Assessment Tasks for Diploma of Early Childhood Education

This document provides assessment tasks for the Diploma of Early Childhood Education, including developing appropriate settings and environments and designing and implementing curriculum in consultation with others.

Running head: DIPLOMA OF EARLY CHILDHOOD EDUCATION
1
Diploma of Early Childhood Education
Name
Institution

SECTION TWO: ASSESSMENT TASKS
Assessment Task 1
Developing appropriate settings and environments
Purpose
This assessment task is designed to assess your skills and knowledge in developing appropriate
settings and environments.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
Document the results of a spontaneous modification you made to the learning environment.
1. Describe the initial environment or experience, including:
 the set-up
 the age of the children it was prepared for.
I was first shocked when I saw the kind of environment that kids were around. There existed a lot
of clutter and this was an hindrance to the kids movements and freeness in a place where they
should be comfortable in. furniture in the room were not child friendly and most of them were either
broken or not functioning correctly. The room temperatures were not child friendly and did not
promote proper learning. The environment was stuffy and could not encourage creativities and
innovativeness in any way. Children did not feel comfortable in this environment and this made it
difficult for them to learn. It was mainly prepared for children between 3-5 years old.
2. Describe what you modified and why. Include:
 an explanation of the aspects of the children’s learning that the modification was designed to
support
 how the children were involved in the modification through consultation
 the EYLF Outcome the modified environment links to.
This type of learning was created or designed to support preschool education. Where children
would come in and learn freely, a space where they felt comfortable in. I created order and removed
clutter this is because even children need to feel like there is orderliness in their environment for
them to learn with a lot of ease. A room or place which is free of clusters will help them open their
minds to new things. The previous room was distracting and could impede learning. I arranged the
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furniture in a way that there existed little traffic throughout the day and the
Room appeared organised. I made sure that the room was not too cold or too hot. That the
temperature was conducive for learning. That the lighting was appropriate and decorated with those
items that are appealing to children and help in the promotion of positive learning. Health and d
safety was one of my basic concerns. I made sure that the rooms were childproof and I removed the
health hazards and environmental allergens as much as I could. I made sure to include these
children in the preparation and creation of this environment. I made this possible through having
their art works and accomplishments posted on the wall. Through this they feel welcomed in their
environment. I received positive reinforcements from parents and educators who found this
environment perfect for children to be around. It is environments that encourages learning and
makes the child accomplish new things. I finalised by coming up with some rules and guidelines.
These were majorly on how the children are supposed to conduct themselves during learning and
during playtime activities. This is because those behaviours that destruct learning can destruct the
entire classroom.
3. Provide a short summary of how the children interacted with the new environment.
The children first reaction to this environment was amazing. Children could move around with a lot
of easy with no obstacle. They paid a lot of attention during class hours and they could be seen
sharing toys, taking turns and interacting in a comfortable way with their teachers and with each
other. The decoration of the classroom made the children faces even brighter, interacting with their
own creations on the wall the alphabet chart made learning seem easy to these children. Children
could be seen working closely with each other in the exploration of the classroom. We could see
that they were self-motivated.
4. Prepare a collaborative learning experience for a small group of children based on a topic that
relates to respecting families, the community, or both.
Document:
 how you will prepare the environment
 how you will engage the children
 what you will talk about and the questions you will ask the children
 the props, materials and equipment you will use.
In most cases, children do watch their caregivers looking for certain clues that would meet their
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expectations. If they see grown-ups treating each other with a lot of respect then probably they
would do the same. First of I would come up with certain codes of behaviour that teacher around
this kids should behave in. this is because children learn best through observation. I would go ahead
and talk to these children about respect. I would talk to them of how they should treat each other
and give a demonstration with how we treat each other. I would put a lot of focus on the words we
use for example words like, please, yes, sir, ma’am, thank you excuse me, ant that attitude we
portray.
I would educate them on the importance of turn taking, majorly because turn taking is a skill that is
useful in all aspects of life. Educating children on the importance of turn taking and to learn how to
patiently wait for their turn to speak encourages respectful listening and it helps in the development
of an attitude of patience and respect. I would also teach these children polite responses, I would
encourage them to use phrases such like, “no thank you”, to encourage a continuous attitude of
respect. Lastly I would encourage the teacher to praise those respectful behaviours that children
demonstrate. They should give positive praises for the efforts made by these children.
During my lesson I will show use charts with drawing of these words and pictures that contain
conversations on respect that are simple enough for a three year old to understand. After my lesson I
would pop out questions that require these polite respectful answers to my students and see if they
could come up with their answers. I would ask questions like:
Before asking for anything from your friend or teacher what word should you begin with? Please
What would you say if you wanted to pass through a place and your friend is blocking your way?
Excuse me please.
What would you call your teacher if you wanted to ask for anything? Sir or ma’am.
5. Implement the discussion. Evaluate the discussion by answering the following questions:
 Were your preparations adequate? Explain.
 What EYLF Outcome did the resulting environment link to?
After my lesson I found out that these children had a lot to learn on respect. I got feedback report
from one of their teachers that majority of the children address them using those respectful words
like; may I please, excuse me, sir and ma’am. That children are effective communicators is one of
the learning outcomes that I observed that was linked to EYLF.
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Review the learning environment currently provided in your service. Identify one play space that
you could modify to enable the children to gain a greater appreciation of the natural environment.
6. Describe the initial environment, including:
 the set-up
 the available materials and resources
 the age of the children it was prepared for.
The paying ground provided for these students is too small and has very few play equipment. These
materials can accommodate at most twenty children leaving the rest of the team with nowhere to
play. And it is only suitable for kids around 4 and five years leaving the three years old kids with no
place for play.
Playing being essential for a child’s development because it is a great contributor to the child’s
physical, cognitive, social and even emotional development. With the help of the educators we
would request for an extension of the field by the school administration. Through the administration
we would request for additional play equipment from the relevant authorities or the ministry of
education. We could also make parents part of this and ask for a contribution from them to help out
in the purchase of this equipment.
7. Modify the environment and explain:
 what you modified and why
 how the children were involved in the modification
 the outcome of your modification, by providing evidence of the set-up via description,
diagram and/or photograph
 how it promotes a greater appreciation of the natural environment
 how the children interacted with the new environment
 the EYLF Outcome the resulting environment links to.
Through the help of parents we managed to modify the playground and provide children with all
these range of experience and opportunities. We limited their play to equipment appropriate for
different age groups and those kids who had nothing to play with had plenty at their disposal.
Before allowing them to jump on these playing kits. We made sure that they understood that
playing was not about competition but more about creativity, socialising and having fun. Children
got a lot of experiences and opportunities from this place. Children we seen to be more physically
active and seen facing a lot of challenges and taking risks. They were socializing even more with
each other and learning certain skills like cooperating with one another. From time to time we
would see kids using their imagination which enlarges their thinking and even play independently
because of the availability of a wide playing space. The kids were not left behind during the
modification of this playing ground. Majority helped in colouring this equipment’s and cleaning
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them up before they were set into motion. More trees are being set up around the playground to
provide adequate shade for these kids with a lot of precautions of course. Through this children are
connected with their world and even have the chance of learning outside the classroom setting.
Assessment Task 2
Designing and implementing curriculum in consultation with others
Purpose
This assessment task is designed to assess your skills and knowledge in designing and
implementing curriculum in consultation with others.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Develop a list of at least five open-ended questions to ask two parents about the current
curriculum and learning environment.
The questions should allow the parents to identify:
 the strengths of the current curriculum and learning environment
 the weaknesses of the current curriculum and learning environment
 whether the goals of the current curriculum are being met (if not, explain why).
 Ask the parents the questions and document their responses.
 Explain how you will address any required changes.
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What makes the current curriculum relevant to the job market?
One parent suggested that, in her opinion, she believes that the curriculum has a long way from
being relevant. A lot of focus has been placed on grilling and teaching students to memorize and
remember information rather than remember this information. It is an exam based type of learning
where students are graded only on their ability to quote a text.
The education system is ineffective at best. The homogeneity in the delivery of education does not
accommodate the different skills and talent of the students. Children spend better part of their time
getting stuffed with all these knowledge that may not be of help to these students in their future.
Another parent suggested that the content of the curriculum has potential to build massive economic
and social capacity. It is the best type of curriculum so far to their children because it comprises of
almost everything a child needed to learn of.
What are challenges that the current curriculum face?
The first parent suggested that some aspects of the curriculum are not fully implemented due to lack
of resources by some institutions and these impacts negatively on the learners. The second parent
stated that the curriculum does not deliver what the learners are promised because some of its part is
overlooked by teachers.
Which goals has the current curriculum met?
According to one of the parents, she said that the curriculum has not changed much and they are yet
to see its positive outcome while the other parent was of a contrary opinion citing improvement in
job opportunities owing to the curriculum.
What do you suggest to be implemented in order for the curriculum to improve?
Both parents suggested that an oversight committee should be established to oversee the
implementation of the curriculum in all learning institutions. One of them further stated that the
government should take all the progress of the implementation seriously.
What is the weakness of the current curriculum?
One of parent thinks that the curriculum is not well structured and does not take into account the
cultural background of the learners. While the other parent is of the view that it does not reflect the
needs of the society.
2. Develop a list of at least five open-ended questions to ask two children about the current
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curriculum and learning environment.
b) The questions should allow the children to identify:
 the strengths of the current curriculum and learning environment
 the weaknesses of the current curriculum and learning environment
 Whether the goals of the current curriculum are being met (if not, explain why).
Examples of questions:
 What experiences did you enjoy?
 What experiences would you like provided that are not currently offered?
 Ask the children the questions and document their responses.
 Explain how you will address any required changes.
1. What else would you like to be added in the curriculum?
The first child requested that they should add more playing time while the second child was
ok with how it is.
2. What experiences did you enjoy?
One the children said that he enjoys the playing-based learning because of interacting with
other children. The other one also shared the same view.
3. What is the weakness of the current curriculum? They both had no idea on this.
4. What are the advantages of what you currently learn? They both said that they have realized
their potential outside classroom.
5. Which changes would you wish to see made to the curriculum? One hoped that the
curriculum would be modified to meet needs for children with disabilities while the other
kept silent on this.
Access the philosophy of your service.
3. Select two examples of curriculum activities and describe how they reflect the philosophy.
Then identify the Elements of the NQS and Outcomes of the EYLF that are being fulfilled by these
activities.
Children caring for their own belongings such as putting things away in their lockers-this reflects
their social skills and being able to depend on themselves. The elements of NQS and outcome of
EYLF fulfilled is children having a strong sense of being.
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Children open shelving in the rooms-this reflects the control they have over their learning
experiences. The elements of NSQ and EYLF fulfilled include the fat that children are confident
and involved learners.
4. Access the planning format (curriculum or program plan) used by your service, or develop one
yourself. Explain how the format is used to present what is occurring in the curriculum.
Describe how it:
 communicates the experiences and activities being implemented
 reflects the views and approaches of your service philosophy
 reflects the EYLF Outcomes by linking them with experiences and activities
 is a living document that you can add to as the children interact with the environment and
learn through unplanned experiences.
Assessment Task 3
Designing learning experiences to foster children’s learning and development
Purpose
This assessment task is designed to assess your skills and knowledge in designing learning
experiences to foster children’s learning and development.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
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1. Design and implement five experiences. To ensure your experiences provide a holistic approach to
the curriculum, ensure that each one of your experiences is linked to a different EYLF Outcome:
 Outcome 1: Children have a strong sense of identity
 Outcome 2: Children are connected with and contribute to their world
 Outcome 3: Children have a strong sense of wellbeing
 Outcome 4: Children are confident and involved learners
 Outcome 5: Children are effective communicators
Document the planned experiences the table below for each of the five experiences.
Planned experience format
Information requested The experiment will include all the activities the children
engage in both in class and outside the class. This activity
reflects the learning outcomes expected.
Child or group A group of children
Age of child or group The age bracket of the group should be between 6-12 years.
Experience
Photos and names displayed on children’s lockers. Displaying
family photos (self-identity, belonging).
- Assisting educators to prepare for meal times (sense of
ownership and belonging).
- Serving their own meals, using tongs, pouring drinks from
jugs, etc. (self-help, small muscle control, independence).
- Washing their own dishes (self-help, physical skills, and
respect for physical environment).
- Caring for their own belongings (e.g. Putting things away in
their lockers/bags) (independence, so
Observation record to support
experience choice
Date observed
1. In the midterm, when photos were displayed before
some children they seemed familiar with some of the
photos and names showing that it evokes their memory
in learning process
2. When the children are spotted helping their educators to
serve meals proves that they have a sense of belonging.
3. During meal time , the children are can be seen serving
meals themselves which shows that they are
independent
4. At some point the children were seen washing their own
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dishes meaning that they have developed skills as
expected.
5. Some also were spotted putting away their bags in the
shelves showing that they can depend on themselves.
Analysis
What does the record/s tell you about the child? Are there
interests, strengths or goals?
The records reflect on the children’s capability and the goals
they aim to achieve.
Why did the record/s encourage you to plan this experience?
What makes you want to focus on the record/s you have chosen
above?
The records encouraged me to choose these experiences
because I believe there is still room for improvement on the
children’s experiences. The reason why I would concentrate on
the record has chosen is so as to make it better compared to
records we have right now.
Which of the five EYLF Outcomes does the observation relate
to?
 Outcome 1: Children have a strong sense of identity
 Outcome 3: Children have a strong sense of wellbeing
 Outcome 4: Children are confident and involved learners
In which of the specific sub-outcomes is this child progressing?
The child has a strong sense of wellbeing and feels confident.
EYLF links Which EYLF Outcome does the experience relate to? (Choose
one experience for each of the five Outcomes.)
1. In the midterm, when photos were displayed before
some children they seemed familiar with some of the
photos and names showing that it evokes their memory
in learning process- Outcome 1: Children have a strong
sense of identity
2. When the children are spotted helping their educators to serve meals
proves that they have a sense of belonging- Outcome 2: Children are
connected with and contribute to their world
3. During meal time , the children are can be seen serving meals themselves
which shows that they are independent- Outcome 2: Children are
connected with and contribute to their world
4. At some point the children were seen washing their own dishes meaning
that they have developed skills as expected- Outcome 4: Children are
confident and involved learners
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5. Some also were spotted putting away their bags in the shelves showing that
they can depend on themselves Outcome 4: Children are confident and
involved learners
Are the EYLF Principles and Practices linked? How?
Yes. The principles guide how the practices should be
conducted.
Objective To analyse the information gathered and reflect on whether
each child’s interests and strengths have been addressed in
conjunction with the approved learning framework.
Materials required The materials required includes photos, bags and other things
that children can feel they own.
Presentation of learning environment The learning environment will be place friendly to the children
where they can engage in active play observe certain things
from their environment. The environment will be learning
friendly to ensure all children are free and comfortable while
learning
Role of educators
Educators will complete a Summary of Learning and
Development for each child, which reflects the learning
outcomes in the EYLF, every 6 months, and from this, develop
long term planning for each child
Continuity of learning How have you considered this in the planning and
implementation of this experience?
This will be used in the future planning to improve the
children’s ability and skills.
What will you do to incorporate the experience into the current
play and learning environment?
I will suggest to the children centre to consider the experiences
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into the curriculum.
Continuity of transitions How have you considered transitions in the planning and
implementation of this experience?
yes
How will you ensure timetabled transitions are not affected on
by the experience?
By making them be in order so that there are no inconveniences
caused
2. Using the planning format you analysed in Assessment activity 2, and insert the experiences you
have planned so they can be displayed ready for implementation.
1. In the midterm, when photos were displayed before some children they seemed familiar with
some of the photos and names showing that it evokes their memory in learning process
2. When the children are spotted helping their educators to serve meals proves that they have a
sense of belonging.
3. During meal time , the children are can be seen serving meals themselves which shows that they
are independent
4. At some point the children were seen washing their own dishes meaning that they have
developed skills as expected.
5. Some also were spotted putting away their bags in the shelves showing that they can depend on
themselves.
Research the methods your service uses for documenting the monitoring and assessment of learning
experiences.
3. Collect samples of these methods (provide photographs or examples if no sample is available)
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a) Check that they allow you to record the following information about the experiences:
o Spontaneous interest (unplanned learning) that arise during the experience
o Learning that is noticed
o New ideas and activities of high interest that arise
o Extensions, changes or modifications that are made
o Changes or additions in relation to the way the EYLF Outcomes, Principles or Practices are
linked to the experience
o Changes to objectives
o What worked and what didn’t work
b) Check that they allow you to record:
o The opinions of other people
o The ideas of children who participate in the experience
If there is not a method in your service that allows you to record the above information, develop a
method of your own.
1. Interviewing method
2. Use of questioners
4. Once the samples of the methods are collected, write a brief explanation of how they are used in the
evaluation process.
The methods will be used to collect data which in turn will be used to improve the experiences and the
learning outcome.
Assessment Task 4
Implementing learning experiences to foster children’s learning and development
Purpose
This assessment task is designed to assess your skills and knowledge in implementing learning
experiences to foster children’s learning and development.
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Requirements
To complete this assessment task, you need:
 access to a children’s service environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Set up the five experiences you planned in Assessment activity 3. You can choose to set them
up one at a time or all at once, depending on the curriculum that your service follows.
Take photographs of this initial set-up showing how you have ensured that the required materials
are available.
1. some children they seemed familiar with some of the photos and names showing that it
evokes their memory in learning process
2. When the children are spotted helping their educators to serve meals proves that they have a
sense of belonging.
3. During meal time , the children are can be seen serving meals themselves which shows that
they are independent
4. At some point the children were seen washing their own dishes meaning that they have
developed skills as expected.
5. Some also were spotted putting away their bags in the shelves showing that they can depend
on themselves.
2. Implement the five experiences.
During the implementation, monitor and reflect on the children’s learning. Respond to this by
continuously refining the experiences to ensure they meet the children’s learning needs.
The experiences will be implemented by a committee that will be in charge of this. The school shall
monitor how everything is done.
3. Record these refinements by noting the:
 name of the experience- playing
 date of initial implementation- mid term
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 modifications made and the date and time they were made- the time for playing was adjusted
during the final term
 reasons for the modifications- the previous plan was negatively reflecting on children’s
performance
 date the experience was concluded- the opening date
Write up your notes afterwards using a planning format (a curriculum or program plan).
4. Describe how you co-constructed meaning with a child during at least one of the experiences.
The child came to help me wash dishes and after interacting I told the child that washing dishes is
part of his responsibilities.
5. Provide at least three examples of how you became involved in sustained interactions with a
child during an experience.
1. I paid attention to the child
2. I helped the child get water
3. I told the child about his responsibilities.
6. Access EYLF Outcome 4. Choose a learning disposition from Outcome 4 and describe how you
modelled and promoted it in the learning experience.
Outcome 4: Children are confident and involved learners- I helped the children realise their
potential by exposing them to activities that they liked doing like washing dishes. This way they
were to developed more skills.
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7. Describe how one of your experiences was designed and implemented to reflect your pedagogical
practices.
My experience of helping one another with dish washing was implemented as its outcomes were
positive showing that children can contribute a lot in life.
Assessment Task 5
Assessing and evaluating planned and unplanned teaching and learning
Purpose
This assessment task is designed to assess your skills and knowledge in assessing and evaluating
planned and unplanned teaching and learning.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. According to the service standards, policies, procedures and guidelines, what time line
requirements are expected in relation to assessment and evaluation of the curriculum and learning
experiences? Make a list of when each stage should be completed.
Policy 2: Child Protection
Policy 6: Healthy Eating -
Policy 7: Hygiene and Infection Control
Policy 13: Sun Protection
Policy 20: Excursions
Policy 24: Interaction and Behaviour Guidance
Policy 25: Diversity and Equity
Policy 26: Enrolment and Orientation
Policy 27: Privacy, Confidentiality and Record Keeping
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Policy 35: Staffing Arrangements
The timeline should be logical and flowing to match the children’s expectations.
2. Evaluate each of the five experiences you implemented in Assessment activity 4.
Summarise the following information about each experience:
 The number of days or sessions the experience was provided for- there were four sessions
for each experience.
 Spontaneous interests (unplanned learning) that arose during the experience- there was need
for playing with friendly animals when the children came across a goat.
 Learning that was observed- it was observed that children learn quickly through playing
 New ideas and activities of high interest that arose and were acted on- children are more
attentive when it comes to something that creates anxiety; this was to be taken into
consideration.
 Extensions, changes or modifications that were made- change in children’s playing time.
 Changes or additions in relation to the way the EYLF Outcomes, Principles or Practices are
linked to the experience over the time of its implementation- there was slight change in
EFLY outcomes though some new experiences came up creating new things to be learned.
 Changes to the objectives over the time of its implementation- the new objectives were
formulated to encounter the shortcomings of previous program.
 What worked and what didn’t work- some new policies did not work because of lack of
practicability
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5. Gather feedback from a work colleague and their child about experiences you have planned and
implemented. Find out whether the child:
 Enjoyed the experiences- yes the child enjoyed the experience from his confession.
 found the experiences appropriate- the child was not sure about this
 Talked about the experiences at the service or at home- the child talked about the experience
at home. I knew this from the parents
 Was engaged in the experiences- the child seemed to be enjoying
4. Draw on all the feedback you have collected and your evaluation to develop at least two new
experiences to add to the curriculum.
For each of the new experiences:
 Explain why your evaluation led you from the initial experience to this new experience.
 Clearly link the experiences to a relevant EYLF Outcome by using the sub-outcome as a
reference.
1. Running around the field with the children- this enables the children to be physically fit.
2. Engaging in name calling games- this enables the children to develop a strong bond between
them and improve their social skills.
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Assessment Task 6
Workplace Task 1
1. Look around your room and describe it- the room is large and wide and conducive.
2. What do you feel makes it an appropriate setting and environment? The room has proper
lighting promoting proper ventilation
3. What modifications would you suggest and how would you implement these changes?
I would modify the arrangement of the room to allow for more learning activities programs. I
would implement this by bringing in more tables and children play toys.
Workplace Task 2
1. Look around your service and note all the items that go to promoting children’s appreciation of
the natural environment? Make suggestions on how you feel this could be improved.
Trees, playing toys, stones, grass, water and sticks. We can buy modernized items
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Workplace Task 3
1. Research and record your service’s philosophy.
My service include considering the children’s interest and how they respond to different aspects of
environment. Also how such activities reflect on their learning outcome.
2. Does it include the six NQS guiding principles? Explain how.
Yes. This is because they are constructed within the NQS guidelines and even on the
implementation.
3. Explain how the philosophy is reflected in the service curriculum.
The curriculum has objectives and my philosophy reflects on the objectives of the curriculum
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Workplace Task 4
1. Which room are you in? An office.
2. Do you feel that the indoor learning environment if providing a holistic approach? Yes
3. Explain your answer- this is because it relates the learning environment to the EFLY outcomes.
Workplace Task 5
1. Which monitoring and assessing of experiences do you use at your service?
I just use the supervision method and give out task to evaluate and assess the performance of
children out of the experiences.
2. How do they represent:
 information about the child or children- they represent what is expected of the children
 objectives – to promote learning through holistic approach
 EYLF Outcomes – the children become more independent and skilled
 EYLF Principles and Practices- they reflect the guidelines expected
 a holistic approach – they help relating learning to the environment
 Details of the learning experience?- includes seeing photos and communicating with
children
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Workplace Task 6
1. Look over a copy of your program for a month and highlight the learning experiences that are
designed to foster children’s learning and development (Provide a copy with this assessment).
1. some children they seemed familiar with some of the photos and names showing that it
evokes their memory in learning process
2. When the children are spotted helping their educators to serve meals proves that they have a
sense of belonging.
3. During meal time , the children are can be seen serving meals themselves which shows that
they are independent
4. At some point the children were seen washing their own dishes meaning that they have
developed skills as expected.
5. Some also were spotted putting away their bags in the shelves showing that they can depend
on themselves.
2. Develop your own program for a month, you must use different activities to the example above.
Highlight the learning experiences that are designed to foster children’s learning and
development.
1. Children running around the field.
2. Children engaging in ball games.
3. Exchanging of photos among children
4. Eating together
5. Playing games together
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3. What physical learning activities have been programed for the month? (Provide a copy with this
assessment).
1. Running around the field
2. Playing games
4. Develop your own program for a month, you must use different activities to the example above.
Highlight the physical learning experiences.
1. The children will engage in group games twice every week.
2. The children will always be taken for a walk around the forest
Workplace Task 7
1. Over a week list all the times unplanned learning happened in your room. Briefly explain each
experience.
1. There was an emergency when one student spotted a wild animal; therefore I took a step to
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teach the children on how to respond to such situations.
2. There was a moment one of the children fainted at the playing ground so we had to teach
children how to mange fear.
Complete an evaluation your rooms program of experiences, then answer the questions below.
2. What did your evaluation tell you about the experiences?
The experiences can greatly improve the children’s performance given that they will be actively
involved in each process.
1. What did your evaluation tell you about the EYLF Outcomes being worked toward?
My evaluation greatly relates to the EYLF outcomes, because through such experiences the
children are able to develop physically and become more independent.
2. Is the plan of experiences represented holistically?
Yes it is. The plan relates to the expected outcome.
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3. What did your evaluation tell you about planning?
According to my evaluation, all the experiences expected to take place can be planned at different
duration in a learning period.
4. How often is it recommended for evaluation of the curriculum and learning experiences
occur? Explain why this schedule is set.
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It should be done annually so as to assess the performance of a curriculum and reflect on the needs
of the society.
Assessment Task 7
PROJECT
CHCECE024 Design and implement the curriculum to foster children’s learning and
development
Purpose
The following activity forms part of your assessment of competence. You may also need to provide
various workplace documents or third-party reports. Your trainer will give you guidance in this
area.
This assessment activity is designed to assess your skills and knowledge across the whole unit
CHCECE024 Design and implement the curriculum to foster children’s learning and development.
Requirements
To complete this assessment activity, you need:
 access to a children’s services environment
 to complete the tasks outlined and submit responses as directed by your trainer/assessor/training
organisation
 to ensure you maintain confidentiality as required
1. Evaluate and modify the current learning environment and materials based on the following
criteria.
Enter your findings into a table similar to the following.
Outcome
1
Outcome
2
Outcome
3
Outcome
4
Outcome
5
How is each of the five EYLF
Outcomes represented?
All the outcomes are represented in
the experiences.
Provide details of an experience that
Outcome
1:
Children
have a
Outcome
2:
Children
are
connected
with and
Outcome
3:
Children
have a
strong
sense of
Outcome
4:
Children
are
confident
Outcome
5:
Children
are
effective
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is currently provided.
1. some children they seemed
familiar with some of the
photos and names showing
that it evokes their memory in
learning process
2. When the children are spotted
helping their educators to
serve meals proves that they
have a sense of belonging.
3. During meal time , the
children are can be seen
serving meals themselves
which shows that they are
independent
4. At some point the children
were seen washing their own
dishes meaning that they have
developed skills as expected.
5. Some also were spotted
putting away their bags in the
shelves showing that they can
depend on themselves.
strong
sense of
identity
contribute
to their
world
wellbeing and
involved
learners
communic
ators
Is this a planned or unplanned
experience?
Planned experience
Why was each experience planned?
The experience was planned so as to
address specific issue with some
children who have disabilities to
enable they also learn.
How does it link to a child’s interests,
strengths and goals?
This makes the child psychologically
prepared and enable them realize
their potential.
Which sub-outcome of the EYLF
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does it link to?
The children are able to become
independent
Are opportunities for sustained
shared thinking and collaborative
learning available?
Yes.
If so, provide an example for each
experience.
Children playing together
Do the materials used in each
experience promote an appreciation
of the natural environment? Yes
If so, explain how.
Because the materials are well
disposed and does not pollute the
environment
Do the experiences show that
families and the community are
respected?
Yes.
If so, explain how.
This is because the experiences are
conducted according to the
communities cultural background and
wishes of the parents
How could the experience be
modified (if required) to include the
above expectations?
The experience can be modified to
adapt the current technology.
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2. Focus on two indoor experiences provided in your service. Obtain feedback from a parent and a
child on each experience.
Ask the parent:
 Is the experience of value to your child? Yes.
 Explain why or why not. It helps the child develop physically and mentally
 Would you like the experience to stay as it is, to be modified or to be replaced with a different
experience? Yes
 Explain why or why not
So that the changing needs of the child are addressed.

Ask the child:
 Do you like or dislike the experience? Yes.
 Explain your response.
I enjoy
 Would you like the experience to stay as it is, to be modified or to be replaced? Explain your
response
Yes
Document their answers.
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3. Evaluate each experience based on the feedback you received and explain:
 what can remain unchanged and why
The time at which the experience takes place because it’s more convenient that way.
 what needs modification and why
the aspect of the experience being traditional, should reflect modern needs
 any continuity of learning and transitions that occurred
None.
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4. Implement one of the modifications you identified in question 3 and complete a table similar to
the following.
Learning experience modification plan
Name and description of original experience:
Playing around the field. Children in groups go around the field.
Date experience was originally offered:
The opening dates.
Objective of original experience:
To foster learning and development objectives in children.
EYLF links to original experience (Outcomes, Principles and Practices):
The EYLF completely relates to the experiences as it reflects its factors from outcome to principles.
What modification will be made:
The technological aspect to reflect the current needs of the society
New objective:
To get the children more attentive and involved
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New EYLF links (Outcomes, Principles and Practices):
Outcomes
1. Children become curious and alert
2. Children understand their duties
3. Children believe in themselves
Principles
1. To take the children’s interest into account
Practices
1. Promoting love between the children
New strategies used to make the experience engaging and accessible:
Engaging more people in the experience so as to make it more interactive
New role of educators: to ensure that ball needs of the children having disabilities are addressed.
END OF ASSESSMENT WORKBOOK
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