CHCECE009 Use an approved learning framework to guide practice

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CHCECE009 Use an approved learning framework to guide practice
Assessment
To achieve a competent result for this unit you must satisfactorily complete all the assessments
requirements listed below.
Assessments for this unit are as follows:
Assessment Number Type of Assessment Description and location
Assessment 1 Short
Questions/Multiple
Choice
Questions/True or
False
There are short questions found in this booklet.
You will be given the opportunity to respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 2 Case
studies/Scenarios
There are Case studies/scenarios in this booklet. Read
the case studies given and answer the questions that
follow. Use your own words in answering these case
studies.
Assessment 3 Research Activity There are research activities found in this booklet. You
are required to research the topic and respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 4 Personal/Reflective
Journal
Instructions for the journal are in the supervised work
placement booklet
Assessment 5 Third Party
Observation
Will be performed by the workplace supervisor while the
student is on Work Placement.
Assessment 6 Work Place
Observation
Your workplace supervisor observes you in the work
place setting demonstrating the practical application of
the skills and knowledge that you have gained in relation
to these units. Your supervisor is required to observe
you performing tasks in the workplace using the
checklist provided in the third party report. During the
observation your assessor will make a judgment as to
whether you have met the required skill level for the
qualification, or if further practice is required.
Instructions and checklist for work placement are in the
supervised work placement booklet. When an assessor is
unable to visit the workplace they shall liaise with your
workplace supervisor to confirm your ability to perform
the tasks as part of the training package.
Assessment 7 Portfolio In your portfolio you should collect information relevant
to the unit such as the Children’s Developmental Stages,
Playground policies etc.
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Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer/assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions
are designed to assess your understanding of the unit as well as your underpinning knowledge. To
satisfactorily complete this assessment task you are required to complete the whole assessment. To do
this you will need to answer all questions correctly and demonstrate you have achieved the required
knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we
should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your
assessor who will attempt to make alternative arrangements.
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Assessment Tasks Outcome
Unit: CHCECE009 Use an approved learning framework to guide practice
Student ID: Click here to enter text.
Student Name: Click here to enter text.
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy
must be supplied to the office and kept in the student’s file with the evidence.
Tasks included in submission
Assessment
Tasks
Title Satisfactory/
Not yet
satisfactory
Assessor
Signature
Date Re-submission
Satisfactory/ Not
yet satisfactory
Short Questions Assessment 1
Case Study 1 Assessment 2
Research
Activity 1
Assessment 3
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
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Assessment 1
Short Questions
1. a. Fill in the blanks for the four requirements of the National Law and National Regulations in
regards to the program that services provide, using the following words: interests, approved,
individuality, delivered.
1. It must be based on an _____approved learning framework.
2. It must be _____________delivered_______ in accordance with that framework.
3. It must be based on the developmental needs, ____individuality_________________ and
experiences of each child.
4. Must take into account the ______________interests_________ of each child.
b. List the five learning outcomes that the Educational Program is required to contribute to?
The five learning outcomes
 Children have strong sense of self- identity.
 Children are always connected with their world.
 Children have strong sense of a well-being.
 Children are very confident and involved learners.
 Children are efficient communicators.
c. List the two national approved learning frameworks?
Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF)
My Time, Our Place: Framework for School Age Care in Australia (MTOP).
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d. Some States and Territories in Australia follow jurisdiction specific declared approved
frameworks, rather than the national approved framework.
Name the learning framework which is relevant to the early education and care services in your
State/Territory.
Victoria: Victorian Early Years Learning and Development Framework
Western Australia: Curriculum Framework for Kindergarten to Year 10.
e. What are the 2 main differences between the relevant frameworks in respect to Principles and
Jurisdiction?
Principles:
Western Australia curricular framework focuses on learning experiences that should encourage
both action and reflection on the part of the student while VEYLDF promote personal and
collective acknowledgement of each child’s identity, culture, and spirit.
Jurisdiction:
All Queensland education and care services must have a learning program in place. There are two
approved frameworks. The Early Years Learning Framework is for children up to five years of age. My
Time, Our Place: Framework for School Age Care in Australia is for children six to 12 years of age.
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2. Reading to assist with this question:
Guide to the National Quality Standard (pp. 19 - 45), ACECQA (2011).
a. List the seven quality areas as per the National Quality Standards.
1 Educational program and practice 2 Children’s health and safety 3 Physical environment 6
Collaborative partnerships with families and communities 4 Staffing arrangements 5
Relationships with children 7 Governance and leadership
b. What are the Focus of Quality Area 1, Educational Program and Practice?
The aim of Quality Area 1 of the National Quality Standard is to guarantee that the educational
program and practice is inspiring and engaging, and improves children’s learning and
development. In school age care services, the program fosters the expansion of life skills and
balances children’s experiences, relationships and opportunities at home, at school and in
community.
c. What is standard 1.1 of the NQS?
The educational program enhances each child’s learning and development.
d. What does Standard 1.1 of the NQS aim to achieve?
It aims to achieve well-being, confidence and cultural competence in a child.
3. Reading to assist with this question: Educators’ Guide to the Early Years Learning
Framework for Australia (pp. 10-11), Australian Government Department of Education,
Employment and Workplace Relations (2010).
Educators use the EYLF work to guide curriculum decision making.
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a. How does the EYLF define ‘curriculum’?
Early Years Learning Framework document defines curriculum as: ’All the interactions,
experiences, activities, routines and events, planned and unplanned, that occur in an
environment designed to foster children’s learning and development.
b. What is involved in meaningful curriculum decision making?
The current Australian political climate in which policy decision-makers are
giving increased attention to early childhood education, and there is a greater
appreciation of the nature and importance of the early years.
c. The EYLF provides a model for curriculum decision making that is an ongoing cycle of
gathering information, questioning, planning, acting and reflecting.
Match each stage in this cycle of planning to its correct descriptor.
Ans. Stage in planning
cycle
Description of Stage
c.
Gathering Information a. This stage involves clarifying specific objectives, design
learning environment, determine role of educator and
assessment/evaluation methods and evidence using the EYLF
Outcomes, Principles and Practices. Design learning
experiences.
a.
Questioning b. This stage involves implementing the plans, providing learning
experiences, developing an active learning environment,
engaging in interactions and developing relationships,
modelling, promoting and scaffolding children’s learning;
monitoring and documenting learning and pedagogical
practices.
e. Planning c. This stage involves observations, formative assessment,
interviews with the family, child and other professionals, and
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using knowledge of child development, the community context
and the content of the Framework
b.
Acting d. This stage involves assessing and evaluating teaching and
learning (planned and unplanned) using the EYLF Outcomes,
Principles and Practices.
d. Reflecting e. This stage involves identifying individual and group strengths,
interests, prior learning and goals in conjunction with the
EYLF Outcomes.
5.a.How does the EYLF define the term ‘pedagogy’?
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.
b. Educators’ professional judgements are central to developing curriculum and facilitating
children’s learning. What are the factors that influence educators’ professional judgements?
Biases
Oversimplification
Generalisations
c. Early childhood Educators draw on a range of different theoretical perspectives to inform their
approaches to children’s learning and development.
Match the theoretical perspective to its description.
Ans. Theoretical Perspective Description
e. Developmental Theories a. Offer insights into issues of power, equity, and social
justice in early childhood settings.
c.
Socio-cultural theories b. Focus on the role of experiences in shaping children’s
behaviour
b. Socio-behaviourist
theories
c. Emphasise the central role that families and cultural
groups play in children’s learning and the importance of
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respectful relationships and provide insight into social
and cultural contexts of learning and development.
a.
Critical theories d. Focus on challenging assumptions about curriculum and
consider how their decisions may affect children
differently.
d. Post-structuralist theories e. Focus on describing and understanding the process of
change in children’s learning and development over time
5. Match the EYLF Principle to its description.
Ans. EYLF Principle Description
d
Secure, respectful,
reciprocal relationships
a. Educators practices reflect the belief that all children
have the capacity to succeed and they continually strive
to find equitable and effective ways to ensure that all
children have opportunities to achieve learning
outcomes.
E,
Partnerships b. This means valuing and reflecting the practices, values
and beliefs of families; honouring the histories, cultures,
languages, traditions, child rearing practices and
lifestyle choices of families.
A
High Expectations and
Equity
c. This requires educators to critically evaluate their
practices, decision-making and philosophy and use this
information to support, inform and enrich their practices.
B
Respect for Diversity d. This reflects the concept that relationships are a critical
factor in children’s development. Educators nurture their
relationships with children and support the development
of a strong sense of wellbeing.
c
Ongoing learning and
reflective practice
e. This acknowledges families as central to children’s
wellbeing and to the achievement of learning outcomes
for children. Partnerships are based on the foundation of
understanding each other’s expectations and attitudes
and building upon the strength of each other’s
knowledge.
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6. a. List the eight EYLF practices educators use to deliver educational programs to support and
enhance children’s learning and development.
The EYLF practices educators can use are:
holistic approaches
responsiveness to children
learning through play
intentional teaching
learning environments
cultural competence
continuity of learning and transitions
assessment for learning.
b. How does the EYLF define the practice of Intentional Teaching?
The EYLF defines intentional teaching as 'educators being deliberate, purposeful and
thoughtful in their decisions and actions'. ... If we notice that children are interested in a new
idea and we follow- up in our programs, we're beginning to be 'intentional' about our teaching.
7. a. According to the Educators guide to the EYLF for Australia, what are the three types/levels of
outcomes for planning for, facilitating and monitoring all children’s learning?
1. Big Picture aims:
Belonging, being and becoming are the big picture aims …
2. Broad long term goals:
The five Learning Outcomes with their 19 sub-elements are broad, longer term goals …’
3. Points of evidence:
‘Points of evidence are … often discrete skills or content that enable children to achieve the
Learning Outcomes.’
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b. The EYLF states that when children explore different identities and points of view through
dramatic play, they are demonstrating evidence of Learning Outcome 1: Children have a strong
sense of identity - Children develop knowledgeable and confident self-identities.
List the resources you could provide in a dramatic play centre to facilitate children’s learning
within this Outcome.
Play Phone, Dishes, Dress Up Clothes, Pots and Pans, Book Basket, Purses with wallets &
keys, Multicultural Dolls, Table and chairs, Pencils and notepads.
c. List three strategies for supporting and facilitating children’s learning within Outcome 5:
Children are effective communicators - Children express ideas and make meaning using a range
of media.
Listen and talk activities
Socio dynamic play
Treasure hunt and problem solving group activities
Assessment 2
Case Study 1
John, Beth and Anita of the Blue Bay Early Learning Centre demonstrate EYLF practices in their
approach to high quality care.
Match the EYLF Practice with the example from a children’s service given.
Ans. EYLF Practice Example
H Applying holistic
approaches
a. The Educators in the preschool room have developed a
calendar of events based on a variety of cultural practices
found within the service and around the world. This will be used
to develop children’s knowledge of different cultures and
promote positive attitudes to culture.
F Being responsive to
children
b. Educators observe, gather and analyse information as
evidence about what children know, can do and understand in
order to facilitate ongoing learning.
G Planning and implementing
learning through play
c. Jeremy, Ewan’s dad approached John, the Educator at Blue
Bay Early Learning Centre and expressed his concern that
Ewan wasn’t learning anything because all he does is play all
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day. Jeremy discussed the importance of children’s play for
their development and learning. He later reflected that he
would take more effort to make children’s learning through play
visible for families.
c
Intentional teaching d. When beginning care at Blue Bay Early Learning Centre
families attend a number of orientation sessions as well as an
interview with their child’s primary Educator so that they can
share detailed information about their child with the service to
ensure a smooth transition into care.
E Learning environments e. Educators gather information about children’s families and their
backgrounds, interests and family activities so that they can
gain a better understanding of the context of each child as a
unique individual.
a.
Cultural competence f. The toddler room at Blue Bay Early Learning Centre is set up to
include spaces for children to be alone, to work in small groups
as well as engage in large group experiences. Learning areas
have been developed to be flexible and responsive to
children’s interests, offering open-ended and age-appropriate
resources that promote children’s imagination and curiosity.
There is a strong sense of community within the room with
photos of children and families visible within each learning
area.
D
Continuity of learning and
transitions
g. Beth knows that for many of the babies in her care, they are
beginning to explore and understand object permanence. With
this is mind, she has set up a number of resources including
boxes, fabric and toys for children to play hide and seek with.
During transitions they are also exploring hide and seek
opportunities through the song “Where oh where oh where is
…?”
B
Assessment for learning h. Anita likes to make the nappy change routine a time for
building relationships and having fun with her 1 year olds. She
sings songs and talks with the children about anything they
show interest in. She pays particular attention to the non-verbal
cues they give to indicate their interests and ideas.
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Assessment 3
Research Activity 1
Element 1.2.2 of the National Quality Standard states ‘Educators respond to children’s ideas and play and
use intentional teaching to scaffold and extend each child’s learning’.
1. Investigate and list four ways that Educators can be intentional in their teaching.
For example:
● Encourage children to explore materials, experiences, relationships, and ideas through a
variety of open-ended materials.
● Create opportunities for inquiry—where children can ask questions, investigate, gather
information, consider possibilities, form tentative conclusions and test and justify them.
● actively ‘join in’ children’s play, ‘tune in’ and respond to children’s views and ideas ƒ
● model thinking and problem solving and challenge children’s existing ideas about how
things work—I’m wondering why the water keeps disappearing into the sand?
2. Research the “United Nations Convention on the Rights of the Child” (CROC).
List five organisational standards and/or policies which reflect the articles of CROC.
The National Children's and Youth Law Centre
The United Nations Committee on the Rights of the Child (Cohen 2017)
Defence for Children International (Invernizzi 2016).
A non-government organisation
The Aboriginal and Torres Strait Island Commission (Taylor 2018)
3. Who would be responsible for the development, implementation and review of these?
The facilitators, administrators and educational officers will implement and audit the same.
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References :-
Cohen, C.P., 2017. The Role of the United States in the Drafting of the Convention on the
Rights of the Child. In Children's Rights (pp. 75-88). Routledge.
Invernizzi, A., 2016. The human rights of children: From visions to implementation. Routledge.
Taylor, G., 2018. Focus on aboriginal and torres strait Islander recruitment. Newsmonth, 38(7),
p.3.
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