CHCECE024 & CHCECE022: Curriculum Design and Children's Learning | Desklib

CHCECE024 Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate
evidence of the knowledge and skills required to design, implement and evaluate the
curriculum to foster children’s learning and development.
Elements
The following elements define the essential outcomes for CHCECE024 Design and
implement the curriculum to foster children’s learning and development. Element 1 Develop appropriate settings and environments. Element 2 Design and implement curriculum in consultation with others. Element 3 Design learning experiences to foster children’s learning and development. Element 4 Implement learning experiences to foster children’s learning and
development. Element 5 Assess and evaluate planned and unplanned teaching and learning.
CHCECE022 Unit Purpose
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/tmp/tmpza4lsw2y2727711_1894714215_THEORYASSESSMENTTASK2.docx Date
15/1/14
Course
CHC30113
Assessment Version
1
Validation Date Date revalidation Validating Teachers initials Page
1 of 14
TAFE NSW
© 2014
CHCECE024
Design and Implement the Curriculum to
Foster Childrens Learning and Development
CHCECE022
Promote Children’s Agency
Theory Assessment Tasks
CHC50113 Diploma of Early Childhood Education and Care

The assessment tasks within this unit provide you with the opportunity to demonstrate
evidence of the knowledge and skills required to promote children’s agency.
Elements
The following elements define the essential outcomes for CHCECE022 Promote children’s
agency. Element 1 Establish a learning environment that reflects children’s interests. Element 2 Provide opportunities that stimulate learning and development Element 3 Design, implement and evaluate learning experiences for children Element 4 Support children to participate
Assessment Requirements
You must submit assessment work and attended scheduled assessments on the required
dates.
 If you miss an assessment you must discuss the issue of the missed assessment with
your teacher within seven days, or at your first class attendance after the assessment,
whichever occurs first. Otherwise you will have an unsatisfactory result.
 If you are deemed unsatisfactory in an assessment event you will be eligible to
receive one (1) additional reattempt to demonstrate competence. Your resubmission is
due within seven days.
 If you require an extension you must apply in writing before the assessment event
and have it approved in writing.
Disclaimer: Printed copies of this document are regarded as uncontrolled.
/tmp/tmpza4lsw2y2727711_1894714215_THEORYASSESSMENTTASK2.docx Date
13/7/15
Course
CHC30113
Assessment Version
1
Validation Date
13/7/15
Date revalidation
13/7/15
Validating Teachers initials
MH, AP, KG
Page
2 of 14
TAFE NSW
© 2015
Theory Assessment Tasks Task Completed
1.1: Personal Philosophy
1.2: Situational Analysis
1.3: Designing Indoor and Outdoor Environments: Scenario
1.4: Promote Children’s Agency Short Answer Questions

In order to complete this unit of competency you are required to access the following key
resources.
Textbook
 Kearns, K. (2010). Frameworks for Learning and Development: Working in Early
Childhood Education and Care Series (2nd Ed.). Victoria: Cengage Learning
Australia.
Refer to Chapter 1: Frameworks for learning
Chapter 5: Planning for Learning Cognitive Development
Chapter 8: Putting it all together
 Arthur, L. Beecher, B. Death, E. Dockett, S. Farmer, S. (2012). Programming and
planning in early childhood settings (6th Ed). Australia: Cengage Learning.
You may also find it beneficial to refer to the previous Working in Early Childhood
Education and Care Series textbooks:
 The Big Picture (3rd ed.), K. Kearns (2013)
 Birth to Big School (3rd ed.), K. Kearns (2013).
Core Documents:
 Australian Children’s Education and Care Quality Authority. (2011). Guide to the
National Quality Standard. ACT: Commonwealth of Australia.
 Australian Government Department of Education, Employment and Workplace
Relations. (2009). Belonging, Being and Becoming: The Early Years Learning
Framework for Australia. Canberra: DEEWR.
 Australian Government Department of Education, Employment and Workplace
Relations. (2010). Educators’ Guide to the Early Years Learning Framework for
Australia. Canberra: DEEWR.
Disclaimer: Printed copies of this document are regarded as uncontrolled.
/tmp/tmpza4lsw2y2727711_1894714215_THEORYASSESSMENTTASK2.docx Date
13/7/15
Course
CHC30113
Assessment Version
1
Validation Date
13/7/15
Date revalidation
13/7/15
Validating Teachers initials
MH, AP, KG
Page
3 of 14
TAFE NSW
© 2015
Required Readings

Additional Readings:
 Kearns Education. (2013). Guidelines for Planning 2013.
 Curtis, D & Carter, M. (2014). Designs for living and learning: transforming early
childhhod environments (2nd ed.). USA: Redleaf Press.
 Kable, J. (2010) Have you ever heard of the theory of loose parts? [Online Article].
Let the Children Play. Retrieved from http://www.letthechildrenplay.net/2010/01/how-
children-use-outdoor-play-spaces.html
 Post, J., Hohmann, M., and Epstein, A. (2011). Setting Up a Sensory Environment for
Infants and Toddlers. ReSource, Spring, 2011, 18-19. Retrieved from
http://www.highscope.org/file/NewsandInformation/ReSourceReprints/Spring2011/
TeachCorner_ SettingUpSensoryIT_72-5.pdf
 Neill, P. (2013). Open-Ended Materials Belong Outside Too! HighScope Extensions,
27 (2), 1-10. Retrieved from
http://www.highscope.org/file/NewsandInformation/Extensions/ExtVol27No2_highrez.
pdf
 Links between the EYLF, the NQS and everyday practice
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/11/Links-
EYLF-NQSpractice.pdf
 Ann Stonehouse Agency for what purpose? https://www.facebook.com/notes/national-
quality-standard-professional-learning-program-nqsplp/agencyfor-what-purpose/
711337005574948
 Environment makeover. National Quality Standard ideas to actions
http://www.earlychildhoodaustralia.org.au/nqsplp/environment-makeover/
 Being, becoming and belonging in the physical environment.
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/11/
EC1203_Being-belonging-becoming.pdf
 Leong, D. and Bodrova, E. (2012). Assessing and Scaffolding Make-Believe Play.
Young Children, January, 2012, 28-34. Retrieved from
http://www.naeyc.org/files/yc/file/201201/Leong_Make_Believe_Play_Jan2012.pdf
 NQS PLP Inquiry based learning:
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/10/
NQS_PLP_E-Newsletter_No45.pdf
Disclaimer: Printed copies of this document are regarded as uncontrolled.
/tmp/tmpza4lsw2y2727711_1894714215_THEORYASSESSMENTTASK2.docx Date
13/7/15
Course
CHC30113
Assessment Version
1
Validation Date
13/7/15
Date revalidation
13/7/15
Validating Teachers initials
MH, AP, KG
Page
4 of 14
TAFE NSW
© 2015