CHCECE022 Promote Children's Agency Unit Assessment Pack

This unit assessment pack assesses the skills and knowledge required to promote and encourage children’s agency. It applies to educators working in a range of education and care services. The assessment tasks include a unit knowledge test, case studies, unit project, and work placement observation. The student will have access to a learner guide, PowerPoint presentation, and other learning materials. The unit is a part of the Diploma of Early Childhood Education and Care (CHC50113).

Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course code CHC50113
Course name Diploma of early childhood education and care
Unit code CHCECE022
Unit name Promote children’s agency
Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email to
trainer/assessor
☐ Online submission via Learning
Management System (LMS)
☐ By Australia Post to RTO ☐ Any other method
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Student Declaration

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment S
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Unit Assessment Task 1 Unit Knowledge Test (UKT) S
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Unit Assessment Task 2 Case studies S
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Unit Assessment Task 3 Unit Project S
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Unit Assessment Task 4 Work placement task S
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Unit Assessment Task 5 Work placement observation S
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Result C/NYC Date assessed
Trainer/Assessor
Signature

Assessment Conditions
This unit describes the skills and knowledge required to promote and encourage children’s agency.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory
legislation, Australian/New Zealand standards and industry codes of practice.
 Establish a learning environment that reflects children’s interests
 Provide opportunities that stimulate learning and development
 Design, implement and evaluate learning experiences for children
 Support children to participate
The student will have access to the following:
Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
 Access to a computer, the Internet and word-processing system such as MS Word
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
 Undertake studies and research responsibly and with honesty and integrity
 Ensure that academic work is in no way falsified

 Seek permission to use the work of others, where required
 Acknowledge the work of others appropriately
 Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used,
which includes:
 Paraphrasing and presenting work or ideas without a reference
 Copying work either in whole or in part
 Presenting designs, codes or images as your own work
 Using phrases and passages verbatim without quotation marks or referencing the
author or web page
 Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
 Work with one or more people to prepare and produce work
 Allow others to copy your work or share your answer to an assessment task
 Allow someone else to write or edit your work (without rto approval)
 Write or edit work for another student
 Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action.
N/A
 This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
 Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).

 Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Nil
Nil
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation
skills essential to performance are explicit in the performance criteria of this unit of competency.
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004 – Applicable in Victoria
 Work Health and Safety Act 2011
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
For further information about this unit go to https://training.gov.au/Training/Details/CHCECE022

Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
 Please make sure you have completed the necessary prior learning before attempting this
assessment.
 Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
 Please make sure you understand what evidence is required to be collected and how.
 Please make sure you know your rights and the Complaints and Appeal process.
 Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
 Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
 Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
 Due date of this assessment task is according to your timetable.
 In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
 Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
 Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
 Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
 Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
 The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
 Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
 Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
 All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
Reason
able
Adjust
ment

Strategi
es
Matrix
(Trainer
/Assess
or to
comple
te)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Non-
English-
Speaking
Background
 Speaking
 Reading
 Writing
 Cultural
background
 Confidence
 Discuss with the student and supervisor (if applicable)
whether language, literacy and numeracy are likely to
impact on the assessment process
 Use methods that do not require a higher level of
language or literacy than is required to perform the job role
 Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs

Indigenous
 Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and practical
application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the
field after demonstration of skills and knowledge.

 Age  Educational
background
 Limited study
skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the
student’s experience
 Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements,
e.g.relocating classes to an accessible venue

 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Educational
background
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning strategies
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible
format, e.g. a textbook in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable
adjustments strategy used (If
required)

Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
l Written Questions
Assessment task description:
l This is the first (1) unit assessment task you should successfully complete to be deemed
competent in this unit of competency.
l The Unit Knowledge Test is comprised of twenty-two (22) written questions.
l You must respond to all questions and submit them to your Trainer/Assessor.
l You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task.
l You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
l This knowledge test is untimed and conducted as open book tests (this means you are able
to refer to your textbook during the test).
l You must read and respond to all questions.
l You may handwrite/use computers to answer the questions.
l You must complete the task independently.
l No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
l As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
l The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is your own work.
Resubmissions and reattempts:
l Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
l You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
l For more information, please refer to your RTO Student Handbook.
Location:
l This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
l Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:
l Complete a written assessment consisting of a series of questions.
l You will be required to correctly answer all the questions.
l Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyse them for a few seconds, this will help you to
identify what is really needed.

l Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
l Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
l Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
l When you quote, paraphrase, summarise or copy information from the sources you are
using to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
l This assessment task requires the student to answer all the questions.
l Answers must demonstrate the student’s understanding and knowledge of the unit.
l If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
l If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
l Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
l The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate student’s knowledge of the following:
l Knowledge to access and navigate National Quality Framework, other approved standard
documents and following policies and procedures for promoting children’s agency.
l Knowledge to create a learning environment that provides flexible routines, maximizes
opportunities for learning through play, peer scaffolding and supports planned/unplanned
children’s interests and needs for their age appropriate development.
l Knowledge to support play experiences initiated by children and allowing children to direct
their own play and leisure experiences with peers.
l Knowledge to design, implement and evaluate quality learning program for children by
consulting educators and other stakeholders, using children’s observations and providing
opportunities for following up activities of high interest
l Knowledge to support and encourage children to participate in a variety of experiences by
providing them materials and resources that provoke their interests and respecting their
uniqueness and choice for not participating in the program.
l Knowledge to use planned and unplanned teaching methods for responding to every child
or children who may require additional support.

Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
l This is an individual assessment.
l The purpose of this assessment task is to assess the students’ knowledge essential to
promote children’s agency by establishing physical learning environments that encourage
and provide opportunities to reflect childrens interests and needs.The program planning,
learning and development of children should be done in consultation with other educators
and other stakeholders for best interests of the children.
l To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
l All questions must be answered in order to gain competency for this assessment.
l You may attach a separate sheet if required.
l You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
l You must staple the loose sheets together along with the cover page.
l You must attach the loose sheets chronologically as per the page numbers.
l Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
l Computer
l Internet
l MS Word
l Printer or e-printer
l PDF reader
l Learning management system

Question 1: Navigate the ACECEQA website and fill the missing information below:
1. Learning Environments are one of the Important key practices contained in the Early
Years Learning Framework (EYLF)
2. Physical Environment is one of the seven quality areas in the National Quality Standards .
3. The National Quality Standard (ACECQA, 2011) Quality Area 3 sets the quality
benchmark for the physical learning environment for children.
4. Learning environments are welcoming spaces when they reflect and enrich the lives
and identities of children and families participating in the setting and respond to their
work and needs. (EYLF p.15)
5. ‘An active learning environment is one in which children are encouraged to stimulating
and interact with the environment to make meaning and knowledge through their experiences,
and negotiations with others’ EYLF p. 45.
6. The aim of Quality Area 1 of the National Quality standard is to ensure that the educational
program and practice is
and development.
and engaging and enhances children’s learning 2.2.3
7. Element learning of NQS Quality area 2 states that each child’s current knowledge,
ideas, culture, abilities and interests are the foundation of the program.
8. Element 1.1.5 of NQS Quality area 2 states that Every child is supported to
Initiate in the program.
9. Element 1.2.2 of standard 1.2 of education program and practice states that educators
respond to children's ideas and play and use intentional teaching to scaffold and extend each
child's learning.
10. Element 3.1.1 of NQS quality area 3 states that outdoor and indoor spaces are
designed and organised to engage every child in quality experiences in both built and natural
environments.
11. Element 3.2.2 of NQS quality area 3 states that resources, materials and equipment
are sufficient in number and organised in ways that ensure appropriate and effective
implementation of the program / curriculum and allow for multiple uses.

Question 2: Outline any three (3) strategies that EYLF explains to engage children in intentional
teaching.
Modeling and demonstrating, engaging in shared thinking and open questioning are the
three strategies which explains to engage children in intentional teaching. This helps in
creating value through which children are able to learn new things within the learning
environment. With the help of these three strategies, children are engaged in learning
new things.

Question 3: In the below mentioned table, you are required to investigate and write the name of at
least one theorist matching with the different mentioned theories that educators use to support
children’s participation for their learning and development.
Theories and implications for practice Theorists
1. Developmental:
Educators respond to and plan activities
in relation to children’s developmental
stages.
Piaget's Cognitive Developmental Theory
2. Critical:
Educators challenge assumptions about
curriculum and query taken for-granted
practices
Reggio Emilia
3. Socio-Behaviourist:
Educator-directed activities coupled
with rewards and reinforcements
Vygotsky's Sociocultural Theory
4. Socio-cultural:
Educators and more knowledgeable
others scaffold and transform learning
in response to children’s prior
understandings
Behavioral Child Development Theories

Question 4. Write the names of any five (5) play spaces that you will create for
children to learn through play and intentional teaching.
The types of play space which are created for children to learn through play and intentional
teaching are — plants, trees, rocks, edible gardens, water and other elements from nature.
These are the major play spaces for children.
Question 5. Pr ov id e examp l es of an y two (2 ) ways thr ou g h whi ch yo u can i mp r o ve natu r al
l i gh t i n yo u r envi r on ment.
 Ensuring that the furniture in not blocking the windows.
 Using mirrors to reflect natural lighting.
Question 6. Read each statement and circle True or False
Statement
1. Sharp scissors, paints and small construction pieces have to be
placed on shelves out of the reach of babies and toddlers.
True False
2. Children always make sound choices. True False
3. The materials and resources we provide to the children should be
carefully selected to correspond with the children’s identified
capabilities and interests and should be as much as possible natural
and familiar.
True False
4. Natural objects are not sourced from plants and animals or from the
ground.
True False
5. Familiar objects are real-life resources which represent objects seen
in a child’s home environment such as pots, crockery, home corner,
furniture, BBQ equipment, real musical instruments, gardening
equipment and IT equipment.
True False
6. Feathers, leaves, wool, cotton, wood, clay, shells, stones, seeds and
cones, coal, soil, sand and bamboo are all examples of natural
resources.
True False
7. Water is an important resource and play experience for children.
Making water available in limited quantities, for example a container
per child, helps children learn that that they need to use it wisely,
and provides opportunity for intentional teaching about
conservation.
True False
8. Educators need to force a child to participate in a activity even if the
child is not interested.
True False

Question 7. Match the following. Write your answer in the blank before each number.
E 1. Provide open-ended choices to
children so even
A. to suit
their play and
investigations
, which
willhelp
educators to
identify their
interests.
A 2. Providing opportunities for children
to plan and/or modify their indoor
and
outdoor environment
B. and access
to elements
such as water
whichmight
be needed
for certain
experiences.
J 3. While designing indoor and outdoor
environments that are responsive to
the interests and abilities of each
child, we need to plan for different
play spaces which are well positioned
to
facilitate good traffic flow
C. they will build up their confidence and are
morelikely to engage in more creative and
problem-solving activities.
K 4. Children will learn to realise and value D. very young
children can
show their
preferences.
C 5. If children are provided opportunity
to
access resources independently
E. Children
learn to
make
choices
independen
tlyand
return the
items in
correct
containers.
B 6. A balance of experiences and
resources should be available to
ensure there are spaces for active,
relaxed, solitary, collaborative
investigative learning and
F. The way
educators
design and
organise
theenvironme
nt and children
will provide
care for awell-
organised
environment.

I 7. When educators observe how the
children use the space, how well it
accommodates their interests andneeds
and also ask the where theywould like to
place resources will all
G. contribute
and affect the
physical layout
and howthe
different spaces
are used.
F 8. When educators organise
materials into distinctive containers
H. that all
children are
able to
participate.
G 9. The environment seeks to support
convenient access to both indoor and
outdoor play activities and to toilet
I. according to
supervision
requirements,
children’si
ndepende
nce and
developm
ental
needs.
and nappy change facilities according
to
H 10.In order to provoke children’s
interests, more complex and abstract
thing, combine resources
J. fixed resources, equipment that can be
flexiblyused and moved from one place t other.
K 11..Children are more interested in loose
parts rather than
K. to stimulate
creative play.
For example,
Animalsmay be
added with the
blocks and
children
mightbuilt a
zoo instead of
towers with
the blocks only.

Question 8. What kind of age appropriate resources /experiences can be provided to young babies
and toddlers for supporting their learning and development? Provide any three (3) examples.
Picture books, dolls and stuffed toys are can be provided to young babies and toddlers for
supporting their learning and development so that they are able to play and learn many new things
as how to play from the toys.
Question 9. List any four (4) activities that can be provided to children three to 5 years’ old for gaining
skills and competence to benefit their age appropriate development.
Toileting independently, feeding self without any problems and difficulty, choosing clothes
which are weather appropriate and dressing self independently are the activities for 3 to 5 year old
children to gain skills and competency to benefit their age appropriate development.

Question 10. How do children benefit when they direct their own play and leisure experiences with
peers? Explain your answer in 80-100 words.
Playing will help the children in mastering their emotions and will help in making their own
decisions. It will help in teaching the children more flexibility and increase their motivation
skills and confidence. The children with other peers will engage in many activities and will be
able to play along with other individuals. This will help them to learn new things and skills from
their peers and how to play with them at peace. Children gain confidence which helps them to
know and grow by communicating and playing with their peers.
Question 11. Why peer scaffolding needs to be encouraged? Explain your answer in 100-130 words.
Peer scaffolding needs to be encouraged among children as it will help in engaging and
building confidence. It also helps in building empathy, and builds the connection between children.
They are also able to encourage and idealize how the children are being motivated and encouraged
to deliver their best performance. Per scaffolding will also engage the children in learning new
thing from each other and helps in knowing the skills and abilities which they incur.

Question 12. Which approaches should educators employ to create opportunities for children to learn
through play and intentional teaching that benefits them? Explain your answer in 100-150 words.
The approaches the educators create opportunities for children to learn through play and
intentional teaching that benefits them are scaffolding and modelling and learning approaches
which are identified and analyzed in determining the scales as to how the changes are observed and
these approaches helps in knowing that children are learning new things while playing and new
things which are learned through intentional teaching. Scaffolding is the approach which will help
in creating ways through which all measures are being taken into account which incurs the specific
aspects as to how children are learning new skills and are feeling encouraged and engaged in
performing them.
Question 13. Write any two (2) ways to support play experiences initiated by children.
Being willing to be involved and concentrate and choosing right ways to do things are the
major points which have been taken into due aspect as to support play experiences initiated by
children. These two ways helps in knowing the basis through which children are encouraged and
motivated to play and share their experiences.

Question 14. How can educators organise routines that maximise opportunities for each child’s
learning? Answer on 100-150 words.
Educators organize routines that maximize opportunities for each child's learning by framing the
process according to their routines which helps in knowing that what are the activities and tasks
which are to be performed in a day. Educators help in creating the ways and opportunities which
enables them in knowing and learning various skills and abilities of children and how they are
growing by seeking confidence and motivation all along. Routines help the children daily work
to be systematized and organized which helps them to know that they are able to initiate and
create value of children's life.
Question 15. Match the following.Write your answer in the blank before each number.
C 1. Educators consult with children about
the experiences and materials that
need to be made available
A. their feelings are respected and valued and
willincrease social and emotional wellbeing.
B2. Having input into learning experiences
contributes to children’s sense of
identity and ‘acknowledges
B. each child’s uniqueness in positive ways.
A 3. Acknowledging each child’s request
affirm their belief that
C. to resource their choices.
F 4.Educators support the
children’sefforts, assisting and encouraging
them as appropriate so that they
D.and could negotiate an alternative activity.
G
5.
Educators may guide a child towards
an experience but will respect their
choice not to participate and
E. choose activities to support aspects of
thedevelopment of children.
H 6. Staff and carers can provide
opportunities for younger children,
including infants to continuously
contribute to the program by
observing,
F. record
interests,
experiences,su
ccesses,
examples of
their art or
craft work or
complete
surveys ,questi
onnaires of
their likes
ordislikes.
E 7. The important elements for
planning the programs for children is to
G.
personaliti
es,
capabilitie
s and
interests
and
providing
additional
support where

required.
D 8. Educators acknowledge each child’s
uniqueness in positive ways by
recognising their individual
H.
listening
and
talking
with each
child their
familiesan
d with
professio
nal
colleague
s.

Question 16. How can educators encourage and support children to persist with challenges for their
learning and developmental needs? Answer in 60-65 words.
Educators encourage and support children to persist with challenges for their learning and
developmental needs by providing them open-ended and flexible learning environment. Educators
also support the children by ensuring that they are being provided with all major additional ideas
which helps in encouraging them and to grow and face challenges more while performing activities
and tasks in effective manner.

Question 17. How can early childhood professionals develop awareness and respond to children who
may require additional support or attention? Answer in 65-70 words.
Early childhood professionals can develop awareness and respond to children who may
require additional support or attention by providing them special care and attention, communicating
with them and idealizing the basis through which all perspectives of how the changes are observed
can be denoted and taken care of. Support will be provided to them through the communication
skills to be developed at large scale.
Question 18. How educators can encourage each child to participate in a variety of experiences?
Answer in 110-130 words.
Appraisal and encouragement is given to the children for participating in the activity which
helps in creating value through which actively playing with child is also the key concern.
Supporting the child while they are doing any activity or task at large scale. Motivating the
child to take part in the activities so that it adds up in their experience and enables them in
knowing the aspects as to how the children are seeking growth and development while
learning new things and skills through their participation.

Question 19. Answer the below mentioned questions 19a and 19b.
Question 19a.Why is it important to develop the curriculum in consultation with stakeholders,
children and educators? Answer in 120-140 words.
Stakeholders, children and educators help in developing the curriculum as it helps in
knowing the basis through all perspectives are taken into account. This helps in knowing that
how the child care and factors of concern for their education and overall development is
taken into concern. It is very important to include the stakeholders and educators as they
plan the schedules for children.

Question 19b. How can you design learning experiences that foster children’s learning and
development? Answer in 70-90 words.
Learning experiences are fostered for children's learning and development as it helps in knowing
each child's current capabilities, learning preferences, depositions, child's engagement in
learning through family and communities.
Question 20. Write any two (2) factors that you will consider when implementing experiences.
Two factors are -
 Learning through experiences by performing well in activities.
 Applying the approaches which helps the children in learning and developing their
patterns of how they grow.
Question 21. Write down any four (4) methods that educators use for assessing and evaluating
planned and unplanned teaching in accordance with service guidelines.
The four methods which educators use are -
 Quality Area 1 – Educational Program and Practice.
 Quality Area 2 – Children's Health and Safety
 Quality Area 3 – Physical Environment
 Quality Area 4 – Staffing Arrangements

Question 22. How educators can provide a flexible program that responds to unplanned children
interests and activities of high interest? Answer in 85- 110 words.
Educators can provide flexible program that responding top unplanned children interests and
activities of high interests are described as how effectively and in appropriate manner the
changes are taken place. This helps in knowing that the plan is framed in such manner which
encourages the children learning capabilities and skills.

Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code CHCECE022
Unit name Promote children’s
agency
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outco
me
(please
make
sure to
tick the
correct
checkb
ox):
Satisfac
tory (S)
☐ or
Not
Satisfac
tory
(NS) ☐
Date: (day)/
(month)/ (year)
Second attempt:
Outco
me
(please
make
sure to
tick the
correct
checkb
ox):
Satisfac
tory (S)
☐ or
Not
Satisfac
tory

(NS) ☐
Date: (day)/
(month)/ (year)
Feedback to Student First attempt:
Second
attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date

Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have assessed this candidate’s submission. The
assessment tasks were deemed current, sufficient, valid and reliable. I
declare that I have conducted a fair, valid, reliable, and flexible
assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on (insert
date)by (insert Name)

Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
 Please make sure you have completed the necessary prior learning before attempting this
assessment.
 Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
 Please make sure you understand what evidence is required to be collected and how.
 Please make sure you know your rights and the Complaints and Appeal process.
 Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
 Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
 Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
 Due date of this assessment task is according to your timetable.
 In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
 Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
 Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
 Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
 Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
 The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
 Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
 Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
 All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
Reasonable Adjustment
Strategies Matrix

(Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Non-
English-
Speaking
Background
 Speaking
 Reading
 Writing
 Cultural
background
 Confidence
 Discuss with the student and supervisor (if applicable)
whether language, literacy and numeracy are likely to
impact on the assessment process
 Use methods that do not require a higher level of
language or literacy than is required to perform the job role
 Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs

Indigenous
 Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and practical
application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the
field after demonstration of skills and knowledge.
 Age  Educational
background
 Limited study
skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the
student’s experience
 Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements,
e.g.relocating classes to an accessible venue

 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Educational
background
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning strategies
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible
format, e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable
adjustments strategy used (If
required)

Unit Assessment Task (UAT)
Assessment Task 2 – Unit Knowledge Test (UKT)– Case Studies
Assessment type:
 Unit Knowledge Test (UKT) – Case studies to develop positive and respectful relationships
with children.
Assessment task description:
l This is the second (2) unit assessment task you must successfully complete to be deemed
competent in this unit of competency.
l This assessment task is comprised of a Unit Knowledge Test (UKT).
l You must answer all the questions, based on the given case studies, in this assessment
task.
l You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in
the performance checklist to be deemed satisfactory in this task.
l You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
l This knowledge test is untimed and conducted as an open book test (this means you can
refer to your textbook or other learner materials during the test).
l You must answer the questions as per the given word limit.
l You will be assessed independently on this assessment task.
l No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
l As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
l Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
l Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
l You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
l For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a learning management system (i.e. Moodle etc.)
or independent learning environment.
 Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.
General Instructions for attempting the skills test:
l You will be required to correctly attempt all activities of this assessment task.
l You will answer questions based on the given case studies in this assessment task.
l Answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.

How your trainer/assessor will assess your work?
l This assessment task requires the student to answer questions based on the given case
studies.
l Answers must demonstrate the student’s understanding and skills of the unit.
l Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
l If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent
(C).
l If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit
outcome is Not Yet Competent (NYC).
l Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The
outcome will be either Competent (C) or Not Yet Competent (NYC).
l The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate student’s knowledge regarding the following:
l Knowledge to navigate standard documents and designing, implementing and evaluating
the learning program by consulting families and stakeholders, using observations of the
children and teaching methods.
l Knowledge to provide stimulating learning environment to support children to participate
in a variety of experiences based on their ability and giving them age appropriate
resources that provoke children’s interests.
l Knowledge to support children’s learning through play by providing them opportunities to
plan or modify their own environment with the resources that interests them and using
planned/unplanned teaching methods to support their development.
l Knowledge to follow up activities of high interest and respecting children’s choice for not
participating in the program.
l Knowledge to support unplanned children’s interests and using a range of teaching methods
to support children who require additional support.
l Knowledge to create opportunities for peer scaffolding and allowing children to direct
their own play and leisure experience with peers.
{{{
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Assessment Task 2 – Unit Knowledge Test (UKT)– Case Studies
Assessment Instructions
 You are required to read through the case studies and answer the questions related to the
case study.
 Your assessor will assess your work according to the given performance criteria/
performance checklist.
 You may attach a separate sheet if required.
 You must include the following in the footer section of each page of the attached sheets:
 Student ID or Student Name
 Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system
Assessment task Instructions
 This assessment task requires student to answer questions based on the given case studies.
 You must answer to all the questions to the required level to be deemed satisfactory in this task.

Read below case studies and answer the questions
Case study 1
Alisha was attempting to redress a doll and struggled to fasten the buttons. However, she was
trying and needed support.
CS 1.1): As an educator, how would you support Alisha? Answer in 50-55 words.
I will help Alisha to fasten the buttons while redressing the doll. I will teach Alisha how to put
the buttons. I will also help her in providing the knowledge about how to play with toys and
dress them in appropriate manner. This will help her in putting up the buttons.
CS1.2) Navigate and read the EYLF learning outcomes and link the case study with learning
framework outcome area?
Alisha needs to have a sense of identity which helps her in knowing that how she can dress the
doll. It is very important that Alisha learns that how to play with the toys which will help her in
knowing that how to communicate with the external environment and engage in activities which
makes her play. This will help Alisha in exploring the external environment and will be able to
learn many things from people.
Case Study 2.
Your centre organised a Pet visit to teach children to stay safe around dogs. One four and half year-
old boy Sam did not want to pat the dog when the lady Jenna brought her special dog to teach
children how to be safe around dogs.
CS2.1) As an educator, write any two (2) alternative actions will you take to respond to the child’s
opinion for not going near the dog.
Two alternative actions which will be provided to the children for not going around dogs are -
 By making them aware that when dogs are patted children should be aware that there are
chances of dog biting them.
 By telling the children to calm always down and not to panic when they are patting dogs.

Case study 3.
A group of children showed interest in slater bugs (Butchy boy) while playing outside in the outdoor
area. Children were excitingly holding bugs in their hands and expressing their ideas about how it
feels when they touch them. The Educator brought a container, added some dirt, leaves and children
added the Butchy bugs, they collected. Educator provided them magnifying glasses to view the
Butchy boys.
CS3.1) How did the Educator respond to the unplanned children’s interest? Mention any two (2)
points
 The educator brought a container, added some dirt and leaves so that the children are able to
catch and observe the Slater Bugs which they have grab hold of.
 Educator also provided magnifying glasses for children to observe the Slater Bugs so that
they are engaged in keeping their interest to the bugs.
CS3.2) How did the educator support learning and development of the children based on the above
case study? Mention any two (2) points.
 The educator provided learning and development to the children by making them available
them aware of the sources through which they can engage in such creative activities which
helps them in observing the external environment.
 The educator is also helping the children to make them learn and develop various ways
through which they are able to explore the external environment.
CS 3.3) How can the educator further extend on the children’s activity of interest as children wanted
to explore in depth about the Butchy boys? Answer in one to two sentences.
The educator can tell and provide them information about the Butchy Boys about their existence and
survival. This will help the children in keeping the Butchy Boys safe and provide them such environment.

Case study 4.
Noah is 4 months old and has become highly interested in watching the mobiles placed over his cot
and has been heard cooing and attempting to reach them. Noah is also attempting to reach items
close by her on a mat.
CS 4.1) Based on the above case scenario, what kind of additional resources will you provide to extend
on Noah’s interest and how will you extend his learning? Answer in 45-50 words.
The resources provided to Noah which are made in reach of him should be of his interest such as
playable child mobiles, toys which help him in observing and looking at them which engages him
in playing with them. Small toys which are in reach of Noah should be kept near so that he is able
to take them.
Case study 5.
Ryan is 23 months old and his balancing and coordination skills are progressing well and he is
showing interest in passing ball to his Educators. The ball he selects seems to be difficult for him to
hold and/ or kick with.
CS5.1) How will you support Ryan with any alternative or additional resources to extend his learning
and gain competence to build skills in kicking, throwing, bouncing etc.? Mention any two (2)
methods.
 Resources which will help Ryan for learning and gaining his competency for building the
skills like kicking, throwing and bouncing by providing and making learn the children that
how they can engage themselves in the activities at large scale.
 Providing the children the external learning environment which helps them in knowing the
basis through which they are able to engage in how to play with the ball.

Case study 6.
Sienna is 4 and half years old and her preschool friend Marvin have been playing all morning with the
set of xylophones. They both appeared to be trying to create music to the songs they knew.
CS6.1) Which additional resources will you provide to support and extend the learning of the children?
Answer in 35-40 words.
Both Sienna and Marvin will be provided various tunes and rhythms which will help them learn
new songs and make new tunes. Set of Xylophone accessories will be provided to the children
which will help them in exploring and engaging to the tunes to create any songs or music of their
choice.
Case study 7.
Tania and William both aged 4 years were playing with the blocks and you have noticed that they are
building an animal zoo and have been talking about monkeys, giraffes and William recently visited
the zoo and he was talking about baby crocodile that he saw there.
CS 7.1) How will you respond to children’s interest, so they can modify and extend on their play?
Answer in one to two sentences.
The children are filled in with the information of zoo which helps them in developing the
building of blocks. Giving the children ideas and helping them learn about how the blocks are
build.

Case study 8.
A group of children have been interested in creating butterfly fairy garden and educators have
discussed to create fairy garden in the outdoor area.
CS 8.1) How can educators involve children for creating the fairy garden? Answer in one to two
sentences.
Educators can inform the children about collecting the resources which will be required in
setting up the butterfly fairy garden. Educator can also inform the children about how the fairy
garden should look like so that the children can help each other in forming the butterfly fairy
garden.
CS 8.2) How can educators involve families for setting up the butterfly garden? Answer in one to two
sentences.
Educators can involve families by informing them what essential requirements will they be
needing for the set up of fairy garden. They can also tell them to make their children participate
so that they learn many things from the external environment.
Case study 9.
Wyatt is 4-year-old and has delayed speech. He has been linked to intervention services for helping
with his speech development. Answer in 20- 25 words.
CS 9.1) As an educator, how will you support Belinda in the program for developing his language skills?
In developing the language skills, proper communication is the key which will help Wyatt in
language learning and will develop his skills. Belinda will frame the curriculum of essential
points which will help in knowing the learning of symbols and language at large scale.

CS9.2) Navigate and read the EYLF and write the name of the principle that links to the above case
study.
Ongoing learning and reflective practice is the principle which relates with this case study
which has been described above.
Case study 10.
Amy is 22 months old and is showing signs of starting to use the toilet.
CS10.1) What teaching practices can you use to guide and encourage her persistence? Answer in 75-
90 words.
Responsiveness to children is the best practice which will help the educators in learning that
what are the skills and abilities which will help Amy in knowing that how she is responding to
the situation of starting to use the toilet. The teaching practice which will help Amy to
encourage her persistence will be teaching her to be responsive towards her actions to the
educators so that they can make her calm and guide her when she needs.

Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit Knowledge Test (UKT)– Case Studies
Student and Trainer/Assessor Details
Unit code CHCECE022
Unit name Promote children’s
agency
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outco
me
(please
make
sure to
tick the
correct
checkb
ox):
Satisfac
tory (S)
☐ or
Not
Satisfac
tory
(NS) ☐
Date: (day)/
(month)/ (year)
Second attempt:
Outco
me
(please
make
sure to
tick the
correct
checkb
ox):
Satisfac
tory (S)
☐ or
Not
Satisfac
tory

(NS) ☐
Date: (day)/
(month)/ (year)
Feedback to Student First attempt:
Second
attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date

Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have assessed this candidate’s submission. The
assessment tasks were deemed current, sufficient, valid and reliable. I
declare that I have conducted a fair, valid, reliable, and flexible
assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on (insert
date)by (insert Name)

Unit Pre-Assessment Checklist (UPAC)
UAT 3 – Unit Project
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Trainers/Assessors
Please make sure the student has completed the necessary prior learning before attempting
this assessment.
• Please make sure you as a trainer/assessor have clearly explained the assessment process
and tasks to be completed.
• Please make sure the student understands what evidence is required to be collected and how.
• Please make sure the student knows their rights and the Complaints and Appeal process.
• Please make sure the student has discussed any special needs or reasonable adjustments to
be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix).
• Please make sure the student has access to a computer and the internet (if they prefer to
type the answers).
• Please ensure that your student must have all the required resources needed to complete
this Unit Assessment Task (UAT). (Refer to Training and assessment resources for more
information).
• Due date of this assessment task is according to the timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with the request for extension to submit the assessment work.
• Request for an extension to submit assessment work must be made before the due date of
this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
Reasonable Adjustment
Strategies Matrix
(Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Non-
English-
Speaking
Background
 Speaking
 Reading
 Writing
 Cultural
 Discuss with the student and supervisor (if applicable)
whether language, literacy and numeracy are likely to
impact on the assessment process
 Use methods that do not require a higher level of
background
 Confidence
language or literacy than is required to perform the job role
 Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs

Indigenous
 Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training and
 Culturally appropriate training
 Explore understanding of concepts and practical
application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
 Age  Educational
background
 Limited study
skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the
student’s experience
 Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements,
e.g.relocating classes to an accessible venue

 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Educational
background
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning strategies
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible
skills and/or
learning strategies
format, e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable
adjustments strategy used (If
required)

Assessment Task 3 – Unit Project
Assessment type:
l Unit Project (UP)- Report on providing care for children by promoting children’ agency by
establishing learning environments that provide opportunities for children’s individual
learning and development involving educators or other stakeholders and reflects children’s
interests/needs.
Instructions given to student
Assessment task description:
l This is the third (3) unit assessment task that student has to successfully complete to be
deemed competent in this unit of competency.
l This assessment task is comprised of the two (2) parts:
l Part A is comprised a) and b) parts.
o Part A(a) requires student to develop a report in 700-800 words for creating a
physical learning environment that caters for the needs of the children and
provide them resources and materials that interest’s children. The learning
environment should meet the requirements of the National quality framework
standards and guidelines
o Part A (b) requires student in 200-250 words on scaffolding as a powerful
strategy for children’s learning and development and link it with the theory of
your choice.
l Part B requires student to create a report in 600-700 words for developing awareness and
responding to children with additional needs or children who require additional attention.
The report should also include the intentional teaching practices to support children’s
uniqueness in positive ways.
l You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task.
l You must prepare reports with instructions provided for your trainer/assessor to assess your
competency in this assessment task.
l You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available
Applicable conditions:
l This project is untimed and conducted as an open book test (this means you are able to refer
to your textbook or other learner materials during the test).
l You will be assessed independently on this assessment task.
l No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
l As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
l Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
l Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
l You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
l For more information, please refer to your RTO Student Handbook.

Location:
l This assessment task may be completed in a learning management system (i.e. Moodle etc.)
or independent learning environment.
l Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.
General Instructions for attempting the project:
l You will be required to correctly attempt all activities of this assessment task.
l You will be expanding the knowledge and skills acquired during the previous assessment
task.
How your trainer/assessor will assess your work?
l Answers must demonstrate the student’s understanding and skills of the unit.
l Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
l If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
l If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
l Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
l The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the asessment task:
This assessemnt task requires students ability to do the following:
l Skills to provide a stimulating and challenging physical learning environment that meets the
guidelines of National quality framework and reflects children’s interests .
l Skills to create opportunities for learning through play , peer scaffoding and using a range of
theories to support children’s learning.
l Skills to plan, implement and evaluate learning experiences for children based on thier ability,
age, any additional needs by consulting families or other stakeholders, using observation
methods and intentional teaching practicies.
l Skills to provide flexible routines and a variety of experiences that supports children’s learning
and development.
l Skills to provide resources and a range of natural , processed materials to children to gain age
appropriate skill snd competence.
l Skills to develop awareness about any additional needs of the children and using a range of
teaching methods to support each child’s uniqueness in positive ways.
l Skills to respect a child’s right not to particpate .
Assessment task Instructions
l This assessment task requires student to research and provide report for Part A, B.
l Part A requires student to do the following:
a) Create a physical learning environment that caters for the needs of the children and provide
them resources and materials that interest’s children. The learning environment should meet

the requirements of the National quality framework standards and guidelines. Write report in
700-800 words and it should include information about:
o Creating an appropriate environment that meets the National quality standard guidelines.
o Providing stimulating and challenging environment to children to gain skill and
competence.
o Supporting and assisting children to participate in a variety of experiences.
o Providing predictable and flexible routines.
o Program planning, implementing, assessing and evaluating experiences of the children.
o Providing age appropriate resources that provoke interests of infants, toddlers and pre-
schoolers for their learning and development.
o Intentional teaching.
b) Provide a report in 200-250 words on scaffolding as a powerful strategy for children’s
learning and development and link it with the theory of your choice.
l Part B requires student to create a report in 600-700 words for developing awareness and
responding to children with additional needs or children who require additional attention.
The report should also include the intentional teaching practices to support children’s
uniqueness in positive ways.
l Trainer must assess the performance as per the performance criteria and checklist provided
l You must write the responses as per the given templates.
l Trainer must assess the performance as per the performance criteria and checklist provided.

Assessment Task 3– Unit Project
Assessment Instructions.
l Your assessor will assess your work according to the given performance criteria/
performance checklist.
l You may attach a separate sheet if required.
l You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
l You must staple the loose sheets together along with the cover page.
l You must attach the loose sheets chronologically as per the page numbers.
l Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
l Computer
l Internet
l MS Word
l Printer or e-printer
l PDF reader
l Learning management system

Part A
(a)
You are required to research and provide a report on creating a physical learning environment that
caters for the needs of the children and provide them resources and materials that interest’s
children. The learning environment should meet the requirements of the National quality framework
standards and guidelines.
Your report should include information about
o Creating an appropriate environment that meets the National quality standard guidelines
o Providing stimulating and challenging environment to children to gain skill and competence
o Supporting and assisting children to participate in a variety of experiences
o Providing predictable and flexible routines
o Program planning, implementing, assessing and evaluating experiences of the children
o Providing age appropriate resources that provoke interests of infants, toddlers and pre-
schoolers for their learning and development
o Intentional teaching
You are required to write report in 700-800 words. You need to use attached template to complete
the report.
(b)
Research and provide a report on scaffolding as a powerful strategy for children’s learning and
development. Link it with theory of your choice. Write your report in 200- 250 words. You need to
use attached template to complete the report.
Part B
Research and provide a report on developing awareness and responding to children with additional
needs or children who require additional attention. In your report, you should also write the
intentional teaching practices to support children’s uniqueness in positive ways.
Consider the following below written suggestive points, before writing the report:
l Think about consultation with families and other stake holders, observations to guide
individual learning, following up activities of high interest, providing opportunities for peer
scaffolding, assessment and evaluation of the learning, supporting and assisting the child,
encouraging the child to participate in a variety of experiences, acknowledging every child to
be unique, creating opportunities to learn through play, demonstrating respect for child not
to participate.
You are required to write your report in 600 -700 words. You need to use attached template to
complete the report.

Student is required to write the reponses in the following template:
Name:
Location:
P
a
r
t
A
a)
Research and provide a report on
creating a physical learning
environment that caters for the
needs of the children and provide
them resources and materials that
interest’s children. The learning
environment should meet the
requirements of the National
quality framework standards and
guidelines and your report should
include information about:
o Creating an appropriate
environment that meets
the National quality
standard guidelines
o Providing stimulating and
challenging environment
to children to gain skill
and competence
o Supporting and assisting
children to participate in a
variety of experiences
o Providing predictable and
flexible routines
o Program planning,
implementing, assessing
and evaluating
experiences of the
children
The environment which is made available to children
concerns that the physical environment is safe is fit for
children so that they are able to learn and develop new
things and develop with the scales of how they are able to
manage and know that they are provided safe physical
environment. This will help in providing the children with
rich and diverse range of experiences which will help in
promoting the children's learning and development. It is
also ensured that the children are provided with clean
environment so that they are able to play and engage
themselves in the activities which helps them in learning.
Stimulating and challenging environment is being
provided to the children which helps in gaining the skills
and competency so that they are able to cope up with any
changes which have been occurred in the external
environment. The challenging environment will enable
children to learn many new things from the physical
environment and will ensure that they are paying attention
to all those activities which are in reach of them. Being
provided the challenging environment, new skills and
competency levels will be developed by the children which
will help them in coping up and adapting to those changes.
Support and assistance is provided to children to
participate in variety of experiences by helping them
develop their skills and abilities at large scale. With the
help of support and assistance children are able to learn
new things which helps in enabling them and making them
participating in variety of activities and tasks at large scale.
The support and assistance also motivates them so that
when they grow up they are able to manage their work in
appropriate manner. The support also engages the children
in knowing there positive experiences which they inhibit
and develop during the learning process.
Providing predictable and flexible routines to the
children so that they are able to manage their work and
ensure that how effectively the children are learning new
things at large scale. With the help of flexible routines
children will be able to manage and work accordingly as
per their day schedule. This helps in creating value for the
routine things in which children are developing something

new each time. It is also ensured that predictable and
flexible routines are provided for the children daily works
so that they are able to engage in all the activities which
they perform daily.
Program planning, implementing, assessing and
evaluating experiences will help children in knowing and
developing their skills and abilities which will help in
framing the physical learning environment for children in
significant manner. Evaluation of experiences of children
will ensure that they are interested and engaged in learning
new things which are provided to them by learning in
physically safe environment. Program planning will help in
knowing that there are major changes which enables in
denoting the aspects as to how changes are being observed
at large scale.
Providing age appropriate resources helps in
provoking interests of infants toddlers and preschoolers for
their learning and development is also taken into account
by reflecting on the surfaces of what is the process of
development and growth of children. And for this, age
appropriate resources are used which evokes the interests
of toddlers, infants and preschoolers. This makes the
learning easy and quick for these age distinction children.
Intentional teaching will also help the children by
learning through social context by interacting and
communicating the conversations which are important. The
educators in this learning process promote children's
learning through challenging experiences and interactions
which helps in fostering high — level thinking skills. It
becomes very important for the educators to ensure that the
children are learning in the environment which is adaptable
for them.
b)
Research and provide a report on
scaffolding as a powerful strategy
for children’s learning and
development. Link it with theory
of your choice. Write your report
in 200- 250 words.
Scaffolding is the breaking up of learning into chunks and
providing tool and structure with each chunk. It provides
checking of vocabulary, text and then reading and learning
the materials in which children are learning many things at
large scale. Scaffolding helps the children to learn
something new in effective manner. It is linked with
Behavioral Child Development Theories which helps in
knowing that the human behavior is being influenced by
the changes in the environment and that the learning is also
one of the major cause which has been taken into
consideration. In this the learning occurs through child
development processes. This helps in link with the
Scaffolding as it explains and focuses on learning new
things. The behavioral child development theory works
also helps in knowing that how effectively the learning is
being done in the environment. With the help of the theory,
scaffolding is also taken into account which enables the
learning and development of children enabling them to

incur growth and learn new things.
P
a
r
t
B
a)
 Research and provide a
report on developing
awareness and
responding to children
with additional needs or
children who require
additional attention. In
your report, you should
also write the intentional
teaching practices to
support children’s
uniqueness in positive
ways.
Consider the following below
written suggestive points, before
writing the report:
 Think about consultation
with families and other
stake holders,
observations to guide
individual learning,
following up activities of
high interest, providing
opportunities for peer
scaffolding, assessment
and evaluation of the
learning, supporting and
assisting the child,
encouraging the child to
participate in a variety of
experiences,
acknowledging every child
to be unique, creating
opportunities to learn
through play,
It is very important that the children learn new things
which helps them in engaging to the new practices which
are to be considered as significant in their research.
Children learning becomes very important when there are
practices which are included in the learning. Consultation
with families and other stakeholders for the learning and
development of children helps in assessing that what type
of support is to be taken for the children. Observations are
done while guiding to individual learning which helps in
denoting that what are the children learning and how the
growth and development is noted and observed. Following
up the activities of high interest will help the children in
growing and developing the scales of high interests areas
and will grow more in that direction. Providence of peer
scaffolding enables the children in learning new things
which helps in acknowledgment of how the changes are
being observed while learning and developing new things.
Supporting and assisting the child helps them grow and
develop and also they are able to learn variety of things
which helps in improving and enhancing children skills and
abilities. Encouragement is given to children to participate
in variety of experiences which helps in enabling the
aspects of learning and development at large scale.
Acknowledgment is given to every child as they are
unique. Creating opportunities to learn through play will
help the children in knowing the external environment and
how communicative they are in it. Demonstrating the
respect for child not to participate helps in knowing that
there are unique children which are engaged in learning
through which their behavior is being evaluated and
identified.
There are some important intentional teaching
practices to support children's uniqueness in positive ways
which helps in knowing that how effectively and positive
manner the changes are being observed. Some intentional

demonstrating respect for
child not to participate.
teaching practices are described as — engaging with
scaffolding, listening actively to what children have to say,
revising all the experiences of learning, planning
strategically, challenging the abilities of children and
knowledge, learning and researching together, questioning
learning is also the major aspects which helps in knowing
that the learning of children can be developed in positive
ways which also enables in creating value for the terms
which are being provided at large scale. With the help of
these strategies which are framed for children learning
effectively the changes are also being observed in their
behavior which denotes their growth and development at
large scale.
These aspects help in developing awareness and
how the children are being addressed to which denotes
their learning and thinking capabilities. There has to be
special attention provided to the children which helps in
channelizing the aspects as to how spacial care is being
taken of the children suffering from any type of disease or
problem. All the aspects are taken into consideration by
keeping into account the special attention which has to be
provided to children. This is taken into concern by
denoting the measures which helps in taking care of the
health of children at large scale.

Performance criteria checklist for unit assessment task:
Trainer/ Assessor to
complete
Assessment activities to be
completed
 Report
for
Part A,
Part B
 F
o
r
a
f
u
ll
p
r
o
je
c
t
o
u
tl
i
n
e
,
p
le
a
s
e
r
e
f
e
r
t
o
t
h
e
st
u
d
e
n
t

a
s
s
e
s
s
m
e
n
t
i
n
st
r
u
c
ti
o
n
s
Resources required for the
unit assessment task
 Unit
assess
ment
guide
templa
te
 Access
to live
workin
g
enviro
nment
 Interac
tion
with
others
Does the candidate meet the
following criteria
Yes No Trainer/Assessor Comments

 Demonstrated the
ability to create a
physical learning
environment that
caters for the needs of
the children and your
report included
information about:
 Developing an
appropriate
environment that
meets the National
quality standard
guidelines
 Providing stimulating
and challenging
environment to
children to gain skill
and competence
 Supporting and
assisting children to
participate in a variety
of experiences
 Providing predictable
and flexible routines
 Program planning,
implementing,
assessing and
evaluating experiences
of the children
 Providing age
appropriate resources
that provoke interests
of infants, toddlers and
pre-schoolers for their
learning and
development.
 Intentional teaching

 Demonstrated the
ability to provide a
report on using
scaffolding as a
powerful strategy for
children’s learning and
development and
linked it with theory of
choice.
 Demonstrated the
ability to provide a
report on developing
awareness and
responding to children
with additional needs
or children who require
additional attention.
 Demonstrated the
ability to list the
intentional teaching
practices to support
children’s uniqueness
in positive ways

Unit Assessment Result Sheet (UARS)
Assessment Task 3 – Unit Project
Student and Trainer/Assessor Details
Unit code CHCECE022
Unit name Promote children’s
agency
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outco
me
(please
make
sure to
tick the
correct
checkb
ox):
Satisfac
tory (S)
☐ or
Not
Satisfac
tory
(NS) ☐
Date: (day)/
(month)/ (year)
Second attempt:
Outco
me
(please
make
sure to
tick the
correct
checkb
ox):
Satisfac
tory (S)
☐ or
Not
Satisfac
tory

(NS) ☐
Date: (day)/
(month)/ (year)
Feedback to Student First attempt:
Second
attempt:

Student Declaration
 I declare that the answers I have provided are my own work. Where I have accessed information
from other sources, I have provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material that I used as part of my
submission.
 I have provided references for all sources where the information is not my own. I understand
the consequences of falsifying documentation and plagiarism. I understand how the assessment
is structured. I accept that all work I submit must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I can appeal the assessment
process, and either re-submit additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have assessed this candidate’s submission. The assessment tasks were deemed current,
sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I
have provided feedback to the above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student Management System on (insert
date)
by (insert Name)