplace Task 1
1. Investigate and document at least two examples of how the learning framework is demonstrated in
the service? Research and document at least one example of how each principle of the learning
framework is reflected in the service?
The framework EYLF has been implemented by involving the families of the children too, by this
initiative the framework has been added to the community in which the children live and
experience maximum development under this environment. The other example that can be
included here is there is a compulsory presence of each teacher in every classroom, and the rest of
the teachers have to stay at specific spots so that the children can find the teacher they are looking
for easily.
2. Provide three examples of pedagogical practice that you have been involved in.
5609550068045049146.docx Page 16 of 29

Student Assessment Workbook
 Learning through the methods of collaboration that is used in planning and
implementation.
 An effective plan for behavior management.
 The continuous encouragement towards important skills that will be further beneficial in
life.
Workplace Task 2
1. Reflect on the five principles of the EYLF and explain how each is reflected in your service.
 Respectful, reciprocal and secure relationships
As a teacher, it is a duty to continuously encourage the children to push themselves and
attempt to improve their work. The painting of most of the children is good, and the
potential that they show is extraordinary. Thus the regular push will help them to attain
high standards.
 Partnerships
The children working in a group should work peacefully and accept the opinion of each
person. They should decide which things to be used and this decision should be made in
collaboration.
 High expectations and equity
The children have an evolving mind, and they are very curious. This has to be used in
solving the difficult activities or task that comes their way. They have to be given freedom
to work freely and with full enthusiasm.
 Respect for diversity
The groups that are formed should be created with the focus of diversity. Each child in the
group should know that all cultures have to be respected.
 Ongoing learning and reflective practice
The learning through the various objects, imagination and many other different means
5609550068045049146.docx Page 17 of 29

Student Assessment Workbook
should be shared amongst children by allowing them to openly express their opinions and
feelings.
2. Reflect on the eight practices of the EYLF. For each practice, explain how each is reflected in your
service.
 Holistic approaches- new ideas for learning
 Responsiveness to children- continuous encouragement for good work.
 Learning through play- learning through their imagination and transferring them into
stories.
 Intentional teaching- positively correcting the child’s thoughts if they express something
negative or wrong.
 Learning environments- the collaboration of children in groups.
 Cultural competence- diverse groups and learning.
 Continuity of learning and transitions- the various stages that are created in the program
for development and growth.
 Assessment for learning- judging the children work and giving them honest feedback but
with a positive attitude(Carnevale&Manjavidze, 2016).
5609550068045049146.docx Page 18 of 29

Student Assessment Workbook
Assessment Task 4
PROJECT
CHCECE009 Use an approved learning framework to guide practice
Purpose
The following activity forms part of your assessment of competence. You may also need to provide
various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment task is designed to assess your skills and knowledge across the whole unit
CHCECE009 Use an approved learning framework to guide practice.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to complete the tasks outlined and submit responses as directed by your trainer/assessor/training
organization
 to ensure you maintain confidentiality as required.
Read the following service philosophy and answer the questions that follow. Remember that this is the
philosophy of one service, and each service has their own interpretation of how the framework and
other aspects of the curriculum are implemented.
Service philosophy
At One World Children's Centre, our philosophy is to support children to develop to their maximum
potential in their social, emotional, personal, moral, cognitive and physical growth. We are committed
to enhancing children's self-esteem through daily interactions, developmentally appropriate
experiences and relationships based on mutual trust and respect. Further, we honor the child's right
to play, in acknowledgment of the major contribution of play to development, in a safe and stimulating
environment.
At the Centre, we strive to develop positive, supportive relationships with families, based on open
communication and sharing of knowledge and skills. We consider each family unique in its structure,
culture, and values and respect the special relationship between children and their families,
incorporating this perspective in all interactions with children. We believe that together the staff and
the parents create a partnership that provides for the best interests of young children and families.
We recognize staff as our most precious resource and aim to provide them with a satisfying,
stimulating and safe working environment. We ensure staff is supported to reflect on their practices
regularly and encourage all educators to contribute their ideas toward the daily curriculum.
The Centre aims to equip the children with life skills that will enable them to experience fulfilling and
rewarding participation within their community, through providing opportunities to work together
cooperatively, to explore human relationships and to practice nonviolent conflict resolution strategies.
The Centre aims to develop and implement environmentally sound practices that recognize our
responsibility to protect and preserve the environment, and to foster in children an ongoing
commitment to caring for the world in which they live.
We aim to provide a high-quality service to children, their families, and the community.
At One World Children's Centre the program planning philosophy is designed to reflect the needs of
the children by the Early Years Learning Framework and My Time, Our Place – Framework for
5609550068045049146.docx Page 19 of 29

Student Assessment Workbook
School Age Care in Australia. Programming covers all learning outcomes: identity, community,
wellbeing, learning, and communication.
The Early Years Learning Framework and Framework for School Age Care describe childhood as a
time of belonging, being and becoming. We incorporate these three elements into our planning:
 Belonging is the basis for living a fulfilling life – children feel they belong because of the
relationships they have with their family, community, culture, and place.
 Being is about living here and now – childhood is a special time in life and children need time to
just ‘be’ – time to play, try new things and have fun.
 Becoming is about the learning and development that young children experience – children start
to form their sense of identity from an early age, which shapes the type of adult they will become.
The play is the learning process that enables children to learn through concrete hands-on
experiences such as doing, experimenting, predicting, trial and error, and achieving. As children play
to learn, they bring their own unique talents to the education process.
All children have the right to participate in the program by ensuring children of differing genders,
abilities and cultures have equal access to experiences and equipment provided within the program.
A variety of multicultural, non-gender-biased, additional needs and environmentally sensitive
equipment is used within the Centre. Books, music, and posters allow the children to see a well-
balanced perspective of the world that subtly convey messages of sustainability, peace and respect.
The programs incorporate ideas and principles of Steiner, Montessori and Reggio Emilia ensuring
that our programs are of best practice.
Parent participation and involvement is an important aspect of the overall program planning process.
It is essential to maintain continuity between the home, the community and the Centre, to give the
children a sense of belonging. We also endeavor to involve parents to ensure a collaborative
approach to the overall development of each child's experience within the program.
All transition times, including mealtimes, sleep times, toileting and nappy-changing times, are used as
learning experiences as well as relaxed social times for both the staff and children.
1. In the table below to the following, write the wording from the philosophy that addresses the
areas listed in the left-hand column. In the right-hand column, explain their relevance and
importance to you.
The wording that addresses this Why is this one point in the
philosophy important to you?
How the philosophy supports
children’s learning
The philosophy is to encourage
the child’s potential in different
aspects like social, personal,
emotional, moral, physical
growth, self-esteem and the
different rights that are available
for the children.
Self-esteem is the most
important trait that should be
incorporated in children from an
early age as this is the main
driving force in life for success
and in difficulties.
5609550068045049146.docx Page 20 of 29

Student Assessment Workbook
How Principle 1: Secure,
respectful and reciprocal
relationships, is reflected in the
philosophy The respect that is given to the
children and their families
displays the utilization of the first
principle.
The values and respect that
should be there in the
relationship between the
children and the family.
How Principle 2: Partnerships, is
reflected in the philosophy
Parent partnership and the
involvement in the program.
The partnership is an important
aspect of learning as it provides
with the opportunity of knowing
different opinions.
How Principle 3: High
expectations and equity, is
reflected in the philosophy The involvement of the children
in different activities and then
they are rewarded if they excel.
The rewarding is very important
for further encouragement.
How Principle 4: Respect for
diversity, is reflected in the
philosophy
The diverse groups and the
diverse community will educate
the children about different
cultures.
The diverse groups are the main
step towards respecting other
cultures.
How Principle 5: Ongoing
learning and reflective practice,
is reflected in the philosophy
The children are learning through
different items, imagination, and
ideas.
The world of imagination helps
in bigger learning.
How the philosophy shows
educators work together to
implement the
The educators are trained, and This is important for displaying
5609550068045049146.docx Page 21 of 29

Student Assessment Workbook
framework/curriculum they work in harmony and
coordination with each other.
a good example in front of the
children.
Where one of the learning
outcomes from the relevant
framework is reflected in the
philosophy
Play-based learning is highlighted
as the main outcome
This is the best and the most
engaging learning methods.
Where Revised National Quality
Standard 1.1.2 is reflected in the
philosophy
No gender biasedness. Equality is best.
2. Choose one of the five principles of the Early Years Learning Framework and describe an
organizational policy or procedure that it is linked to in your service.
Asia Pacific Regional Network on Early Childhood
3. Access the Early Years Learning Framework and My time, our place – Framework for School Age
Care in Australia. Explain why both are used in the service philosophy.
The utilization of both the framework is important for the complete development and growth of the
children as they both cater to different aspects that help in overall development.
Example
Identified philosophy information EYLF MTOP
A variety of multicultural, non-
gender-biased, additional needs
and environmentally sensitive
equipment is used within the
Cultural competence Explored culture, heritage, and
backgrounds of each child
within the group.
Planned experiences and
5609550068045049146.docx Page 22 of 29

Student Assessment Workbook
center. Books, music, and posters
allow children to see a well-
balanced perspective of the world
that subtly sends out messages of
sustainability, peace and respect.
provided resources to expose
children to different
perspectives on diversity.
Model positive responses to
diversity in behavior and
conversations.
4. Using the above example, identify where one of the practices from the relevant framework is
reflected in the philosophy. An example has been provided for you.
The children were asked to make a family tree in a group of three, so each child told stories about the
pictures attached that educate the other children about different aspects of various cultures.
5. Work with your supervisor or educational leader for this task. Create a list of ways the service
encourages and supports educators to:
 reflect on their own practices
 work with others to implement the principles, practices and learning outcomes of the framework
 meet Revised National Quality Standards.
 Involving the family more, for the children to get a deeper knowledge about the community.
 Educate children with equality and that there should be gender biases.
Statement:
The summary of Article 31 of the United Nations Convention on the Rights of the Child states: ‘Children
have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational
activities.'
6. Using the above statement, identify one principle or practice from either the EYLF or the
5609550068045049146.docx Page 23 of 29

Student Assessment Workbook
Framework for School Age Care in Australia that supports this right.
The EYLF principle that can relate to this is the ongoing learning and reflective practices that
provides freedom of learning to the children which are very important for growth and development.
THIRD PARTY REPORT
For
CHCECE009Use an approved learning framework to guide practice
5609550068045049146.docx Page 24 of 29

Student Assessment Workbook
Must be signed by your workplace supervisor
Instructions to Candidate and Supervisor
1. Alana Kaye is required to gather and assess evidence of the candidate’s skills and knowledge as part of
the assessment process for this Unit of Competency; this Third-Party Report will assist to achieve this.
2. The Third-Party Report should be completed by a supervisor or employer who has the equivalent
qualification or above.
3. The Supervisor should not be a relative, close friend or someone who could have a conflict of interest.
4. If the supervisor believes the candidate needs to further develop their skills, please make the appropriate
comments on this form.
5. Alana Kaye may contact the Supervisor (by phone) to clarify the contents of this Third-Party Report.
Where this is necessary, the Unit of Competency will not be issued until this has occurred.
Important:
This step is part of Alana Kaye College's assessment process and must be completed for the student to be
able to gain competency in this Unit of Competency. Alana Kaye will use the information in this form as well as
assessment tasks to assess whether the Candidate is competent in this Unit. Alana Kaye cannot finalize
completion of this Unit of Competency nor award the Statement of Attainment until the Third-Party Report is
received and assessed by a Qualified Assessor.
In completing this report, you are asked to provide ‘third party’ verification as accurately as possible that the
candidate can apply the workplace skills and knowledge specified below. Please try to provide examples of how
the candidate applies the skills or knowledge.
Competency
Code:
CHCECE009 Title: Use an approved learning framework to guide
practice
Student Name:
Workplace (name
and address):
Name of person
providing
evidence:
Qualifications of a
person providing
evidence (evidence
on file at AKC)
YES/NO
(Supervisor required to qualify as Early Childhood at the same level or above).
(If qualifications are not on Alana Kaye College's file, please provide)
What is your
relationship to the
candidate?
e.g., Employer, relative, etc.
How long have
you supervised
the candidate?
Telephone: Email address:
5609550068045049146.docx Page 25 of 29

Student Assessment Workbook
Supervisor to complete:
Please give information on whether the candidate consistently applies the skills and knowledge listed
below to the expected workplace standard.
During your direct observations did the student demonstrate a good understanding
and working practice of the below?
Have you directly observed the student working collaboratively with others to investigate and
document at least two examples of how the learning framework is demonstrated in the service? Please
comment below.
Yes/No
Example 1
Date:
Comment on the example of how the student documented the use of the learning framework in
the service:
Example 2:
Date:
Comment on the example of how the student documented the use of the learning framework in
the service:
Have you directly observed the student working collaboratively with others to research and
document at least 1 example of how each principle of the learning framework is reflected in the service?
Please comment below.
Yes/No
Example 1
Date:
Comment on the student’s ability to document how each of the principles is reflected in the
service:
Have you directly observed the student working closely with others and under supervision to help
implement the framework? Please comment below.
Yes/No
Third Party Comment: Please indicate in this section examples of how you have observed this.
Have you directly observed the student reflecting on and discussing practice with the supervisor
and others (educators and families)? Please comment below.
Yes/No
Third Party Comment: Please indicate in this section examples of how you have observed this.
Have you directly observed the student working collaboratively with others to investigate and
document their own involvement in at least three examples of pedagogical practices in the service? Please
comment below.
Yes/No
5609550068045049146.docx Page 26 of 29

Student Assessment Workbook
Example 1
Date:
A comment about their own involvement in pedagogical
practices in the service:
Example 2
Date:
A comment about their own involvement in pedagogical
practices in the service:
Example 3
Date:
The comment about their own involvement in pedagogical
practices in the service:
Has the student shown sufficient knowledge of the following dot points about working legally
and ethically?
The student knows how to access:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia
 My Time, My Place: Framework for School Age Care in Australia
 the relevant approved learning framework used in the service if different from those above
 how to navigate through framework documents to find areas relevant to this unit of competency
 United Nations Convention on the Rights of the Child
 key participants in the implementation of the relevant approved learning framework
 organizational standards, policies, and procedures.
Yes/
No
General Comment on students works practice. Please indicate any areas of concern.
Acknowledgment of completion of Third Party Report tasks
5609550068045049146.docx Page 27 of 29

Student Assessment Workbook
I ______________________________ acknowledge that I have directly and individually
(Supervisor’s name)
observed and questioned ____________________________ on all aspects listed in this
(Candidate’s name)
report. I acknowledge the candidate has been assessed in a situation that authentically
represents a workplace situation.
Supervisor’s signature Date
Further comments by supervisor (if applicable)
Candidate – I understand and agree with the comments and outcomes of this Third-Party Report and agree
to be re-assessed at an appropriate interval if found not yet competent.
Candidate’s name
Candidate’s signature Date
If Supervisor changes during this Third-Party Report, please complete below:
Supervisor’s
name:
Telephone:
Email:
References
5609550068045049146.docx Page 28 of 29

Student Assessment Workbook
Carnevale, F., &Manjavidze, I. (2016). Examining the complementarity of ‘children’s rights’ and
‘bioethics’ moral frameworks in pediatric health care. Journal Of Child Health Care, 20(4), 437-
445.
Lindon, J. (2011). Child-initiated learning. Child Care, 8(2), 8-11.
END OF ASSESSMENT WORKBOOK
5609550068045049146.docx Page 29 of 29