CHCECE018 Nurture Creativity in Children: Assessment Workbook

This assessment workbook provides instructions and information for the relevant assessment tasks for CHCECE018 Nurture Creativity in Children course. It includes assessment requirements, competency outcome, and assessment appeals process.

1. Table of Contents
1.Table of Contents...........................................................................................................................2
2.Instructions to students:................................................................................................................4
Assessment instructions................................................................................................................4
Assessment Task............................................................................................................................4
Assessment requirements.............................................................................................................4
Competency outcome....................................................................................................................5
Assessment appeals process..........................................................................................................6
Special needs.................................................................................................................................6
Additional evidence.......................................................................................................................6
Confidentiality...............................................................................................................................6
Academic misconduct....................................................................................................................6
3.Activities......................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1B....................................................................................................................................11
Activity 2A....................................................................................................................................12
Activity 2B....................................................................................................................................13
Activity 2C....................................................................................................................................14
Activity 2D....................................................................................................................................15
Activity 1A to 2D checklist – for assessor.....................................................................................16
Activity 3A....................................................................................................................................17
Activity 3B....................................................................................................................................18
Activity 3C....................................................................................................................................19
Activity 3D....................................................................................................................................20
Activity 3E....................................................................................................................................21
Activity 3F....................................................................................................................................22
Activity 3A to 3F checklist – for assessor......................................................................................22
Activity 4A....................................................................................................................................23
Activity 5A....................................................................................................................................24
Activity 5B....................................................................................................................................25
Activity 4A to 5B checklist – for assessor.....................................................................................27
4.Summative Assessments..............................................................................................................28
5.Section A: Skills Activity...............................................................................................................29

Section-A Skills checklist – for assessor........................................................................................30
Section B: Knowledge Activity (Q & A).........................................................................................31
Section B: Knowledge Activity checklist – for assessor................................................................32
Section C: Performance Activity...................................................................................................33
Section C: Performance Activity checklist – for assessor.............................................................34
7.Supplementary Oral Questions (optional) – for assessor.............................................................35

1. Instructions to students:
Assessment instructions
Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide
a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you
will be provided with information relating to your assessment, including how they are to be completed
and submitted. Therefore, it is important that you fully understand the assessment instructions given
by your trainer to avoid issues such as academic misconduct, submitting past the due date and
providing incomplete assessments, which you will be required to resubmit. If you fail to understand or
need more clarification on the assessments, you are required to contact your trainer/assessor for
further information.
Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics
being taught within a given course. This will be done by using an assessment criterion which shows
what you need to do to achieve the appropriate level of competency. For the purpose of completing a
written assessment, you are required to:
 Complete each question, including any sub-questions;
 Provide in-depth research on the topic, using appropriate primary and secondary sources;
 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion),
including references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your
enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
 Observation of real, indisputable actions as they occur;
 Written or oral task such as reports, role play, work samples etc;
 Portfolios;
 Questions, or third-party evidence, in which the relevant document (observation document is
to be completed by the agreed third party.
All documents relating the third-party observation is to be provided to your trainer/assessor as this will
be used in determining your level of competency. Third-party evidence can be obtained from
supervisors (e.g., from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Simulation diary (if required): You will do the simulation tasks as a part of your course in the
designated simulated environment.
During the simulation session, the student is required to meet the following requirements:
 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
 Be aware of relevant procedures in case of accident, emergencies, evacuation
 Follow the start and finish times, breaks, work routines, etc.
 Follow the policies on personal phone calls and personal emails.
 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring
Student Attendance and Academic Progression policy and procedure.’
 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student
Conduct Rules’.
 Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or
demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks,
simulation diary or any other related documents for tasks/works/assessments. The observation,
simulation or demonstration can occur in the workplace, or the training environment such as
workshop, or simulation labs. During observation, demonstration or simulation, you will be provided
with necessary information (e.g., timeframe) and equipment and/or materials to complete the task.
You are required to perform the work, task or assessment in accordance with the required
instructions.
Competency outcome
Upon completing the following assessments, your trainer will either mark the assessment indicating S
for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive
satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In
vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and
give you a chance to resubmit. If your second submission of assessments is still NS, you may be
required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which
requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the
course can result in additional costs/fees.

Assessment appeals process
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was
made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging
an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be
made to the course coordinator, outlining the grounds for the appeal in accordance with the
complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a
disability). However, the trainer/assessor must be well informed about this so they can immediately
implement the necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide
additional information or an alternative submission to establish your level of competency, then you are
required to do so. However, you must do so in a way that avoids any issues of privacy or
confidentiality.
Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information
provided to us does not involve details unrelated or not agreed upon for disclosure. For example,
information about your employer, colleagues and other related third parties who might be involved.
Although we may require information about these other parties, it is your responsibility to check that
valid consent has been given from these individuals before providing us with the requested
information. This process of obtaining information from the relevant parties must also be done in
accordance with the relevant law.
Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit
following the application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a
student which attempts to circumvent or defeat the integrity of the College’s assessment process.
Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating
and collusion are provided below:
Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This
may include acts such as, but not limited to:

 Copying the direct words of a sentence or paragraph presented in a source, without
referencing it or giving it proper acknowledgement. This also extends to any structure used in
completing the assignment; and
 Submitting the same assignment as another learner who either is currently or has previously
completed it and presenting it as their own work.
Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any
form of assessment. Examples of cheating include:
 Failing to adhere to examination conditions, for example, speaking or communicating with
other candidates in an examination, bringing unauthorised material into the examination
room, reading or attempting to read other students' answers, leaving the examination or test
answer papers exposed to another student’s view;
 Impersonating another student or arranging for someone to impersonate a student in any
assessment task;
 Purchasing assessment items from a contract cheating or ghost-writing service and
presenting them as the student’s own work;
 Allowing others to complete any assessment task and/or submit an assessment task which is
not the student’s own work;
 Fraudulent representation of any required documentation, for example, prior qualifications, or
medical certificates.
Collusion is defined where a learner collaborates with another learner currently enrolled or graduated
to produce an assessment which is submitted as their own. This may involve two or more learners
working together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to
completing your assessment it is advised that you refer to our Academic Misconduct policy and
procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If
you are found committing any of these acts, you will be investigated in which the appropriate
disciplinary action will be taken. As a result, it is important that you raise any questions regarding
plagiarism, cheating and collusion with your trainer before submitting the final assessment.
Student Details

Student ID: _____________________________________________________________
Name: _____________________________________________________________
Phone: _____________________________________________________________
Email: _____________________________________________________________
Declaration
I declare that
 The content in this document is my own work, based on my own study and research and no
part of it has been copied from any other source, except where acknowledgement/reference
has been made.
 The content in this document is my own work and no part of the work has been copied from
any other student who is currently studying or was graduated from the college.
 I have read and understood all instructions and requirements for the work, task, or
assessment that is assessed by my trainers and/or assessors. The understanding includes
the submission date and time.
 I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy
and procedures:
 I will perform my work to the best of my ability.
 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of
competency.
 I understand if I receive not satisfactory for my work/assessment/task, it will result in not
competent result for the unit of competency. This can result in work/assessment/task
resubmission and re-enrolment of the unit of competency which can incur additional
costs/fees to me.
 I understand that any assessment/task/work deemed unsatisfactory will require me to
undergo reassessment which may be different to the one originally submitted.
 I give permission for my assessment/task/work to be reproduced, communicated, compared,
and archived for the purposes of detecting academic misconduct and to fulfil any related
College’s policy and procedures
 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal
the result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
 I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.
Student Signature: ____________________________________________________________
Date: _____________________________________________________________

ONLY If assessment/task/work is required to be completed as part of a group or in pairs,
details of the learners involved should be provided below:
If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you
or any other student will NOT fill or sign this section below and MUST NOT work in a group or
in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or
task.
The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution
and in accordance with the requirements. All students declare that no part of this assessment, task, or
work is taken from or completed by any other student. If the assessment, work, or task cites or
paraphrases information from other sources, reference and acknowledgement of those sources must
be provided.
Student 1:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________

2. Activities
Activity 1A
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to select and promote the
use of a range of open-ended, natural and found materials and make them
available to children and choose and promote the use of a range of materials
to encourage creative expression and make them accessible to children
A signed observation by either an approved third party or the assessor will
need to be included in this activity as proof of completion.
Select a range of open-ended, natural and/or found materials appropriate to
the age group of the children in your care and set them a creative task to
produce a piece of work with the materials, encouraging them to be as
creatively expressive as possible.
The task may be set for groups or individuals.
Write 300 words explaining the nature of the task, the materials selected and
the outcome of the exercise. Where possible, attach a copy of the work
produced to your workbook.
Ans:
The focal point of performing this task was to make children familiar with the
use of natural products. It makes children creative and encourages their
imagination. Natural and open ended material extend children cognitive
skills. By the use of natural and open ended material children learn how to
deal with any situation and they learn how to make better choices . Using
natural things brings environmental awareness among children. By the help
of this task children will start giving value to the natural things. It also
generates curiosity among children and help them to build up their
personality. Use of natural materials allows children to decide the purpose of
an item. Playing with natural material also reduces stress. Use of natural
material instead of plastic or any other synthetic material makes the
decomposition better and it is also environmental friendly. These type of
early learning are the basic of the later learning. The material used during this
task are sand, water , blocks, play dough, natural colours, clay, stone,
branches and wooden train sets. Outcome of this task was really good.
Children enjoyed the task. This task brought creativity among children. This
task developed respect for living being among children. After performing this
task they know how beautiful our nature is. They were excited for such
upcoming projects. They had curiosity to know more about nature. Children
learnt about the texture, shape and weight. It was fun for them to experience
playing with loose part material and make their own design. This task
increased the variety of play experience. Easy transportation and access of
loose part material made the task attractive and interesting. They learnt how
to decorate by using natural things. Overall, the goal of the task was achieved
and now children know about the natural things and their importance.

Activity 1B
Estimated
Time
60 Minutes
Objective To provide you with an opportunity to identify how to introduce children to a
range of examples of creative expression in art, architecture, inventions,
music and dance, and promote the use of creative expression
A signed observation by either an approved third party or the assessor will
need to be included in this activity as proof of completion.
1. For each of the following mediums of creativity, identify how you
intend to introduce examples of it to the children in your care:
 Art: I have distributed paper,paints, crayons, child safe scissors,
buttons, pipe, markers and colourful sheets among children and
allowed them to draw the images or paint whatever they wanted.
Making craft with colourful paint and rest of the accessories make the
child familiar with art.
 Architecture: I have distributed building blocks among the children
and allowed them to design their building blocks and bridges.
 Inventions: I have given loose parts of cars and allowed children to
make a car. This will help children to know about the infrastructure as
well as know how to design a building by the help of blocks.
 Music: I played different types of musical instruments like guitar,
piano and drum in front of children and played some classical musical
in front of children to make them familiar with different musics.
 Dance: I played some music and allowed the children to move with
the rhythm either in a group, couple or solo. I will also play some
dance videos in which different dance forms are introduced. Thus
children get to know the different dance forms.

2. For each of the creative mediums, design an activity that encourages
and promotes children in your care to express their creativity. Write 200
words for each explaining it.
Ans:
Art activity: In this designed activity for craft firstly I will divide the children
into group of four and will distribute some colourful sheets, paints, sketches,
crayons , brushes, kneaded erasers , child safe scissors, graphite pencils,
masking tapes and glue. I will also introduce some natural colour like fruit or
vegetable colour to make the activity interesting. There will be a painting
competition among the children and they will perform in a group. Winning
team will get the prize. The prize distribution will be totally based on the
effort that children will make during the task.
Architecture activity: In this activity I will distribute colourful building blocks
because it makes the children attractive. I will also distribute some puzzled
maps among the children . Children have to build the bridges and building
with the help of blocks at the same time they have to solve the puzzle. It will
be not a team work. Every child will perform as individual. The child who will
build the buildings and solve will win the activity. The puzzle This activity will
help children to know to how to design and solving puzzles makes their mind
sharper.
Music activity: In this designed activity I will introduce some musical
instruments to the children like piano, guitar, harmonium and drum. Then I
will tell them to play it on the basis of their own interest. There will be also a
singing competition for children. They can perform as solo or as a group.
While singing they can also play musical instruments. At the end of activity
who will perform best will win the prize. By the help of this activity I will
make the children familiar with musical instruments as well as this activity
will also help to improve children learning.
Dance activity: In this activity I will divide the children into group of five. I will
play some music and allow them to move with the rhythm. I will appoint one
of kid to work on spotlight and another will be working on music. As the
music starts children will start dancing and when the music is paused the child
with spotlight will get freeze. The children will be dancing in groups. This
activity will continue until one dancer will left. This activity will help children
to learn how to dance and motivate children to stay active.
Invention activity: In this activity I will distribute some balloons and cars. I will
tell the children to attach the balloons behind the cars. First children have to
blow the balloons and the tie these balloons just behind the car. As balloons
release air the potential energy is converted into energy of motion and it is
also called kinetic energy. As balloons release air cars are propelled forward.
By this activity children will know about the kinetic energy as well as potential
energy. This also help to children to know that how air help to propel a car
forward.

Activity 2A
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to identify how to support children to feel
a sense of ownership and responsibility for equipment and materials
List four ways how you can you support children to take responsibility and
ownership for their equipment and materials.
Ans:
Four ways to support children to feel a sense of responsibility and ownership
for their equipment and material :-
 I will raise the child with the belief that he or she is the only
responsible to clean up his/her own mess. After this lesson the child
will start taking responsibility for his mistakes. The child will make
sure that in future whenever he or she goes wrong it will be his/ her
responsibility to make it correct.
 I will teach them how to organize our things like shoes, clothes etc. I
will make sure he/ she is not making an excuse for why he she could
not full-fill his/ her responsibility.
 To support children to feel a sense of ownership I will make tee pee
from palm fronds and I will let him learn to organize the things and
learn how to do care about the things.
 I will give the child more options and I will let him work

independently so that he can make his own decision. In future this
will help him to take big decisions.
Activity 2B
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to role-model creativity
by improvising with equipment and materials
A signed observation by either an approved third party or the assessor will

need to be included in this activity as proof of completion.
Create an activity that uses existing equipment and/or materials to make
something else and demonstrate how the transformation is undertaken.
Attach a copy or a picture of your creation to your workbook.
Ans:
Activity: I will distribute some plastic bottles among children and tell them to
improvise the bottles and make a new things of their own interest. I will
instruct them to make useful and attractive things. All the other accessories
are also distributed among children which are required including child– safe
scissors, glue, paper, colourful sheets, sketches, paint and stickers. They are
allowed to decorate the thing whatever they have made with the given stuff.
Children have made pencil box, trash can, jewellery organizer, flower pots,
piggy bank and pots for money plant. This activity was fun for them and they
enjoyed very well.

Activity 2C
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to encourage children to
pursue their own original ideas, interpretations and expressions and invite
children to ask questions and assist them to find their own answers
1. List three activities could you use to encourage children to pursue
their own original ideas.
2. Write 200 words explaining how you can encourage children to ask
questions and find their own answers.
Ans1:
 Art and craft activities
 Activity for shorting shape and size
 Game activity like solving puzzles
Ans 2:
Children who are not asking questions may have low confidence and they
always think that he or she is only one who does not know the particular
answer in the world. I will create an environment where asking question
becomes strength. Children asking no question may be scary so I will try to
interact more so they can be comfortable. Lack of curiosity is also one of the
reason of asking no question so I will generate curiosity among children. I will
try to give a good response when someone ask questions like wow! Great
question. I will create a culture of inquiry. I will make children understand
their role of questioners. I live give the agistment of making five questions
from the topic we have discussed in our class. I will teach students
questioning skills. I will play some question games with children. For asking
good questions I will tell them to focus on some important and more tougher
concepts they encountered in chapter. I will tell them to be a good listener
and do research what they have been taught in the class. I will make them
learn that when a student ask questions they get to hop on driers and stirring
of learning will be in his hand.

Activity 2D
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to engage children in
talking about their creations and ask them open-ended questions, share
enthusiasm for creative work with children and encourage children to respect
and appreciate the creative effort of their peers
1. Give three examples of a creative activity you could use to engage
children in talking about their creative work.
2. List three specific questions you could ask children to help them to
talk about the work they produce.

3. List three ways can you share enthusiasm for creative work with
children?
4. How can to encourage children to respect and appreciate the creative
effort of their peers?
Ans1: Digital photography, dance therapy and bibliotherapy are examples of
three activities I can use to engage children in talking about their creative
work.
Ans 2:
Question1: For example, if a child is interested in music I will ask his/her
favourite singer?which type of musical instrument he/she can play/
Question2: For example, IF a child is interested in dance I will ask- which is
his/her favourite dance form?
Question 3: what is the sport do you like most? ( children who are interested
in sports)
Ans3: Three ways to share enthusiasm for creative work with children are;
 Creative expression in art
 Creative expression in architecture
 Creative expression in music
Ans 4: I will make children learn that the respect we expect from others we
have to show it for others too. I will tell them that Appreciating effort of your
peers and getting inspired by them makes you a good human being. Children
always learn from their environment and have access different types of
experience to extend his learning. I will try to provide a healthy environment
to children as they can learn good habits. I will teach them to do not compare
themselves with others because everybody has their own speciality.
Comparing ourselves with others always make us feel jealous and we can not
appreciate others work. To build their concept of self efficacy I will have high
expectation with children.

5.
Activity 1A to 2D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE018- Nurture
creativity in children
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
(
P
l

e
a
s
e
c
i
r
c
l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor
Signature
Activity 3A
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to allow time for children
to be creative and encourage efforts to extend over days or weeks
A signed observation by either an approved third party or the assessor will
need to be included in this activity as proof of completion.
Design a creative project for the group of children in your care that extends

over a period of days or weeks and document the schedule and plan,
identifying which of the key elements of the approved learning framework
are met by each activity.
Ans: I have distributed some sand and colours among children and made
them colour the sand and make their own creativity because sand play
increases hand eye coordination and creativity.
With the help of early years learning frame work that carry programmes and
activities such as sand play and so on.
Activity 3B
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to teach children

techniques when using materials and equipment
A signed observation by either an approved third party or the assessor will
need to be included in this activity as proof of completion.
Plan an activity that teaches the children in your group a creative technique
and document the materials and equipment you will require in order to
complete the activity.
Answers will vary from one learner to another.
Ans: I will design an potato power activity. In this activity I will divide the
class into two groups. I will instruct to place the zinc nails and copper pennies
carefully in potato. Then the children will connect alligator clip to the end of
the penny sticking out of the potato. Another alligator clip to the end of the
nail sticking out of the potato. I will allow the children to set a multimeter on
a low DC current. I will tell students to find out how many potatoes they
needed to light the LED clock.

Activity 3C
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to plan and create
opportunities for children to collaborate creatively with each other
A signed observation by either an approved third party or the assessor will
need to be included in this activity as proof of completion.
Plan an opportunity for children to collaborate creatively with each other
within the limits of your organisation and the equipment and materials to
which you have access, in the following areas:
 Singing: I will make children seat between strong singers and allow them
to perform solo or in a group with playing musical instruments.
 Composing: I will introduce one of the best composers in the world
among the children who want to become a composer. I will expose them
to lot of music.
 Dancing: I will organise a dance competition among children and make
group of four and those who want to perform solo they will perform as
solo. Wining team will get the prize.
 Drama: Drama helps children to reduce stress as well as it also motivate
students. I will organize a number of act and plays based on the story of
Cinderella and mogli. Children would love to participate in such type of
play.
 Invention:

Activity 3D
Estimated
Time
20 Minutes
Objective To provide you with an opportunity to identify how to involve children in
critical reflection and solving real problems
Design an activity that requires children to undertake critical reflection during
and after the activity. Write 300 words explaining:
 Method of reflection: Gibbs reflective model- Gibbs method of
reflection is one of the most cyclical method of reflection includes six
stages of exploring an experience description, feeling , evaluation
analysis and conclusion. Gibbs eye reflection includes three models of
experience, reflection and action. Six stages covers description of
experience, feeling and thoughts about experience, evaluation of
experience, analysis to make sense of the situation, conclusion what
people have done in the past and what could be done differently to make
correct and action plan for the future to deal with such situation.
 Purpose of reflection: It helps children to think clearly and
systematically are make a conclusion, sharing their ideas which they have
while experiencing a situation. It helps to learn and plan from things
either it was good experience or a bad one. It helps to strategise, spot
opportunities, grow, maintain a journal, ask questions,build confidence,
make decision making abilities and bring clarity in my mind. The focal
point of purpose of refection is to guide personal and situational analysis,
conclusion and improvement. Using circle reflection past experiences can
be structured into phases. Reflection gives the person a chance to
untangle and sort problems with the help of past observation and
experiences.

Activity 3E
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to display children’s work
in meaningful ways
1. List three ways it is important to display children’s work.
2. List three ways could you display children’s work in your learning
environment.
Ans1:
 Displaying children’s work is very important because it increases the
participation of children in their learning activities and thus it helps to
improve learning.
 Displaying children’s work plays a vital role in helping children to
appreciate their own work as well as others work.
 Bravo board, colourful corners and masterpiece wall are the great

way to display children's work.
Activity 3F
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to design a flexible
framework that can respond to children’s interests as they arise
A signed observation by either an approved third party or the assessor will
need to be included in this activity as proof of completion.
Using the appropriate approved learning framework for your role in your
organisation, plan the activities for your group of children for the next six
weeks.
State the approved framework you are using and for each activity state how it
relates to the key elements of the framework.

Ans) In order to design a framework that brings out the most in students it is
important to be well informed about the constituents of the framework that
will provide a direction for educators in children education to be facilitate
learning. It is important to orally communicate with children to express your
ideas, encouraging them and building confidence. The Early Years Learning
Framework (EYLF) is the ultimate guide for providing necessary education
through a series of principles, practices and learning outcomes that work the
best for children and children educators. This framework includes consistency
and quality education in early stages of childhood which is important for
overall development. The different areas focused in EYLF are communication
and language, physical development, personal and social development,
mathematics and expressive arts and designs. The targeted age group of
individuals considered here are 3-5 years and their six week plan for
development is as follows:
Social development
activities
Physical development
activities
Cognitive
development
activities
Name games,watching
movies,theater, bird
watching, sightseeing,
visiting a park, emotion
charades, starting
games etc.
Freeze unfreezing games,
roll the ball, playing with a
balloon, dancing to music,
kicking, jumping, dancing
etc.
Adventure hunt, letter
and number games,
sorting shapes and
sizes, reading a book
and solving riddles.
Social activities help to form positive and healthy relationships with one
another. It also helps develop a sense of sharing among children. These social
skills help in enhanced mental state and better cognitive relationships.
Physical activities helps in strengthening of a child's bones and muscles,
improved functioning of heart and lungs. 30 minutes of regular playtime for a
child can help prevent risk of cancer, type 2 diabetes and heart diseases.
Cognitive activities occupy a vital role in improving mind coordination and
helps in effective decision making skills along with a good grasp of rights and
wrongs. People to tend to involve in multiple cognitive activities are more
likely to have a sense of purpose in their lives and tend to live longer. These
skills promote long term learning as it permits a child to connect previous
knowledge with new materials and assist in brain's overall development.

Activity 3A to 3F checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE018- Nurture
creativity in children
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e

s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor
Signature
Activity 4A
Estimated 40 Minutes

Time
Objective To provide you with an opportunity to identify how to identify and provide a
range of experiences used to nurture creativity and provide opportunities for
children to practise developing skills in music, movement, construction, visual
art and dramatic play in both indoor and outdoor environments
1. Identify at least three different experiences you intend to use to
provide children with the opportunity to develop their creativity.
2. List at least two indoor environments have you access to in your role.
3. List at least two outdoor environments have you access to in your
role?
4. Suggest one way to use each of the environments previous
mentioned.
Ans) It is important for educators to designate a particular space for creative
development which doesn't need to be a fancy playroom but it should be a
space where a child feels comfortable being expressive. Children should be
allowed to have free time of their own, the act of over parenting interferes
with the innate ability of the child and wipes out problem solving decision
making ability. Paying attention to a child's interests and making those raw
materials and activities available to them enables a child to confide in his
parents and improves the quality of their relationship. Embracing creative
learning removes the idea of boring static academic learning in the classroom.
In a world where creativity has become a necessary demand for jobs, it must
be compulsory to introduce it at an early stage. Some other ways for
educators to encourage creative learning in classrooms are: building
brainstorming sessions, giving feedback and encouraging children to come up
with solutions, encourage risk taking, allowing students to teach etc.
Some indoor activities for children that can be performed in any indoor
settings are classroom or a designated playroom. Children can be comfortable
around their friends while performing creative activities such as drawing,
painting, marble painting, arts and crafts, making toys etc.
Outdoor settings involve playgrounds or a walk in nature. Outdoor activities
help improve heart rate and promotes healthy living. Cycling, swimming,
picnics, hiking, yoga and paddling are examples of outdoor activities that can
boost self esteem and confidence. Outdoor activities have the potential to
stimulate all the senses in the body in a way indoor activities cannot. It often
relaxes people and cheers them up. These activities help personal and
leadership skills.
It helps create healthy friendships, promotes sharing and enhances social and
interpersonal skills. Some indoor games such a table tennis and chess improve
mind coordination and brainpower. These indoor activities help in improving
mood and mental health where children learn to relate with one another.

A good outdoor activity improves resistance to anxiety and depression,
reduces myopia and is known to significantly reduce child obesity which can
be a root cause of all problems. Educators can ensure outdoor picnics and
cycling lessons which can boost a child's confidence and create a sense of
healthy competition.
Activity 5A
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to identify how to use a range of methods
to evaluate children’s learning from the implemented creative experiences
List three methods of assessment you use to evaluate children’s learning from
the creative experiences you implement into your educational plan.
Evaluate the same two children’s learning from two different creative
experiences you have implemented and document your findings.
Ans) Assessments help educators have a record about the learnings of
children. Creative experiences help children express their emotions it is also a
means for young children to communicate better and develop a sense of self

confidence. A child's creative ability can help educators understand about the
child's emotions. Child's creative learning promotes risk taking among
children which encourages them to come out their comfort zones and be
more creative. Assessing a child's development helps the educator become
aware of strengths, areas of learning and weaknesses where they may require
support and nurturing.
 Observing a child's behaviour can help educators identify the working
of a child without intrusion or minimal disturbances.
 Recordings of data or portfolios should be noticed that the child has
produced overtime. The collection of data will help clearly distinguish
the progress the child has made over a period of time.
 Testing the child's cognitive abilities through a written or oral test can
help the teacher or parent see the work the child is putting and they
can compare the answers with standard answers which can help
recognize the IQ level of the child.
Creative learning encourages social as well as cognitive development in a
child. This initiates through a series of events or activities that an educator
implements such as sorting shapes and sizes, riddles, bird watching, gardening
etc. Social development refers to when a child learns to interact with fellow
mates or other people around them. It can be through an activity such a
gardening or playing a game. This helps develop a child's own individuality,
gain a sense of right or wrong and develop communication skills . For
example, a child learning to share toys with friends is a social aspect that child
has learned from playing with his friends over time. Similarly, Cognitive skills
encourage thinking and intellectual abilities in child. This development is
characterized by development of brain functions and children start asking
“why” questions. Benefits of cognitive learning includes improved problem
solving skills, boost confidence, and concept formation. A child lacking
cognitive functions will have a high chance of staying behind in life.

Activity 5B
Estimated
Time
15 Minutes
Objective To provide you with an opportunity to identify how to reflect on the
evaluations and make ongoing modifications to the curriculum to stimulate
interest and involvement in creative activities
List three factors you should evaluate before you make modifications.
Ans) Academics do not ensure overall development and sometimes it is
important to let loose and let children enjoy co-curriculum activities without
the fear of judgment and fear. Co-curriculum activities are complementary to
curricular and are vital in fostering creative thinking. They let children explore
their passions which might open doors to career opportunities of their own
interest, improving motor skills and encourages acceptance of others.
Involving in co-curricular activities helps in developing critical thinking,
problem solving skills and strengthens confidence. This helps improve time
management skills. These activities cater to all sorts of cultural,social and
aesthetic progress of the child. In order to stimulate interest of students in
these activities it is important to:
 Conduct surveys among students and identify the activities they are
most interested in. (e.g., basketball, cricket)
 Involvement of seniors so that junior students can look up to them as
role models.
 As a lot of activities tend to be focused more on physical work, there
are some students that are not necessarily interested to engage in
sports, therefore Experimenting with activities is essential so that
everyone can find a hobby that they are passionate about.
Getting enthusiastic teachers involved can encourage students to
participate more and give them motivation. It is also important to empower
children to unleash their talents. The access of all activities must be open to
all students. A normal curriculum can only teach students about academic
theories whereas co- curricular activities actually prepare students for the

future. Organization of these activities must be distributed evenly among the
whole school involved according to the interests of students. These activities
encourage a sense of healthy competition and also prepares a student for
leadership skills. These activities can help create a safe space resulting in
better mental and physical health and gives students a break from all those
academic lectures. Students are more likely to fell belonged and promotes
healthy relationships in schools or institutions. Introduction to co curricular
activities boost social interaction, self discipline and self confidence.

Activity 4A to 5B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE018- Nurture
creativity in children
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c

l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor
Signature
3. Summative Assessments
The summative assessments are the major activities designed to assess your skills,
knowledge and performance, as required to show competency in this unit. These
activities should be completed after finishing the Learner Guide. You should
complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be
assessed by observation (by the assessor or third party, depending on the
circumstances).
It will demonstrate all of the skills required for this unit of competency – your
assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor
asks you a series of questions to confirm your competency for all of the required
knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the
workplace or a simulated environment. You should demonstrate the required
practical tasks for the unit of competency and be observed by the assessor and/or
third party, as applicable to the situation. If the third party is required to observe you,
you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers,
portfolios or any evidence of competency to this workbook.

4. Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
 Oral Communication – in order to facilitate creative discussions and play with children aged
birth to 6 years.
 Reading – in order to access and apply relevant pedagogical principles from an approved
learning framework.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Facilitate a group discussion with children aged from birth to six years which is intended to
foster their creativity.
2. Read one pedagogical principle in an approved and construct an activity including it.
1: The group discussion with the children may show the aspect which is aged
from the birth to six years which may show the aspect which is well related with the
intention of the foster their creativity. Therefore, they used to play puzzles and other
game which include building block and other which help to foster the game and
situation which is well implemented in order to design activity which may help the
children to get appropriate learning.
2: The sand play may help to create the situation which may foster the situation
which may generate the aspect which is well related with the sand play where the
inclusion as the pedagogical principle are used which may show the helpful aspect
with the sand play activities.

Section-A Skills checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE018- Nurture
creativity in children
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c

l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor
Signature
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your
knowledge of:
 How to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 How to navigate through framework and standards documents to find areas
relevant to this unit of competency
 Stages of children’s development, in planning and delivering a range of appropriate
activities to stimulate an interest and love of learning in children
 Music, movement, construction, visual art and dramatic play sufficient to engage
children and assist them to implement their ideas

 Aesthetic, safe, interesting, challenging environments to encourage curiosity,
experimentation, active learning, literacy and choice
 Organisational standards, policies and procedures.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Provide a website link or other instructions to access each of the following:
 The National Quality Framework
 The National Quality Standards
 A relevant approved learning framework.
With the help of website.
2. List four ways to navigate framework or standards documents to find relevant areas.
 Using search function
 Using website.
 Performing internet search for the relevant passage.
 Index and content table
3. With reference to R. A. Salmon and B. E. Moore’s theory of artistic development, list
children’s artistic abilities and ways you can support them in each stage.
Scribble stage.
Pre-schematic stage
Schematic stage.
Transitional stage
Realism stage
4. List one way to use each of the following to engage children:
 Music: Use karaoke to engage children with music.
 Movement: walk and run.
 Construction: Use building blocks
 Visual art: painting.
 Dramatic play: Water play and street play
5. List one way to make sure that the learning environment is each of the following:
 Aesthetic: use tool and technique
 Safe: legislation and law.
 Interesting: They also show the aspect which is showing the interest with games.
 Challenging: Must be retrieve.
6. Research one organisation standard, policy or procedure and write 300 words explaining
how it affects your work.

Section B: Knowledge Activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE018- Nurture
creativity in children
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c

l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor
Signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
 Planned and provided at least three programs or active learning environments that foster
creativity in for children of varying ages, including:
creative experiences initiated by children
dramatic and imaginative play opportunities
creative approaches to routines
opportunities for each child to develop self-expression and skills
 Facilitated the active participation of at least three children of varying ages through
encouragement, appropriate interactions and communications.

Answer the activity in as much detail as possible, considering your organisational requirements.
1. In a workplace or simulated workplace environment, plan and provide at least three programs
or active learning environments that foster creativity for children of varying ages.
The programs should include:
 Creative experiences initiated by children
 Dramatic and imaginative play opportunities
 Creative approaches to routines
 Opportunities for each child to develop self-expression and skills
You must provide valid and reliable evidence of the following tasks:
 Encouraging children to pursue their own original ideas
 Giving praise and support for creative work
 Engaging children in talking about their creations.
Present your evidence as a portfolio of work, which has been observed by an assessor or third
party (approved by the assessor).
The tasks can be completed in either the workplace or a simulated environment.

Section C: Performance Activity checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table
below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity
or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE018- Nurture
creativity in children
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner
for the activity? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c

l
e
)
The learner’s
performance
was:
Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor
Signature
2.
5. Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you
have asked the learner to determine their competency. For example, if you are
unsure of their answer to a question in the Learner Workbook, you may choose to
ask them a supplementary question to clarify their understanding of the relevant
criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)

Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied
with the feedback provided by the
assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature