Integrated Workplace Task Part 4 for CHC50113

This task requires you to gather, interpret and plan for one Focus Child aged between 2 – 6 years. The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to enable educators to provide children with opportunities to maximize their potential and develop a foundation for future success.

Integrated Workplace Assessment Task. CHC50113.Part 4
Integrated Workplace Task
Part 4
CHCECE009; CHCECE017; CHCECE018; CHCECE022; CHCECE023; CHCECE024
June 2020
Workplace Assessment Task
Student Full Name:
Student ID:
Date Submitted:
Integrated Workplace Assessment Task
CHCECE009 Use an approved learning framework
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate
evidence of the knowledge and skills required to enable educators to provide children with
opportunities to maximise their potential and develop a foundation for future success.
CHCECE017 Foster the holistic development and wellbeing of the child in early
childhood
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate
evidence of the knowledge and skills required to foster and enhance the holistic development
and wellbeing of children from birth to 6 years of age.
CHCECE018 Nurture creativity in children
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate
evidence of the knowledge and skills required to nurture creativity in children.
CHCECE022 Promote children’s agency
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate
evidence of the knowledge and skills required to promote and encourage children’s agency.
1

CHCECE023 Analyse information to inform learning
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate
evidence of the knowledge and skills required to gather and analyse information about
children’s learning, in order to inform practice.
CHCECE024 Design and implement the curriculum to foster children’s learning and
development
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.
Assessment Requirements
008: Child Study One (Child aged 2-6 years)
009: Child Study Two (Child aged 0-24 months)
010: Child Study Three (Child aged 0-6 years): Interest Based Project
The three focus children for the Child Studies must be of varying ages (see table below). All other
workplace tasks will have the age stated where appropriate. You will need to ensure that the child’s
parent/guardian has given consent for you to observe their child. Please ensure that the parent/guardian
returns the consent form prior to commencing the assessment tasks. The completed consent forms
must be submitted with your assessments.
Focus child Age
Task 008 – Child Study One 2 - 6yrs
Task 009 – Child Study Two 0 – 24 months
Task 010 – Child Study Three 0 - 6yrs
NOTE: The ages selected for your child studies can be negotiated with your trainer and assessor prior
to commencing the task.
If you have not completed CHCECE005 Provide care for babies and toddlers you MUST do
Task 005 Child Study Two on an actual child aged 0 – 24 months in a regulated education and
care service.

Integrated Workplace Assessment Task. CHC50113.Part 4
Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a
participant’s exclusion from a unit or the entire course.
The following activities will be considered plagiarism:
 Presenting any work by another individual as one's own intentionally or
unintentionally
 Handing in work copied from another student.
 Presenting the work of another individual or group as their own work.
 Handing in work without the adequate acknowledgement of sources used,
including work taken totally or in part from the internet.
You must PRINT AND SIGN this document
Student Declaration
You must sign your completed workplace tasks and acknowledge the authenticity of your work prior
to submission to the College.
I understand my responsibility to
provide assessment responses
with my own materials and
thoughts, except where
specifically acknowledged or
taken from other sources. The
material contained in these tasks
is my own work.
I understand that at any time if it
is shown, that in an assessment
task, a student has significantly
misrepresented material, any
assessment outcome awarded to
that student on the basis of this
material may be revoked
including any qualification
outcomes and/ or statement of
3

attainment
Name: Signature: Date:
Supervisor Declaration
Your workplace supervisor must view your completed workplace tasks and acknowledge the
authenticity of your work prior to submission to the College.
I can confirm this task was
completed by the above-named
student, in a regulated children’s
service. These tasks were
completed in accordance to
organisation policy and
procedures.
Supervisor: Signature: Date:
Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to
demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of
developing skills ALL workplace assessment tasks MUST be completed within a regulated children's
service. Workplace supervisors must authenticate these tasks have been completed, under supervision
and to an acceptable workplace standard for organisation policies and procedures.
Attempting assessment tasks
Students are required to provide appropriate responses to the indicated questions for each task.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are
competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet
Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the
trainer/assessor will provide the student with feedback and guidance regarding what needs to be
completed for resubmission.
Student Appeals

Integrated Workplace Assessment Task. CHC50113.Part 4
Students have the right to appeal an unfavourable decision or finding during assessment. All student
appeals must be made in writing using the Appeals Form and specify the particulars of the decision or
finding in dispute. Appeals must be lodged within 28 days of the decision or finding.
5

Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
 Kearns, K. (2017). Birth to Big School (4th ed.). Working in Early Childhood Education and
Care Series. Victoria: Cengage Learning Australia.
 Kearns, K. (2017). Frameworks for Learning and Development: Working in Early Childhood
Education and Care Series (4th ed.). Victoria: Cengage Learning Australia.
Core Documents
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009).
Australian Government Department of Education, Employment and Workplace
Relations. Canberra: DEEWR. (Accessed January 2018) Educators’ Guide to the Early Years Learning Framework for Australia. (2010). Canberra:
Australian Government Department of Education, Employment and Workplace
Relations. (Accessed January 2018)
 Guide to the National Quality Framework. (2017). Australian Children’s Education and Care
Quality Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed
January 2018)
Additional Readings for this Unit
 Australian Children’s Education and Care Quality Authority. (2014). Guide to Developing a
Quality Improvement Plan. ACT: Commonwealth of Australia. http://www.acecqa.gov.au/
(Accessed January 2018)
 Australian Children’s Education and Care Quality Authority. (2018). Quality Improvement
Plan Template. ACT: Commonwealth of Australia.
http://www.acecqa.gov.au/nqf-changes/information-sheets-and-resources (Accessed January
2018)
 Kearns Education. (2013). Sam’s Developmental Profile SAMPLE.
 Kearns Education. (2013). Kara’s Developmental Profile SAMPLE
 Kearns Education. (2013). Guidelines for Planning 2013.
 Australian Government Department of Education, Employment and Workplace Relations.
(nd). Developmental Milestones and the Early Years Learning Framework and the
National Quality Standards. Canberra: DEEWR. (Accessed January 2018)
 Early Childhood Australia. (2011). Documenting Learning. The Early Years Learning
Framework Professional Learning Program e- Newsletter, 9 (Accessed January 2018)

Integrated Workplace Assessment Task. CHC50113.Part 4
 Early Childhood Australia. (2011). Documenting Learning 2.The Early Years Learning
Framework Professional Learning Program e-Newsletter, 10. (Accessed January 2018)
 Early Childhood Australia. (2011). Learning Outcomes. The Early Years Learning Framework
Professional Learning Program e-Newsletter, 6. (Accessed January 2018)
 Early Childhood Australia. (2011). Observing Children. National Quality Standard
Professional Learning Program e-Newsletter, 39. (Accessed January 2018)
 Early Childhood Australia. (2011). Planning for Learning 2. The Early Years Learning
Framework Professional Learning Program e-Newsletter, 14. (Accessed January 2018)
 Early Childhood Australia. (2012). Summative Assessment. National Quality Standard
Professional Learning Program e-Newsletter, 40. (Accessed January 2018)
 Early Childhood Australia. (2012). Responding to children’s play. National Quality Standard
Professional Learning Program e-Newsletter, 34. (Accessed January 2018) Early Childhood Australia. (2012). Interest-based learning. National Quality Standard
Professional Learning Program e-Newsletter, 37. (Accessed January 2018)
 Early Childhood Australia. (2012). Evaluating and communicating about children’s learning.
National Quality Standard Professional Learning Program e-Newsletter, 48. (Accessed
January 2018) Early Childhood Australia. (2012). Inquiry-based learning. National Quality Standard
Professional Learning Program e-Newsletter, 45. (Accessed January 2018) Early Childhood Australia. (2012). Noticing and recording learning. National
Quality Standard Professional Learning Program e-Newsletter, 55. (Accessed January
2018) Early Childhood Australia. (2012). Planning the program. National (Accessed January 2018)
Quality Standard Professional Learning Program e-Newsletter, 57. (Accessed January
2018)
Recommended Websites
 A-Z Teacher Stuff: http://www.atozteacherstuff.com (Accessed January 2018)
 ABC Play School: http://abc.net.au/children/play/ (Accessed January 2018)
 Family Education:
https://www.familyeducation.com/search/Movement+and+Music+Activities+for+Toddlers
(Accessed January 2018)
 Gary and Carol Crees - Adventures in Music, Movement and Wellbeing:
http://www.adventuresinmusic.com.au/ (Accessed January 2018)
7

 Healthy Kids NSW – Munch n Move resources:
https://www.healthykids.nsw.gov.au/campaigns-programs/munch-move-resources.aspx
(Accessed January 2018)
 Pinterest Page: http://www.pinterest.com/intchildcarecol/ (Accessed January 2018)
 Preschool Education: www.preschooleducation.com/ (Accessed January 2018)
 Preschool Express: http://www.preschoolexpress.com (Accessed January 2018)
 Red Ted Art: http://www.redtedart.com/2012/04/13/exploring-the-great-artists-30-art-
projects-for-kids/ (Accessed January 2018)
 Songs for Teaching:
http://www.songsforteaching.com/preschoolkindergartenearlychildhood/activity-movement-
songs/ (Accessed January 2018)

Integrated Workplace Assessment Task. CHC50113.Part 4
9

008 Child Study One: 2-6 years
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and
development
Pre-Activity 1
To complete this task refer to Chapter 9 of your textbook ‘Frameworks for Learning and
Development’.
You will also access the following readings:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
 Developmental Milestones and the Early Years Learning Framework and the National Quality
Standards.
 Documenting Learning.
 Documenting Learning 2.
 Educators’ Guide to the Early Years Learning Framework for Australia.
 Guidelines for Planning 2013.
 Guide to Developing a Quality Improvement Plan.
 Kara’s Developmental Profile SAMPLE Learning Outcomes. Observing Children.
 Planning for Learning 2.
 Quality Improvement Plan Template
 Sam’s Developmental Profile SAMPLE.
 Summative Assessment.

Integrated Workplace Assessment Task. CHC50113.Part 4
11

Activity Instructions
Child Study One (2 – 6 years).
An essential feature of an effective planning framework is an integrated system for observing and
documenting the learning and development of individual children and groups of children.
Educators use their professional knowledge and skills to observe document and interpret information
about children. This information is the foundation for planning successful programs that support
children’s learning.
This task requires you to gather, interpret and plan for one Focus Child aged between 2 – 6 years.
Your focus child needs to be in attendance at the service for at least 3 days per week.
With your Workplace Supervisor:
 Discuss the entire Child Study task with your Workplace Supervisor.
 Gain permission to complete this task.
 In consultation select a focus child who attends at least 3 - 5 days per week.
 Plan a schedule for the completion of this task and establish the best times to perform the
observations using the Child Study Activity Checklist.
 When you have completed your observations and planned your experiences, discuss and seek
written approval prior to implementation and submission for assessment.
 Ask your Workplace Supervisor to sign and date the activity templates where indicated.
To complete this task:
 You must gain written parental permission prior to commencing this task on your focus child.
Include this permission with your Child Study when you submit this assessment.
 You must develop a process to gather the information and observations in collaboration with
your Workplace Supervisor.
 You must complete all the information and observation tasks on your focus child.
 Undertake the observation documentation progressively, ensuring you gather information and
observations over time and in a variety of spaces.
 Use the templates provided.
 Use the Child Study Activity Checklist to help you manage this task.
 You must, at all times, respect the privacy and confidentiality of the child, family and service
and ensure you follow the service policies, procedures and philosophy.

Integrated Workplace Assessment Task. CHC50113.Part 4
 Think carefully about each activity and reflect on what you are learning about the child’s
development and learning holistically. Remember that all documentation for this task can be read by parents – keep your language
professional and avoid making value statements about the focus child you observe.
Note: It is your responsibility to have your work signed-off, any work submitted that has not been
signed off will be returned incomplete.
13

Child Study One: 2 – 6
years Activity Checklist
This checklist has been
designed to help the
student, in consultation
with the Workplace
Supervisor, manage time,
plan and complete all the
requirements for this
Child Study.
Student Name: Complete  /
Date
S
u
p
e
r
v
i
s
o
r
S
i
g
n
a
t
u
r
e
Discuss and plan Child Study task with Workplace Supervisor
Pr Focus child selection

Integrated Workplace Assessment Task. CHC50113.Part 4
e
Pl
an
ni
ng
Give Parental/Guardian the Observation Consent Form
Parent permission given and Observation Consent Form
returned. Include with Child Study documentation.
Developmental Profile Title Page
Commence the Focus
Developmental Profile
once written parental
permission has been
granted
Ac
tivi
ty
1
Give All About Me form to family
All About Me form returned
Complete Child Information Form
Ac
tivi
ty
2
Physical Development Checklist
Anecdotal Observation
Work Sample
Jottings
Running Record
Learning Story on your focus child engaged in an experience.
Ac
tivi
ty
3
Developmental Summary
Developmental Summary - Reflection and Planning
Additional Support - Using Information
Ac
tivi
ty
4
Plan and document two Individual Experience Plans
Implement the two Individual Experience Plans
Evaluate the two Experience Plans
Acti
vity
5
Plan, implement and evaluate small group experience –
Feelings
Plan, implement and evaluate small group experience –
Patterns
15

Plan, implement and evaluate Dramatic Play Kit
All tasks approved and signed by Workplace Supervisor
OBSERVATION CONSENT FORM
This letter confirms _____________________________(student’s name) is a student of the
College, undertaking assessment in relation to observing and planning for children.
As a student he/she is required to learn about individual child development and complete
observations. We would like to request permission to observe your child
__________________________(child’s first name). Please complete the section below and return it
to the Children’s Service.
OBSERVATION CONSENT FORM
I give permission for observations and photographs of my child to be collected as part of the
learning process for students of the International Child Care College. I understand that any
information collected will be treated confidentially by the students and the staff of the college.
I understand that the observations and photographs of my child will be used by the students in the
study of child development and planning for children, and that neither my child nor my family will
be identified by last name in these studies.
Students for Bankstown Community College Inc. (BCCI) have my permission to observe and
photograph ____________________ (child’s first name) for the purpose of course work.
Signature Parent/Guardian_________________________________________________
Date: ________________________________

Integrated Workplace Assessment Task. CHC50113.Part 4
Activity 1
Building a Picture of the Whole Child.
This task requires you to gather information about your focus child and their family:
 Give the All About Me information sheet to your focus child’s family and ask them to complete
and return it. Alternatively you may interview the Parent/Guardian and child to gather the
information.
 Discuss with your Workplace Supervisor how you will share the child study with the child and
the child’s family (i.e. will you provide a copy on the completion of all tasks?).
 Discuss how you will share the information appropriately to respect confidentiality in line with
the services policy and procedures.
 Utilising information from your Workplace Supervisor, workplace documentation, enrolment
form, parents and observations, complete the Child Information Sheet.
Document your answers on the ‘All About Me’ template and ‘Child Information’ templates.
17

Child Study One: 2 – 6 years
All About Me
Dear Parent /Guardian
I am currently undertaking workplace experience
at your child’s service. As part of my studies I am
required to plan experiences to support children’s
development and learning. So that I can get to
know your child better could you please share
some information with me by completing the
information below about your child.
Thank you.
Child’s First Name: Date of Birth:
Who is in my family?
Father, Mother and me (Johan), as I am a single
child of my parents.
My favourite things are…
As there are many things I like, as I like to play
with soft toys as well as I m interested in learning
new thing, I like sketching on paper,I like to play
in park such as ship chain as well as tag off the
ground.
My family’s goals for me…
My family want to boost my confidence level as
I cry over little things my parents want me to
improve myself.
Things I do with family…
I love to go park with my parents to play or for a
walk, love to do gardening with my parents and
take shower with my parents.

Integrated Workplace Assessment Task. CHC50113.Part 4
Child Study One:
2 – 6 years
Information
Sheet
Complete this
Information
Sheet in
consultation with
educators,
families,
enrolment form,
and by observing
the child and
their routines.
Child’s First Name: A
g
e
:
_
_
_
_
_
_
_
_
_
19

y
e
a
r
s
_
_
_
_
_
_
_
_
m
o
n
t
h
s
Length of time
the child has
been attending
the service:
Attendance
Pattern  Monday  Tuesday  Wednesday  Thursda
y  Friday
Separation Routine
How child separates on
arrival e.g. cuddle, wave
etc.
Johan live with his mother as his father's job is in navy so most of the
time he is on ship. So, Johan cannot feel connected to his father and he
is okay with his schedule but Johan is connected to his mother so he
cannot let his mother to join job.

Integrated Workplace Assessment Task. CHC50113.Part 4
Self-Help Skills:
Dress/undress self; Toilet
self/wash/dry hands;
Manage spoon/fork; Pour
own drink.
Johan need help of his parents in dressing as well as in undressing. He
also need assistance in using washroom. Johan feed on her own but
sometime need help as he eat very inappropriately.
Usual Sleep Routine:
Does child usually have
afternoon sleep?
Comforters?
Yes, Johan need 2-hour sleep in each afternoon. He has a soft teddy
bear to keep him a company. After wake up in evening he need a glass
of milk in evening.
Self-Expression:
Ability to communicate
their needs/wants.
Johan speak very few words. So whenever he want something he act
on it rather than speak.
Play/Transitions:
Ability to make
appropriate play choices.
Ability to manage
transitions, follow
directions.
Johan listen all the instruction carefully but implement couple of them
as well as he needs some help during the transformation period. He
adapt quickly because he has keen interest in learning
Child Interests:
observe, ask
child, ask staff,
ask parents.
IMG_20220411_094207080.jpg
Johan has keen interest in learning, he enjoys playing with soft toys as well as with cars,
he also enjoy sketching.
Johan is a quite child, he is not naughty at all, he keeps busy himself by playing with his
toy or sketching in his book.
Child Family
Background:
e.g. family
structure, culture
Johan is a single child; he lives with his parent. His father is in navy so most of the time
he lives on ship due to duty and currently his mother is housemaker but she also wants to
join a new job. They live in Vietnam for past 10 years so, they follow Vietnam culture
21

Integrated Workplace Assessment Task. CHC50113.Part 4
IMG_20220411_094207080.jpg
23

Integrated Workplace Assessment Task. CHC50113.Part 4
Activity 2
Observing the Whole Child.
This task requires you to complete six different types of observations of your focus child. For each
observation you will need to:
 Observe the child in each area of development: physical, social/emotional, cognitive, language,
creative.
 Interpret the observation using your knowledge of child development.
 Develop goals for the child based on your observation.
 Link your goals to the Early Years Learning Framework: Principles, Practices and Learning Outcomes
(including sub-element).
 Develop plans (including experiences, resources and strategies) to meet these goals in the future.
Discuss your observations with your Workplace Supervisor and ask them to sign all of your completed
observations.
Document your answers on the ‘Observation’ templates.
Child Study One: 2 – 6 years
Physical Development
Child’s First Name: Age:____years
_____months
Date:
Note: This checklist is designed
to provide you with a very
general summary of basic skills
that can be observed – it is not
intended that this checklist
should replace written
observations of the child, but
rather, as a beginning learner of
child development, to provide
you with a basic awareness of
some of the many skills you may
(or may not) observe as you work
with the child. You are only
required to complete the
24

Integrated Workplace Assessment Task. CHC50113.Part 4
Checklist section for your Focus
Child’s age.
CHECKLIST KEY:  Achieving Attempting  Not
Observed/Ready Checklist 2 years – 3 years  Checklist 3 -
6years Can turn pages of book Able to manipulate play dough Able to thread large beads Able to place pegs in pegboardAble to use art/craft utensils E.g. paintbrush Able to scribble with pencils Moves to music and plays simple instruments Can throw a ball with some sense of direction Can kick a ball Can run Can walk along wide balance board Can jump up and down Can jump on trampoline
Other: Kick
moving/stationary
ball Can throw/catch
ball Can climb
up/over obstacle
equipment Can balance
along beam Can jump on
trampoline Good co-
ordination and
control Have
________hand
preference
(right/left) Good hand-eye
co-ordination Can thread small
beads Can manipulate
scissors to cut Holds and
manipulates writing
utensils to draw
objects Can join small
pieces of
construction Drawing
recognisable
pictures Can write his/her
name
25

Integrated Workplace Assessment Task. CHC50113.Part 4
Other:
Interpretation/Analysis of
Development:
Johan is able to do scribble with pencil, able to kick a ball, run quickly.
26

Integrated Workplace Assessment Task. CHC50113.Part 4
Future Goal:
Future Experience and
Resources:
The future goal is to recognise the picture, learn counting as well as
learn different colours, learn to hold the pencil correctly for writing.
Control balancing with good coordination and the resources are ball,
colours, pencils etc.
Early Years Learning
Framework.
Principle -
Practice -
Learning Outcome –
Sub-element –
The principles include ongoing learning and reflective practices
Keep learning new things while playing,
intentionally teach something new while playing, feeding as well as
while dressing.
Children's learn to interact with others in respect of care, love and
empathy.
There are three sub elements involve in early year learning frameworks
are principles, practices as well as learning outcomes.
Observed By:
27

Supervisor Name: Supervisor Signature: Date:
Child Study One: 2 - 6 years
Anecdotal Observation
Child’s First Name: Age:____years
_____months
Date:
Setting/Context: Area of development:
Observation: Insert Photo/s
Optional
Johan keep the activity book in his bag. He takes out the book during
the class and start turning the pages of the books. He check out the
picture thoroughly, wait for a while then after sometimes he take out his
colour box and start fill the object with pink colour as he like pink
colour
Interpretation/Analysis of
Development:
Johan is quick learner, he is active in learning new things, he loves
sketching new objects

Integrated Workplace Assessment Task. CHC50113.Part 4
Future Goal:
Future Experience and
Resources:
Johan future goal is to learn counting or learn to hold the pencil
correctly.
Pencil, paper, white sheets
Early Years Learning
Framework.
Principle -
Practice -
Learning Outcome –
Sub-element –
Expectation as well as equity.
Children's are quick learner as they transfer their knowledge from one
context to the another.
They share their knowledge to anyone without partiality.
Principles, practice and sub-elements.
Observed By:
Supervisor Name: Supervisor Signature: Date:
29

Child Study One: 2 – 6 years
Work Sample
Child’s First Name: Age:___years ____months Observer:
Setting/context: Area of
development:
Collect a work sample from your
focus child (documentation of the
child’s drawing, artwork, writing
sample, photograph of construction
etc.). Insert the original piece of
work with the child’s permission or
photocopy the piece of work and
insert or attach to the assessment.
You are required to write a brief
description about the work sample.
You may include the child’s
comments regarding the sample (as
appropriate).
Interpretation/Analysis of
Development:
Johan fill pink colour in Easter hat templates as he loves pink colour.
He has a doll and car of pink colour. After filling the colour in Easter
hat templates, he draws attention by showing his sketch to everyone in
his class.

Integrated Workplace Assessment Task. CHC50113.Part 4
Future Goal:
Future Experience and
Resources:
His future goal is to sketch all the drawing in a given book.
_
Sketchbook, colour pencil.
31

Early Years Learning
Framework.
Principle -
Practice -
Learning Outcome –
Sub-element –
Respect for diversity.
Keep skeching new structure or an object.
While sketching, he learns new object along with a new word.
Principles, learning outcomes.
Observed By:
Supervisor Name: Supervisor Signature: Date:
Child Study One: 2 – 6 years
Jottings
Child’s First Name: Age:___years ____months Area of development:
Insert: Photo/s Optional Insert: Photo/s Optional Insert: Photo/s optional
Jotting 1 Date: Jotting 2 Date: Jotting 3 Date:
Building blocks
Johan has a keen interest in
playing with building blocks,
he has a basket full of building
blocks. In the basket, there are
so many colors of blocks such
as blue, pink, yellow etc.
Tag off the ground
Johan love to play tag off the
ground all alone in the ground.
He rushes so fast to play this
game in a break.
Toys
Johan has many plastic toys of
cars, ship which are in pink color.
This show Johan loves pink color.
He has a lot of pink color toys as
well as he has a Barbie house

Integrated Workplace Assessment Task. CHC50113.Part 4
Interpretation/Analysis of
Development:
Johan is a good learner and he involve in every activity in childcare.
33

Future Goal:
Future Experience and
Resources:
To learn new thing every day.
Ship chain, pencil, paper, new toys.
Early Years Learning
Framework.
Principle -
Practice -
Learning Outcome –
Sub-element –
Ongoing learning and reflective practice.
Keep involvement to new activities.
Learn to play building blocks.
Principle, learning outcomes.
Observed By:
Supervisor Name: Supervisor Signature: Date:

Integrated Workplace Assessment Task. CHC50113.Part 4
Child Study One: 2 – 6 years
Running Record
Childs First Name: Age:____years _____months
Date of Observation: Area of development:
Location: Other Children Present:
Time Observations over 3 min period
Johan is in childcare, standing in front of his class. He first notices his area of setting, then
take permission to come in his class room. He approaches to his seat while waving to his
fellow mates. After sometime he takes out his color book from his bag during the class and
start looking the new object. Then take out his color pencil and start coloring in his
sketchbook. After sometimes he moves towards the Barbie section and start playing with the
Barbie dolls. He adores his Barbie so much. He does not want to share his Barbie doll to his
fellow mates. In a break he moves to play ground and love to play tag off the ground while
playing he get some hurt but he does not notice it. After that he utter some word to his
teacher while playing
Interpretation/Analysis of Development: He observes everything, love to play with barbie,
he greet while meeting
35

Future Goal:
Future Experience and
Resources:
To learn few more words.
new activity books, sketchbook.
Early Years Learning
Framework.
Principle -
Practice -
Learning Outcome –
Sub-element –
Secure, respectful and reciprocal relationship.
Greet everyone’s while meeting.
Learn to some new words
practice and learning outcomes.
Observed By:
Supervisor Name: Supervisor Signature: Date:

Integrated Workplace Assessment Task. CHC50113.Part 4
37

Child Study One: 2 – 6 years
Learning Story
Write a Learning Story
observation about your focus
child being involved in an
experience. Include the
following:
Title (insert title of Learning
Story).
Today…. (Insert: Date, child’s
name and continue to write the
story about what was observed).
Reflection on learning….
(Insert: interpretation about the
child’s learning that occurred).
Where to next….. (Insert: EYLF
Goal, Learning Goal,
Experience and Resources).
Photo/s and the inclusion of
other children are optional.

Integrated Workplace Assessment Task. CHC50113.Part 4
Today….
Reflection on learning….
Where to next….
Chain climbing
Today, Johan try to play new game in the ground. He first observes
other classmates as how they climb the chain then he tries. First few
times he falls down quickly get hurt and start crying. But after
crying he stood up brush out the dirt from his pant and again try to
involve in playing the game.
Johan has proven to be positive and an inspired learner. He stays
positive and focus.
Johan get to know about the climbing chain and the related game
Observed By:
.
Supervisor Name: Supervisor Signature: Date:
39

Integrated Workplace Assessment Task. CHC50113.Part 4
Activity 3
Developmental Summary.
This task requires you to complete a Developmental Summary on your focus child in Child Study One.
Collate the information you have gathered about your focus child in Activity 1 and the six observations
completed in Activity 2.
Using the Developmental Summary reflect on what developmental area/skill/interest/learning
outcomes you would like to work on to support/extend your focus child’s development. Provide a
reason for why you have chosen this area/s.
Document your answers on the ‘Developmental Summary’ and’ Reflection and Planning’
templates.
40

Integrated Workplace Assessment Task. CHC50113.Part 4
Child Study One: 2 – 6 years
Developmental Summary
Using point form, summarise the
child’s development.
What have you
learned about your
focus child?
Child’s Name: Age: yrs months Date:
Attendance Pattern:  Monday Tuesday  Wednesday  Thursday Friday
O
b
s
e
r
v
e
r
:
Family Background:
His family is living in Vietnam for over 10 years.
There are three members in the family, Johan and
his mother and father.
Child’s Interests:
Johan love to play football, video games,
gardening, playing with toys and drawing. He is
also take interest in learning new things.
41

Integrated Workplace Assessment Task. CHC50113.Part 4
Physical Development:
1. Jumps and runs easily
2. Climbing with alternate steps
3. Attempts to catch ball with hands
4. Climbs playground equipment’s rapidly
5. Holds crayon, pencils etc. between thumb
and fingers.
Social/Emotional Development:
 Enjoy playing with friends.
 understanding feelings when someone is
hurt and comforts.
 Likes to give and receive warmness from
parents.
 Sometimes he is show aggression with
friend or parents.
Language Development/Communication:
 He asks many questions.
 He will try to answers some questions.
 He tells stories, rhymes and jokes and enjoys
them.
Cognitive Development:
 He tries to count things or objects and
trying to understand relationship between
object and numbers.
 He can match and name some colours.
42

Integrated Workplace Assessment Task. CHC50113.Part 4
Child Study One: 2 – 6 years
Reflection and Planning
Child’s Name: Johan Students Name:
Reflection: Based on your focus child’s Developmental Summary, what
area/skill/interest/learning outcomes would you like to work on to
support/extend your focus child’s development and/or learning? Explain why
you have chosen these area/s.
I had greater understanding of Johan's strength and weaknesses after watching
him and developing a growth profile for him. I will assist for developing his
learning skills and understandings. Johan currently hold crayons and fills colour
in drawing. He is also use number for counting objects. To support Johan, I had
improved the griping skills of holding pencils or crayons and improve his motor
skills.
Future Planning: Choose two Learning Outcomes related to your reflection
above and develop a goal to support this Learning Outcome. Describe the
provisions, resources, experiences, routine, teaching strategy and/or
environments you could provide to promote this learning?
EYLF Outcome: Change equipment and manage
tools with increasing competence.
EYLF Outcome:
Goal to support Learning Outcome:
Keep the fun and learning going by changing the
sorting category to different colour and teach him
go re-sort the pile.
Goal to support Learning Outcome:
Help him to use different colour in drawing and
teach to hold pencil or crayon correctly.
43

Integrated Workplace Assessment Task. CHC50113.Part 4
Future experiences/provisions:
Help him to understand different colour and use
then in drawing.
Future experiences/provisions:
Help him to improve counting learning skills by use
of objects.
Supervisor Name: S
u
p
e
r
v
i
s
o
r
S
i
g
n
a
t
u
r
e
:
Date:
44

Integrated Workplace Assessment Task. CHC50113.Part 4
Activity 4
Planning, Implementing and Evaluating Experiences.
Your task now is to plan and implement two learning experiences to support the development of your
focus child using the reflection and planning you undertook in Activity 3.
You will need to complete an experience plan for each of the two experiences prior to undertaking
these experiences. Your experience plans must be approved in writing by the Workplace Supervisor at
least 24 hours prior to the implementation.
Your planned experiences:
 Must provide a rationale for how the experience and goals supports the child’s development.
 Must link to your focus child observations, developmental summary or reflections and their
interests, strengths or identified needs.
 May include routine tasks or one-to-one interactions with the educator, or be set up as a
provision/learning area available to all children.
 May include other children if appropriate e.g. a small or large group experience.
Once you have implemented your plan, evaluate how the experience went and whether the goal was
achieved. Reflect on your role in the experience and how you managed the group. Discuss with your
Workplace Supervisor and use their feedback to assist you in developing a goal for your future
professional development.
Document your answers on the ‘Individual Experience Plan’ templates.
Child Study One: 2 – 6 years
Individual Experience Plan - Experience 1
Name of Child: Age: yrs months Date of Imple
45

Integrated Workplace Assessment Task. CHC50113.Part 4
Goal: (How will this experience support the child’s
development/learning? What do you want to achieve?)
To assist Johan to improve his motor skills and number
counting with the use of different color of objects. Developed
his skills by playing games and he can practice counting with
his toys. Help him to gripping of pencil or crayons.
EYLF Learning Outcome –
Sub-element -
Performance Indicator/s: (What will you see and hear to
demonstrate achievement of the goal?)
His counting skills of number and understanding different type
of colour can be stronger after certain time is passed. He will
able to count, knowledge of numbers and able to understand
colour more confidently. He will also able to grip pencils and
developing his drawing and writing skills.
Rationale: (Why did you choose this
experience e.g. child’s interest,
skill/knowledge development,
intentional teaching etc.)
This experience was chosen as
knowledge of numbers and colour is
important for everyone. Good writing
and drawing is also important for
development of child's mind.
Time:
Location:  Indoors  Outdoors  Routine
Task_____________________  Other
_____________________________
Resources: Transition Strategy:
(List the resources and materials you will use for the experience)
Drawing books, different colour blocks, stuff toys, fist-sized pop
beads, stacking rings, pencils, crayons.
(How will you gather
children to the experience?
How will you smoothly
transition the children to the
next experience/routine at the
conclusion?)
I will collect the all kids and
inviting them to play some
games. They were use their
counting in such game. I will
also be inviting for drawing
and assist them to draw
something from their
imagination.
46

Integrated Workplace Assessment Task. CHC50113.Part 4
Description of Experience/Procedure: Pedagogical Practices
(Teaching
strategies/adult’s role):
(List/describe how you intend to implement the experience with the
children from beginning (set up) to end. What will the children be
required to do?)
I will ask to kids to do this by understanding the relation between
numbers and objects. They also understand the different colours objects.
I will also ask to use template books for drawing and assist them to use
different colours crayons and pencils to draw lines and circles.
(What role will you play in
the experience? How will
you facilitate children’s
engagement, learning and
development? E.g.
initiating, modelling,
prompting, coaching,
encouraging, playing
alongside, giving
directions, asking
questions, extending,
demonstrating, one to one
interactions. What
strategies will you use to
assess children’s learning
and development?)
In this experience, I will
take on the role of an
instructor in child care
homes. I will join in the
game and instruct him. I
will also inspire him for
hard working and helping
others. To evaluate his
learning and growth, I will
look at him to improvement
in their knowledge of
numbers and understanding
colour. I will also assess
the his improvement in
griping of pencils or
47

crayons.
Student Name: Experience Plan Approved:  Yes  No Comments:
Supervisor Name: Supervisor Signature: Date:

Integrated Workplace Assessment Task. CHC50113.Part 4
49

Integrated Workplace Assessment Task. CHC50113.Part 4
Child Study One: 2 – 6 years
Experience Evaluation and Reflection - Experience 1
Evaluation of Goal: (How did the experience meet the goal and outcomes? Was it appropriate or not, did it go well or not so well and why? How did the
child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up, resources,
environment, timing, transitions etc? Were there any spontaneous teaching moments? Were there any unplanned outcomes? If so identify these aspects
and what you did.)
The learning environment was sufficient for learning. He practised her counting learning on toys, objects and blocks. As s result of this experience the
child learns about numbers, colours, drawing and writing. He also learns about alphabets through a random education movement in which draw them and
learn them.
Future Planning: (What next…how will you extend, revisit or build upon this experience, future teacher strategies, further develop goals? Will you vary
the experience or work on a new skill/interest? How will you extend/encourage/challenge children’s
ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further the child’s learning and development?)
the kid also learns how to write alphabets and numbers in correct orders. He is also learning for writing numbers and alphabets. I will help him to write
them by holding his hands. When I teach to kid I have to be careful and cool at that time.
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your
interactions with the child; how you supported the child; how you managed the experience; what you did well; what you could work on for your own
professional development; anything you might change; any unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of
safety issues etc.)
Johan was very aggressive to learn alphabets and numbers and how to learn and writes. They easily learned how to hold the pencils in their hands for
write and draw. They soon learn about how to hold the pencils or crayons in their hands. The kid was use template book for drawing quickly by picking
up dot-to-dot.
Professional Goal: (What can you work on to improve your skill/s?)
I need to improve my patience and be supportive for child and help them to improve their activities.
Supervisor Comment/Feedback:
50

Integrated Workplace Assessment Task. CHC50113.Part 4
Supervisor Name:
Supervisor Signature
Date
Child Study One: 2 – 6 years
Individual Experience Plan - Experience 2
Name of Child: Johan Age: yrs months Date of Implementation:
Goal: (How will this experience support the child’s development/learning? What do
you want to achieve?)
I will assist to Johan to improvement in his writing, learning and drawing skills.
EYLF Learning
Outcome –
Sub-element -
Manage tools
51

Integrated Workplace Assessment Task. CHC50113.Part 4
Performance Indicator/s: (What will you see and hear to demonstrate
achievement of the goal?)
The achievement of goals can be directly analysed by observing the improvement in
learning, writing skills and motor skills.
Rationale: (Why
did you choose this
experience e.g.
child’s interest,
skill/knowledge
development,
intentional teaching
etc.)
This experience was selected as a because
writing and learning skills important for every
kid for development of them.
Time: Location:  Indoors  Outdoors  Routine Task_____________________ 
Other _____________________________
Resources: Transition Strategy:
52

Integrated Workplace Assessment Task. CHC50113.Part 4
(List the resources and materials you will use for the experience)
he can use pencils, crayons, brushes, canvas, colour boxes, toys, fist-
sized pop beads.
(How will you gather children
to the experience? How will you
smoothly transition the children
to the next experience/routine at
the conclusion?)
I encourage to child top
participate in the games and
drawing session. That will
promote kid to interact with
others.
53

Integrated Workplace Assessment Task. CHC50113.Part 4
Description of Experience/Procedure: Pedagogical Practices
(Teaching
strategies/adult’s role):
(List/describe how you intend to implement the experience with the
children from beginning (set up) to end. What will the children be
required to do?
I will help the child to learn alphabets and number in the correct
sequence.
(What role will you play in
the experience? How will
you facilitate children’s
engagement, learning and
development? E.g.
initiating, modelling,
prompting, coaching,
encouraging, playing
alongside, giving
directions, asking
questions, extending,
demonstrating, one to one
interactions. What
strategies will you use to
assess children’s learning
and development?)
I will play role as tutor or
mentor. I will help to child
for developing their
54

Integrated Workplace Assessment Task. CHC50113.Part 4
learning, writing and motor
skills. I will promote them
to take participate in the
activities and games.
Student Name: Experience Plan Approved:  Yes  No Comments:
Supervisor Name: Supervisor Signature: Date:
55

Integrated Workplace Assessment Task. CHC50113.Part 4
Child Study One: 2 – 6 years
Experience Evaluation and
Reflection - Experience 2
Evaluation of Goal: (How did
the experience meet the goal and
outcomes? Was it appropriate or
not, did it go well or not so well
and why? How did the child
respond? What did the child
gain from the experience? How
successful was the
implementation of the
experience – including set up,
resources, environment, timing,
transitions etc? Were there any
spontaneous teaching moments?
Were there any unplanned
outcomes? If so identify these
aspects and what you did.)
I will assess the outcome based on the child interest and his
behaviours with other. When he is drawing, he was use different
colour on the different boxes. He was also count object properly and
take participate in the games.
56

Integrated Workplace Assessment Task. CHC50113.Part 4
Future Planning: (What next…
how will you extend, revisit or
build upon this experience,
future teacher strategies, further
develop goals? Will you vary the
experience or work on a new
skill/interest? How will you
extend/encourage/challenge
children’s
ideas/experiences/interests/skills
/development/abilities? What
provisions/provocations can you
set up to further the child’s
learning and development?)
The child will be provided template books for quickly drawing. I
will introduce them to different type of learning skills and increase
their imagination for drawing.
57

Integrated Workplace Assessment Task. CHC50113.Part 4
Reflection on your Role:
(Reflect on and evaluate your
teaching performance –
strategies, learning,
development and management.
Think about your interactions
with the child; how you
supported the child; how you
managed the experience; what
you did well; what you could
work on for your own
professional development;
anything you might change; any
unexpected outcomes/problems
etc. Also think about tone of
voice, supervision, awareness of
safety issues etc.)
The learning strategies very successful for teaching kids. Johan was
take very interest in learning new things with great energy.
58

Integrated Workplace Assessment Task. CHC50113.Part 4
Professional Goal: (What can
you work on to improve your
skill/s?)
I need to improve communication skills and teaching skills. I
developed more knowledge regarding colours and improve patience
and self-control.
59

Integrated Workplace Assessment Task. CHC50113.Part 4
Supervisor
Comment/Feedback:
Supervisor Name: Supervisor Signature: Date:
60

Integrated Workplace Assessment Task. CHC50113.Part 4
61

Integrated Workplace Assessment Task. CHC50113. Part 4
009 Child Study Two: 0-24 months
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and
development
Pre-Activity 1
To complete this task refer to Chapters 2 and 9 of your textbook ‘Frameworks for Learning and
Development’.
You will also need to access the following readings:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
 Developmental Milestones and the Early Years Learning Framework and the National Quality
Standards.
 Documenting Learning.
 Documenting Learning 2.
 Educators’ Guide to the Early Years Learning Framework for Australia.
 Guidelines for Planning 2013.
 Guide to Developing a Quality Improvement Plan.
 Kara’s Developmental Profile SAMPLE.
 Learning Outcomes.
 Observing Children.
 Planning for Learning 2.
 Quality Improvement Plan Template.
 Sam’s Developmental Profile SAMPLE.
 Summative Assessment.
62
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
63
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity Instructions
Child Study Two (0 – 24 months).
An essential feature of an effective planning framework is an integrated system for observing and
documenting the learning and development of individual children and groups of children.
Educators use their professional knowledge and skills to observe document and interpret information
about children. This information is the foundation for planning successful programs that support
children’s learning.
This task requires you to gather, interpret and plan for one focus child aged between 0 months – 24
months. Your focus child needs to be in attendance at the service for at least 3 days per week.
With your Workplace Supervisor:
 Discuss the entire Child Study task with your Workplace Supervisor.
 Gain permission to complete this task.
 In consultation select a focus child who attends at least 3 - 5 days per week.
 Plan a schedule for the completion of this task and establish the best times to perform the
observations using the Child Study Activity Checklist.
 When you have completed your observations and planned your experiences, discuss and seek
written approval prior to implementation and submission for assessment.
 Ask your Workplace Supervisor to sign and date the activity templates where indicated.
To complete this task:
 You must gain written parental permission prior to commencing this task on your focus child.
Include this permission with your Child Study when you submit this assessment.
 You must develop a process to gather the information and observations in collaboration with
your workplace supervisor.
 You must complete all the information and observation tasks on your focus child.
 Undertake the observation documentation progressively, ensuring you gather information and
observations over time and in a variety of spaces.
 Use the reading ‘Child Study Two Observation Templates’ provided to select those that apply
to the age of your focus child.
 Use the Child Study Activity Checklist to help you manage this task.
64
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
 You must, at all times, respect the privacy and confidentiality of the child, family and service
and ensure you follow the service policies, procedures and philosophy.
 Think carefully about each activity and reflect on what you are learning about the child’s
development and learning holistically. Remember that all documentation for this task can be read by parents – keep your language
professional and avoid making value statements about the focus child you observe.
Note: It is your responsibility to have your work signed-off, any work submitted that has not been
signed off will be returned incomplete.
65
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Months
Activity Checklist
This checklist has been
designed to help the
student, in consultation
with the Workplace
Supervisor, manage time,
plan and complete all the
requirements for this
Child Study.
Student Name: Complete 
Date
S
u
p
e
r
v
i
s
o
r
S
i
g
n
a
t
u
r
e
Discuss and plan Child Study task with Workplace Supervisor
66
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Pr
e
Pl
an
ni
ng
Focus child selection
Give Parental/Guardian the Observation Consent Form
Parent permission given and Observation Consent Form
returned. Include with Child Study documentation.
Developmental Profile Title Page
Commence the Child
Study once written
parental permission
has been granted
Ac
tivi
ty
1
Give All About Me form to family
All About Me form returned
Complete Child Information Form
Act
ivit
y 2
Cognitive Development Observation
Physical Development Observation
Social/Emotional Development Observation
Language Development Observation
Play Skills Observation
Ac
tivi
ty
3
Developmental Summary
Developmental Summary - Reflection and Planning
Ac
tivi
ty
4
Plan and document two Development Experience Plans
Implement the two Development Experience Plans
Evaluate the two Development Experience Plans
A
cti
Plan, and implement small group Music Movement and
Dance experience.
67
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
vit
y
5
Reflect on and evaluate small group experience.
All tasks approved and signed by Workplace Supervisor
OBSERVATION CONSENT FORM
This letter confirms ______________________________(student’s name) is a student of the
College, undertaking assessment in relation to observing and planning for children.
As a student he/she is required to learn about individual child development and complete
observations. We would like to request permission to observe your child
__________________________(child’s first name). Please complete the section below and return it
to the Children’s Service.
OBSERVATION CONSENT FORM
I give permission for observations and photographs of my child to be collected as part of the learning
process for students of Bankstown Community College (BCCI). I understand that any information
collected will be treated confidentially by the students and the staff of the college.
I understand that the observations and photographs of my child will be used by the students in the
study of child development and planning for children, and that neither my child nor my family will
be identified by last name in these studies.
Students for the Bankstown Community College (BCCI) have my permission to observe and
photograph ____________________ (child’s first name) for the purpose of course work.
Signature Parent/Guardian_________________________________________________
Date: ________________________________
68
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
69
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 1
Building a Picture of the Whole Child.
This task requires you to gather information about your focus child and their family:
 Give the All About Me information sheet to your focus child’s family and ask them to complete
and return it. Alternatively, you may interview the Parent/Guardian to gather the information.
 Discuss with your Workplace Supervisor how you will share the child study with the child and
the child’s family (i.e. will you provide a copy on the completion of all tasks?).
 Discuss how you will share the information appropriately to respect confidentiality in line with
the services policy and procedures.
 Utilising information from your Workplace Supervisor, workplace documentation, enrolment
form, parents and observations, complete the Child Information Sheet.
Document your answers on the ‘All About Me’ and ‘Child Information’ templates.
70
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Two: 0 – 24 Months
All About Me
Child’s First Name: Date of Birth:
Who is in my family?
Father, Mother, Elder sister (Sofia), Elder
Brother (George)
My favourite things are…
Watching anime and playing with dragon toys.
My family’s goals for me…
My family wants me to learn to be calm and to
learn to manage my anger.
Things I do with family…
Likes to watch anime with my brother
Also likes to go to the park with my mother and
sister to cycle.
71
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study
Two: 0 – 24
Months
Information
Complete this
Information
Sheet in
consultation
with educators,
families,
enrolment form,
and by observing
the child and
their routines.
Child’s First Name: Age: _________years
________months
Length of time
the child has
been attending
the service:
Attendance
Pattern  Monday  Tuesday  Wednesday  Thursda
y  Friday
Routines
Separation Routine
How child separates on arrival e.g.
cuddle, wave etc.
Self-Help Skills:
Dress/undress self; Toilet
self/wash/dry hands; Manage
spoon/fork; Pour own drink.
72
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Usual Sleep Routine:
Does child usually have afternoon
sleep? Comforters?
Self Expression:
Ability to communicate their
needs/wants.
Play/Transitions:
Ability to make appropriate play
choices. Ability to manage
transitions, follow directions.
Child Interests:
observe, ask
child, ask staff,
ask parents.
The child is very young therefore his parents were asked about his interests. Also, the
child was observed to learn about his interests.
Since the child is too young, his parents were questioned about his desires. In
addition, the boy was studied in order to hear about his passions.
73
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Family
Background:
e.g. family
structure, culture
Denis is the youngest in his family and has two elder siblings, one elder brother
George and one elder sister Sofia. His parents are from Russia and are residing in
Australia for past four years. His parents are a bit protective towards Denis and make
decisions for him by themselves.
74
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 2
To complete this task, you will need to access Child Study Two: 0 – 24 Months Observation
Templates.
Observing the Whole Child.
This task requires you to complete five narrative observations (e.g. anecdotal, learning stories) of your
focus child. For each observation you will need to:
 Observe the child focusing on a specific area of development.
 Interpret the observation using your knowledge of child development.
 Link to Early Years Learning Framework Outcomes and sub-elements.
 Develop plans (including experiences, resources and strategies) to meet these goals in the future.
There are four developmental area observations and one play observation to complete:
i. Observation of cognitive development.
ii. Observation of physical development (fine motor and/or gross motor).
iii. Observation of social/emotional development.
iv. Observation of language development.
v. Observation of play skills.
You must use the Child Study Two Observation Templates relevant to your focus child’s age range (0
– 24 months).
Discuss your observations with your Workplace Supervisor and ask them to sign all of your completed
observations.
Document your answers on the Observation templates appropriate to the age of your focus child.
75
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Two
Observation of Cognitive Skills
Childs Name: Denis DOB: Date of Obs:
Setting: Name of
Observer:
Observation:
Denis is a very healthy boy with
sound cognitive abilities. He
gives quick responses to sound
and is always alert. He is always
aware of what is happening
around him. He is also capable of
understanding the basic
instructions given to him.
Interpretation:
Denis is a very attentive child and
his cognitive skills are well
developed.
Possible follow up:
Link to EYLF Outcome/
Indicator: Indicator: Learning
Outcome 1,3 and 5
Supervisor Name: Signature: Date:
76
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Two
Observation of Language Skills
Childs Name: Denis DOB: Date of Obs:
Setting: Name of
Observer:
Observation:
As he is very small he cannot
communicate with words. He
only speaks small words which
are not clearly spoken by him. To
understand his feelings one need
to read through his hand gestures
and body language.
Interpretation:
the child is on the initial step of
learning to speak and express his
feelings and is learning new
words.
Possible follow up:
Link to EYLF Outcome/
Indicator:
Indicator: Learning Outcome 4
and 5
Supervisor Name: Signature: Date:
77
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Two
Observation of Physical Skills
Childs Name: Denis DOB: Date of Obs:
Setting: Name of
Observer:
Observation:
Denis is a very active child and
gives quick physical responses to
things told to him and is very
playful in nature.
Interpretation:
He is enough physically strong
and active child
Possible follow up:
Link to EYLF Outcome/
Indicator: Indicator: : Learning
outcome 5 and 6
Supervisor Name: Signature: Date:
78
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Two
Observation of Social &
Emotional Skills
Childs Name: Denis DOB: Date of Obs:
Setting: Name of
Observer:
Observation:
He is a very playful child in
nature and loves to be in
company of other children. He
loves to be engaged in playing
with others. He exhibit normal
characteristics of children like
crying , laughing and being
expressive like other children.
Interpretation:
He will have better social and
emotional understanding and will
develop socially and emotionally
actively in future.
Possible follow up:
Link to EYLF Outcome/
Indicator: Indicator: Learning
Outcome 5 and 6
Supervisor Name: Signature: Date:
79
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Two
Observation of Play Skills
Childs Name: Denis DOB: Date of Obs:
Setting: Name of
Observer:
Observation:
He loves to play and is engaged
with toys like dinosaurs and
transformers and balls most of
the time.
Interpretation:
The child will develop better
physical and play skills as he
grows.
Possible follow up:
Link to EYLF Outcome/
Indicator: Learning Outcome 4
and 5
Supervisor Name: Signature: Date:
80
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 3
Developmental Summary.
This task requires you to complete a Developmental Summary on your focus child (0 – 24 months).
Collate the information you have gathered about your focus child in Activity 1 and the five
observations completed in Activity 2.
Using the Developmental Summary reflect on what developmental area/skill/interest/learning
outcomes you would like to work on to support/extend your focus child’s development. Provide a
reason for why you have chosen this area/s.
Choose two Learning Outcomes related to your reflection and develop a goal to support each learning
outcome. Describe the provisions, resources, experiences, routine, teaching strategy and/or
environments you could provide to promote this learning.
Discuss your summary and planning with your Workplace Supervisor and have them sign off on your
completed work.
Document your answers on the ‘Developmental Summary’ and ‘Reflection and Planning’
templates.
81
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Two: 0 – 24 Months
Developmental Summary
Using point form, summarise
the child’s development. What
have you learned about your
focus child?
Child’s Name: Age: yrs months Date:
Attendance Pattern:  Monday Tuesday  Wednesday Thursday  Friday
Observer:
Family Background:
Dad, mother, elder sister and elder brother make up
the household. They have Russian background and
are residing in Australia from past 4 years and are
a bit conservative in nature.
Child’s Interests:
The boy enjoys crawling around and playing
with toys of dinosaurs and transformers. He
likes to play with balls of different colour.
Physical Development:
 Walk along a low item, such as a line,
string, or balancing beam, then jump over it.
 Walks very fast, strong balance, and agility.
But at times fall due to the speed.
 Skilfully assemble building blocks Assemble simple puzzles.
 Print some letters of the alphabet.
Social/Emotional Development:
 Understanding types of feelings
 Able to be solving problems verbally
 Able to corporate with other children
 Able to show emotion
 Showing empathy
82
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Language Development/Communication:
He is good at expressing his feelings through small
words and loves to communicate with other
children and does that quite effectively.
Cognitive Development:
Can identify colours and distinguish between
them.
Follows basic instructions given to him.
He is good at scribbling.
Child Study Two: 0 – 24 months
Reflection and Planning
Childs Name: Denis Students Name:
Reflection: Based on your focus
child’s Developmental Summary,
what area/skill/interest/learning
outcomes would you like to work
on to support/extend your focus
child’s development and/or
learning? Explain why you have
chosen these area/s.
I found that Denis is interested in
building and construction toys
based on his personality. Dan
enjoyed making different figures
he was very enthusiastic towards
them. As a result, this operation
was selected.
Future Planning: Choose two
83
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Learning Outcomes related to
your reflection above and
develop a goal to support this
Learning Outcome. Describe the
provisions, resources,
experiences, routine, teaching
strategy and/or environments you
could provide to promote this
learning?
EYLF Outcome: Children are confident and
involved learners.
EYLF Outcome: Children have a strong sense
of well-being
Goal to support Learning Outcome:
Teach him to build better figures using building
blocks and LEGO pieces.
Goal to support Learning Outcome:
Teach him to build clear figures.
Future experiences/provisions:
Denis expressed an interest in building figures. He
gained new knowledge. He also improves his
manual skills by teaching him how to use blocks to
create new shapes. We should incorporate more of
such games into our everyday routines.
Future experiences/provisions:
Denis did an excellent job, but we could give
him a more challenging task next time.
Supervisor Name: Supervisor Signature: Date:
84
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 4
Planning, Implementing and Evaluating Experiences.
Your task now is to plan and implement two learning experiences to support the development of your
focus child using the reflection and planning you undertook in Activity 3.
You will need to complete an experience plan for each of the two experiences prior to undertaking
these experiences. Your experience plans must be approved in writing by the Workplace Supervisor at
least 24 hours prior to the implementation.
Your planned experiences:
 Must provide a rationale for how the experience and goals supports the child’s development.
 Must link to your focus child observations, developmental summary or reflections and their
interests, strengths or identified needs.
 May include routine tasks or one-to-one interactions with the educator, or be set up as a
provision/learning area available to all children.
 May include other children if appropriate e.g. a small or large group experience.
Once you have implemented your plan, evaluate how the experience went and whether the goal was
achieved. Reflect on your role in the experience and how you managed the group. Discuss with your
Workplace Supervisor and use their feedback to assist you in developing a goal for your future
professional development.
Document your answers on the ‘Individual Experience Plan’ templates.
Child Study Two: 0 – 24 months
Individual Experience Plan – Experience 1
Name of Child: Denis Age: 2 years, 3 month Date of Implementation:
85
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Goal: (How will this experience support the child’s
development/ learning? What do you want to
achieve?)
To assists Denis in building more clear figures
EYLF Outcome/s –
Sub-elements - NQS 1.3
Performance Indicator/s: (What will you see and
hear to demonstrate achievement of the goal?)
Denis would demonstrate flawless figures made of
LEGO pieces as a success measure.
Rationale: (Why did you choose
this experience eg. Child’s
interest, skill/knowledge
development, intentional
teaching etc.)
This experience was chosen as a
tool to assist development of
cognitive as well as motor skills
of the child.
Time: Location: Indoors Outdoors  Routine 
Task _________________Other
_____________________
Resources: Transition Strategy:
86
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
(List the resources and materials you will use for
the experience)
LEGO pieces and building blocks
(How will you gather children to
the experience? How will you
smoothly transition the children
to the next experience at the
conclusion?)
We can attract the child to the
building activity by showing
them a figure of their interest
built using LEGO pieces.
87
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
88
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Description of the Experience/ Procedure: Pedagogical Practices (Teaching Strategies/
Adult Role):
(List/ describe how you intend to implement the
experience with the children from beginning (set
up) to end. What will the children be required to
do?)
The kids will be given all of the appropriate
materials and directions for the operation.
(What role will you play in the experience? How
will you facilitate children’s’ engagement, learning
and development/? Eg initiating, role modelling,
prompting, coaching, encouraging, playing
alongside, giving directions, asking questions,
extending, demonstrating, one to one interactions.
What strategies will you use to assess children’s
learning and development
I will play the role of an educator. I will
demonstrate and assist the child in the activity as
well.
Student Name: Experience Plan approved: Yes  No 
Comments:
Supervisor Name: Supervisor Signature: Date:
Child Study Two: 0 – 24 months
Experience Evaluation and Reflection - Experience 1
Evaluation of Goal: (How did the experience meet the goal and outcome? Was it appropriate or not, did it go w
the child respond? What did the child gain from the experience? How successful was the implementation of the e
resources, environment, timing, transitions etc?)
The goal and result of the encounter is fulfilled. It was a suitable operation. The behaviour piqued the child's ima
The child was able to make better legible figures using building blocks
89
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Future Planning: (What next… how will you
extend, revisit or build upon this experience, future
teaching strategies, further develop goals? Will
you vary the experience or work on a new skill/
interest? How will you extend/ encourage/
challenge children’s ideas/ experiences/ interests/
skills/ development/ abilities? What provision/
provocations can you set up to further the child’s
learning and development?)
In the future, the children will be able to carry out
those tasks of their own. It is necessary to teach
them how to construct and built things using small
pieces.
For future, the kids can perform such activities on
their own. More creative figures need to be taught.
Reflection on your Role: (Reflect on and evaluate
your teaching performance – strategies, learning,
development and management. Think about your
interactions with the child; how you supported the
child; how you managed the experience; what you
did well; what you could work on for your own
professional development; anything you might
change; any unexpected outcomes/ problems etc.
Also think about tone of voice, supervision,
awareness of safety issues etc.)
My role was to teach and demonstrate the kids. I
also had a chance to recall my puzzle solving
skills.
My job was to instruct and explain to the children.
90
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
I have had the opportunity to brush up his skills.
Professional Goal: (What can you work on to
improve your skill/s?)
I need to improve my skills.
Supervisor Comment/ Feedback:
Supervisor Name: Supervisor Signature: Date:
Child Study Two: 0 – 24 months
Individual Experience Plan - Experience 2
Name of Child: Age: Date of Im
Goal: (How will this experience support the child’s
development/ learning? What do you want to
achieve?)
To improve the kids cognitive skills and to help
him learn to solve puzzles
EYLF Outcome/s – To improve the kid’s
cognitive skills.
Sub-elements - NQS 1.3.
Performance Indicator/s: (What will you see and
hear to demonstrate achievement of the goal?)
The achievement of goal can be demonstrated
via the proximity to the image obtained when the
the puzzle is completely solved to the given image
and time required to complete it.
Rationale: (Why did you choose this experience
eg. Child’s interest, skill/knowledge development,
intentional teaching etc.)
This is the experience based on using mind to
arrange the puzzle pieces to solve it resulting in
development of cognitive skills.
Time: Location: Indoors  Outdoors  Routine  
Task _________________ Other
_____________________
Resources: Transition Strategy:
91
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
(List the resources and materials you will use for
the experience)
Puzzle boards.
(How will you gather children to the experience?
How will you smoothly transition the children to
the next experience at the conclusion?)
I will call for the children to perform activities by
attracting them using the puzzle pieces and by
showing them the final image that would be
obtained by solving the puzzle.
Description of the Experience/ Procedure: Pedagogical Practices (Teaching Strategies/
Adult Role):
(List/ describe how you intend to implement the
experience with the children from beginning (set
up) to end. What will the children be required to
do?)
I will assist and supervise child in solving the
puzzle.
(What role will you play in the experience? How
will you facilitate children’s’ engagement, learning
and development/? Eg initiating, role modelling,
prompting, coaching, encouraging, playing
alongside, giving directions, asking questions,
extending, demonstrating, one to one interactions.
What strategies will you use to assess children’s
learning and development).
I will be giving instructions and encouraging the
child and will keep questioning him about his next
move so that he does not loses interest in the
activity.
Student Name: Experience Plan approved: Yes  No 
Comments:
Supervisor Name: Supervisor Signature:
92
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Two: 0 – 24 months
Experience Evaluation and Reflection - Experience 2
93
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Evaluation of Goal: (How did the experience meet the goal and outcome? Was it appropriate or not, did it go well or not so well and why? How did
the child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up,
resources, environment, timing, transitions etc?)
The experience helped meet the goal and outcome. It was an appropriate task and the task was successful.
The child was excited about performing the activity and he loved it at the end when the puzzle
was completely solved.
94
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Future Planning: (What next… how will you
extend, revisit or build upon this experience,
future teaching strategies, further develop goals?
Will you vary the experience or work on a new
skill/ interest? How will you extend/ encourage/
challenge children’s ideas/ experiences/ interests/
skills/ development/ abilities? What provision/
provocations can you set up to further the child’s
learning and development?)
this experience can be used in the future by
increasing the level of the difficulty of the puzzle
so that the children does not get bored of the
puzzles of same difficulty level.
Reflection on your Role: (Reflect on and
evaluate your teaching performance – strategies,
learning, development and management. Think
about your interactions with the child; how you
supported the child; how you managed the
experience; what you did well; what you could
work on for your own professional development;
anything you might change; any unexpected
outcomes/ problems etc. Also think about tone of
voice, supervision, awareness of safety issues
etc.)
It was a fun activity to assist the child in solving
the puzzle. The child was enthusiastic about
solving puzzle during the entire time. The
experience was really helpful to complete the
goal and achieve outcome. This activity also
helped in ensuring cognitive development of the
child.
Professional Goal: (What can you work on to
improve your skill/s?)
I need to work on my skills to attract kids
towards me so that I can get them to be indulged
in activities planned for them.
95

Supervisor Comment/ Feedback:
Supervisor Name: Supervisor Signature: Date:

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 5
Small Group Experience One – Music, Movement and Dance.
For this task you are required to demonstrate the ability to plan, implement and evaluate a suitable
music, movement and dance experience for young children based on one of the following
music/movement concepts.
 Tempo (fast/slow).
 Body parts - head, neck, shoulders, back, stomach, arms, legs, hands, feet, wrists,
ankles, toes, fingers, elbows, knees.
 Relationships – over/under, on/off, near/far, inside/outside, in front/behind/around.
 Or another area of interest.
Specifically, you will plan a small group experience (4 - 6 children). You will need to be mindful of
the individual physical development abilities of the children in your group.
Complete an experience plan prior to undertaking this experience. Your experience plans must be
approved in writing by the Workplace Supervisor at least 24 hours prior to implementation. Your plan
must include:
 A rationale for how the experience and goals support the children’s development.
 Link to the EYLF.
 Consideration of the method/s of evaluation you will use to assess children’s learning and
development in this area.
When planning your experience, you will need to:
 Include an introductory activity e.g. familiar action rhyme, story, warm-up, stretching.
 Include: a music, movement and/or dance experience that promotes the relevant concept
chosen using a song. You may choose a new or familiar song to the children but you must not
use a CD for your song – learn it and teach!).
 Use simple props e.g. puppet/s, felt characters, musical instruments, scarves etc.
 Include a transition activity e.g. a familiar action rhyme, movement games such as marching
like an animal.
97
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
 Consider the age and skills of the children as well as the physical space you are using to ensure
it is safe for the children to participate in the experience.
 Consult with your Workplace Supervisor about whether you will need another team member to
support your implementation of your experience given the age and abilities of the children in
your group.
Once you have implemented your plan, evaluate how the experience went and whether the goal was
achieved. Reflect on your role in the experience and how you managed the group. Discuss with your
Workplace Supervisor and use their feedback to assist you in developing a goal for your future
professional development.
To complete this task you may like to refer to the following websites for ideas and resources:
 ABC Play School: http://abc.net.au/children/play/ Family Education:
https://www.familyeducation.com/search/Movement+and+Music+Activities+for+ToddlersGar
y and Carol Crees - Adventures in Music, Movement and Wellbeing:
http://www.adventuresinmusic.com.au/
 Songs for Teaching: http://www.songsforteaching.com/preschoolkindergartenearlychildhood/
activity-movement-songs/
Document your answers on the ‘Small Group Experience Plan’ and ‘Evaluation and Reflection’
templates.
Child Study Two: 0 – 24 months
Small Group Experience Plan
Age of children in group: Number of children in group: Date of Im
98
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
Goal: (How will this experience support the child’s
development/ learning? What do you want to
achieve?)
To make the kids learn to respect others and work
in a team. To ensure development of motor skills
of children and to keep them physically active
EYLF Outcome/s – Strong sense of wellbeing and
connection to the surroundings and with their
children.
Sub-elements - NQS 2.4
Performance Indicator/s: (What will you see and
hear to demonstrate achievement of the goal?)
To demonstrate the achievement of the goal the
relationship of the child with other children and his
care taker can be observed while they are all
performing the same activity
Rationale: (Why did you choose this experience
eg. Child’s interest, skill/knowledge development,
intentional teaching etc.)
It is an intentional teaching method to develop
communicating and expressing skills of the child
as well as ensure proper motor development of the
child.
Time: Location: Indoors  Outdoors  Routine  
Task _________________ Other
_____________________
Resources: Transition Strategy:
99
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
(List the resources and materials you will use for
the experience)
Court, Basket, Ball
(How will you gather children to the experience?
How will you smoothly transition the children to
the next experience at the conclusion?)
Kids already like to get indulged into outdoor
sports so they will be immediately attracted
towards playing. If some children are not seeming
to be interested in the activity I will motivate them
to join other children.
100
BCCI - division of Bankstown Community College Incorporated | RTO Code: 90357 | CRICOS Code: 03447M
Level 1, 457 Chapel Road Bankstown NSW 2200 | Phone: [phone] [e-mail]

Integrated Workplace Assessment Task. CHC50113. Part 4
101

Integrated Workplace Assessment Task. CHC50113. Part 4
Description of Experience/Procedure: Pedagogical Practices (Teaching
Strategies/Adult’s Role):
(List/describe how you intend to implement the
experience with the children from beginning (set
up) to end. What will the children be required to
do?)
I will be observing the kid's behaviour while
playing and check whether each and every child is
communicating with others or not. I will also be
noticing their attitude towards the activity
(What role will you play in the experience? How
will you facilitate children’s engagement, learning
and development? E.g. initiating, modelling,
prompting, coaching, encouraging, playing
alongside, giving directions, asking questions,
extending, demonstrating, one to one interactions.
What strategies will you use to assess children’s
learning and development?)
I will play the role of a sport instructor and will be
giving instructions to the children during the sports
and games.
Student Name: Experience Plan Approved:  Yes  No
Supervisor name: Supervisor Signature:
Child Study Two: 0 – 24 months
Evaluation and Reflection
102

Integrated Workplace Assessment Task. CHC50113. Part 4
Evaluation of Goal: (How did the experience meet the goal and outcome? Was it appropriate or not, did it go w
the child respond? What did the child gain from the experience? How successful was the implementation of the e
resources, environment, timing, transitions etc?)
The experience was apt for achieving the goal and positive outcome.
The kids were happy to play outdoors and the activity went well.
The kids learnt to work in a team and to respect everyone’s capability. The experience was successful.
Reflection on your Role
Comment on:
Your teaching performance – strategies, planning, appropriateness of experience, materials, props etc.
The strategies were designed to make the kids learn how to work in a team and providing them an environment
which required communicating with each so that there communicating skills can also be developed along with m
The strategies designed were apt and were successful as well.
103

Integrated Workplace Assessment Task. CHC50113. Part 4
Your tone of voice, supervision, awareness of safety issues etc.
The tone of the instructor should not be harsh while giving instructions to the children and the the instructor
should ensure safety of each and every child and supervise them in every activity which might even be
a bit difficult for them so that the risks can be eliminated to the most possible extent.
How did you acknowledge each child’s unique ideas and contributions to the experience?
Every kid was behaving in his own unique way and had a unique playing style of his own. Observing there attitu
towards the game gave an idea about the overall personality of the child. Every child played according to his cap
some enjoyed the game and some did not get too much indulged, this even gave an idea about the varying
interests of different children.
How you managed the experience; what you did well; what you could work on for your own professional develo
The experience was managed by me in a quite god way. I was good at delivering the instructions to the children
but I still require to work on my multitasking skills as I was not able to help children while delivering the instruc
Working on my multitasking skills will allow me to take care of the safety of the children in a better way.
104

Integrated Workplace Assessment Task. CHC50113. Part 4
How did you support children’s efforts? Assist? Encourage?
I assisted as well as encouraged the children who were trying to put their efforts in playing the game. I was also
trying to motivate those who were not able to get themselves involved in the game. I also gave the non indulged
children some extra chances to basket than the ones who were already performing well.
Were there any children who required additional support or attention? In what way did they need support and wh
Yes, there were a few children who were not able to get themselves involved in the game as much the others wer
Those children required some extra push and motivation to make them involved with other children. There were
children as well who were not able to understand the game so they also required extra support. I kept continuous
motivating the prior ones and assisted the later ones in the game and reminded them about what was needed to be
at various points in the game.
Anything you might change; any unexpected outcomes/problems etc.
There were no such unexpected outcomes so nothing needs to be changed.
105

Integrated Workplace Assessment Task. CHC50113. Part 4
Additional comments.
106

Integrated Workplace Assessment Task. CHC50113. Part 4
Professional Goal: (What can you work on to
improve your skill/s?)
I need to work on the betterment of my multi-
tasking skills as it need to be in sound condition
when taking care of small children. This would
also result in betterment of my coaching skills
and ensure safety of the children.
Supervisor Comment/Feedback: (please
comment on the children’s learning related to the
goal and the practices of the student within the
experience).
Supervisor Name: Supervisor Signature: Date:
107

Integrated Workplace Assessment Task. CHC50113. Part 4

Integrated Workplace Assessment Task. CHC50113. Part 4
010 Child Study Three: 0-6 years
Interest Based Play
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and
development
Pre-Activity 1
To complete this task refer to Chapters 2, 3, 4, 5, 6 and 9 of your textbook ‘Frameworks for
Learning and Development’ and Chapters 7 of your textbook ‘Birth to Big School’.
You may also access the following readings:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
 Developmental Milestones and the Early Years Learning Framework and the National
Quality Standards.
 Educators’ Guide to the Early Years Learning Framework for Australia.
 Evaluating and communicating about children’s learning.
 Guidelines for Planning 2013.
 Guide to the National Quality Standard.
 Interest-based learning.
 Inquiry-based learning.
 Noticing and recording learning.
 Planning the program.
 Responding to children’s play.
109

Integrated Workplace Assessment Task. CHC50113. Part 4
110

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity Instructions
Child Study Three (0 – 6 years).
One way educators facilitate children’s learning is by working with interactive small groups to
explore specific concepts based around children’s interests. This task requires you to gather, and
interpret observations for one focus child aged between 0 years – 6 years and use this information to
collaborate and plan an interest-based project experience for a one week period. Your focus child
needs to be in attendance at the service for at least 3 days per week.
. With your Workplace Supervisor:
 Discuss the entire Child Study task.
 Gain permission to complete this task.
 In consultation select one focus Child who attends at least 3 - 5 days per week.
 Plan a schedule for the completion of this task and establish the best times to perform the
observations using the Child Study Activity Checklist.
 When you have completed your observations and planned your experiences, discuss and
seek written approval prior to implementation and submission for assessment.
 Ask your Workplace Supervisor to sign and date the activity templates where indicated.
To complete this task:
 You must gain written parental permission prior to commencing this task on your focus
child. Include this permission with your Focus Child Profile when you submit this
assessment.
 You must complete all the information and observation tasks on this focus child.
 Undertake the observation documentation progressively, ensuring you gather information
and observations over time and in a variety of spaces.
 Reflect on what you are learning about your focus child’s development and learning style
and ensure your planning reflects their interests, abilities and needs.
 Use the templates provided where applicable.
 Use the Child Study Activity Checklist to help you manage this task.
 You must, at all times, respect the privacy and confidentiality of the child, family and
service and ensure you follow the service policies.
111

Integrated Workplace Assessment Task. CHC50113. Part 4
 Think carefully about each activity and reflect on what you are learning about the child’s
development and learning holistically. Remember that all documentation for this task can be read by parents – keep your
language professional and avoid making value statements about the focus child you
observe.
Note: It is your responsibility to have your work signed-off, any work submitted that has not been
signed off will be returned as incomplete.
Child Study Three: 0 – 6
years Activity Checklist
This checklist has been
designed to help the
student, in consultation
with the Workplace
Supervisor, manage time,
plan and complete all the
requirements for this
Child Study.
Student Name: Complete  /
Date
S
u
p
e
r
v
i
s
o
r
S
i
g
n
a
t
112

Integrated Workplace Assessment Task. CHC50113. Part 4
u
r
e
Discuss and plan Child Study/Interest based project task with
Workplace Supervisor
Pre
Pla
nni
ng
Focus child selection (in conjunction with workplace
supervisor).
Give Parental/Guardian the Observation Consent Form
Parent permission given and Observation Consent Form
returned. Include with Child Study documentation.
Commence the Child
study/Interest based
project once written
parental permission
has been granted
Ac
tivi
ty
1
Give All About Me form to family
All About Me form returned
Complete Child Information Summary
Act
ivit
y 2
Gather three Observations of your focus child as they
engage in play
Interpret the three observations and link to the EYLF
Ac
tivi
ty
3
Developmental Summary – analyse and summarise
information
Reflect on your focus child’s development and develop goals
Identify one Learning Outcome, goal and future experiences
Ac
tivi
ty
4
Brainstorm ideas for an interest-based project.
Develop a web plan for your interest-based project.
Identify at least 4 potential ways you could develop the
project based on the interest area and goals
113

Integrated Workplace Assessment Task. CHC50113. Part 4
A
cti
vit
y
5
Collaborate with your focus child to determine a direction for
the project
Documenting children’s response
Identify follow-up experience for interest – add to web plan
A
cti
vit
y
6
a. Weekly Experience plan – complete daily
b. Set up experience related to interest resource
indoors/outdoors
c. Discuss your evolving plan with your Workplace
Supervisor daily
Identify changes to resources/strategies daily
a. Submit a photo of your experience/display.
All tasks approved and signed by Workplace Supervisor
114

Integrated Workplace Assessment Task. CHC50113. Part 4
OBSERVATION CONSENT FORM
This letter confirms ______________________________(student’s name) is a student of the
College, undertaking assessment in relation to observing and planning for children.
As a student he/she is required to learn about individual child development and complete
observations. We would like to request permission to observe your child
__________________________(child’s first name). Please complete the section below and return
it to the Children’s Service.
OBSERVATION CONSENT FORM
I give permission for observations and photographs of my child to be collected as part of the
learning process for students of Bankstown Community College (BCCI). I understand that any
information collected will be treated confidentially by the students and the staff of the college.
I understand that the observations and photographs of my child will be used by the students in the
study of child development and planning for children, and that neither my child nor my family
will be identified by last name in these studies.
Students for the Bankstown Community College (BCCI) have my permission to observe and
photograph ____________________ (child’s first name) for the purpose of course work.
Signature Parent/Guardian_________________________________________________
Date: ________________________________

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 1
Building a Picture of the Whole Child.
This task requires you to gather information about your focus child and their family:
 Give the All About Me information sheet to your focus child’s family and ask them to
complete and return it. Alternatively, you may interview the Parent/Guardian and child to
gather the information.
 Discuss with your Workplace Supervisor how you will share the child study with the child
and the child’s family (i.e. will you provide a copy on the completion of all tasks?).
 Discuss how you will share the information appropriately to respect confidentiality in line
with the services policy and procedures.
 Utilising information from your Workplace Supervisor, workplace documentation,
enrolment form, parents and observations, complete the Child Information Sheet.
Document your answers on the ‘All About Me’ and ‘Child Information’ templates.
Child Study Three: 0 – 6 years
All About Me
Child’s First Name: Katalina Date of Birth:

Integrated Workplace Assessment Task. CHC50113. Part 4
Who is in my family?
Mother, Elder sister (Olivia), My dog (Leo)
My favourite things are…
Playing video games, playing with my dog
Leo, watching Disney princess’s movie.
My family’s goals for me…
My family wants me to study well and listen my
educators. They want me to be calm and manage
my anger.
Things I do with family…
I play video games with my elder sister Olivia.
I go on a walk with Leo daily.
I spend weekends with my family.
My family has dinner together on most of the
days.

Integrated Workplace Assessment Task. CHC50113. Part 4
118

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6
years
Child Information
Complete this Information
Sheet in consultation with
educators, families,
enrolment form, and by
observing the child and
their routines
Child’s First Name: Katalina A
g
e
:
_
_
_
_
_
_
_
_
_
y
e
a
r
s
_
_
_
_
_
_
119

Integrated Workplace Assessment Task. CHC50113. Part 4
_
_
m
o
n
t
h
s
Length of time the child
has been attending the
service:
Attendance
Pattern  Monday  Tuesday  Wednesda
y
 Thursda
y
 Frida
y
Routines
Separation Routine
How child separates on arrival e.g.
cuddle, wave etc.
Katalina goes to school
with her elder sister Olivia,
who studies in the same
school but in a higher
class. She usually leaves
from home by waving at
her mother and cuddling
with her dog. Sometimes,
Katalina's mother drops
them both at school.
Katalina seems happy
when her mother drops her
at school.
Katalina usually goes to school
with her sister, as both of them
are in a similar school but her
sister, Olivia is in high class.
Katalina likes when her mother
drops her at school. Katalina
usually waves with a smile and
blow a kiss to her mother, when
departures for school.
Self-Help Skills:
Dress/undress self; Toilet
self/wash/dry hands; Manage
spoon/fork; Pour own drink.
Katalina likes to dress and
undress by her own.
Katalina is hygienic
enough to take care of her
personal hygiene and
health, but need help few
times with some stuff like
Katalina chooses clothes for
herself, but need assistance with
dressing and undressing few
times. She is able to wash, dry
herself and can manage spoon,
fork by herself. She is able to
pour drink by her own.
120

Integrated Workplace Assessment Task. CHC50113. Part 4
combing her hair. Katalina
can pour herself a drink
and can use spoons and
forks to eat by herself.
Usual Sleep Routine:
Does child usually have afternoon
sleep? Comforters?
Katalina likes to take
afternoon sleep. Katalina
and her sister remain
usually alone after coming
from school on weekdays
as their mother remains at
her workplace at this time.
Katalina takes a nap of
about 1-2 hours after
coming from school.
Katalina and her sister are usually
alone at home during noon time,
after coming back from school.
Katalina likes to take afternoon
sleep, and her sister keep take
care of her with her sleeping
schedule.
Self Expression:
Ability to communicate their
needs/wants.
Katalina spends a lot of
time with her dog and her
two or three friends from
neighbourhood and school.
So she seems to be a quiet
introvert when surrounded
with many people. She is
not shy but become quiet
among people. She gets
angry when insisted to talk
with people.
Katalina is able to communicate
her needs with her sister and
mother, but she feels anxiety in
crowds and become aggressive
when forced to speak.
Play/Transitions:
Ability to make appropriate play
choices. Ability to manage
transitions, follow directions.
Katalina usually like to
play indoor games such as
video games. She plays
with dolls and other stuffs
with her other friends. She
does not have any problem
in following directions but
she gets angry when forced
to do something she
doesn't want. She is not
Katalina likes to play indoor
games, and she is able to choose
toys for her self, she likes Disney
princesses and their related toys
stuff.
121

Integrated Workplace Assessment Task. CHC50113. Part 4
adaptive to transitions and
refuses to follow her
educator's instructions.
122

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Interests: observe, ask child, ask staff, ask parents.
Katalina likes to play indoor games and for that she prefers video games, doll houses etc. She takes
interest in playing with her friends and spending time with her dog.
Child Family Background: e.g. family structure, culture.
Katalina is the youngest in her family. Her Father died 2 years ago in an accident. Her mother
works as a nurse in city hospital. Her elder sister, Olivia is in high school. Their family is
indigenous Australians. They have been living in Australia for over 28 years, and they have faith
in Christianity.
123

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 2
Gathering and Interpreting Information.
This task requires you to complete three different observations of your focus child as they engage in
play. Play experiences can be planned or spontaneous and may relate to everyday routine
experiences e.g. a baby responding to one to one interaction with the educator. (You may also be a
participant in these experiences yourself if appropriate).
Your observations should focus on gathering information in regards to both your focus child’s
interests and their skills and development. You may use any of the formats attached or one of your
own but each must include:
 Context and location for the observation including others involved.
 Interpretation of the observation. Think about:
- What do you think interests the child?
- What do you think the child was engaged with?
- What captures the child’s interest, sustains their play?
- What existing developmental skills/knowledge is the child drawing on?
- What does the observation tell you about the child?
 Link to Early Years Learning Framework Principles, Practices, Learning Outcomes and sub-
elements.
For children aged 0 – 2 years:
When interpreting your focus child 0 – 2
years think about the child’s interests and
abilities along with the characteristics and
developmental milestones of children of this
age. Use the text reference as a reminder.
An interest for a child 0 – 2 years of age
might be directly related to:
 Interactions with educators (responses,
facial expression, using language etc.).
 Interactions with the environment
(resources, textures, sensory
responses, cause and effect etc.). A particular schema that the child is
exploring e.g. transporting,
For children aged 2 – 6 years:
When interpreting your focus child 2-6yrs think
about the child’s interests and abilities along
with their interactions with others.
An interest for a child 2 – 6 years of age might
be directly related to:
 A skill, ability or concept.
 A topic.
 Relationships with others.
 An experience or event.
124

Integrated Workplace Assessment Task. CHC50113. Part 4
enveloping.
Document your answers on the ‘Observation’ templates or use a format of your own.
125

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6 years
Anecdotal Observation
Child’s First Name: Katalina Age: 5 years Date:
Setting/Context: School playroom, indoor Observer:
Observation: Interpretation:
Child's name: Katalina Date:
Setting: School playroom, Indoor
Katalina is playing with dolls.
Katalina is dressing up the dolls, and cleaning
doll house.
Katalina creates a virtual story in her brain
and conducting a conversation between her
dolls.
She exchanges a few dialogue and continuous
to do such play for the end of the period.
Katalina likes to be alone most of the time, in school
she likes to play alone. She likes to play with dolls.
Katalina can develop her skills of differentiating
between colors, and can also develop her motor skills.
She can improve her cleaning skills.
This can develop her language skills.
For future perspective, we can ask Katalina to play
with other children too, as the gathering will
overcome her anxiety from crowd.
EYLF
Principle – Children have responsibility for their own health and physical well-being.
Practice -
Learning Outcome – Physical – EYLF outcome 3 - Children, to take responsibility for their own
health and well-being.
Social – EYLF outcome 1 – Children have sense of differentiating- children learn to interact
socially, and behave in gatherings.
Language – EYLF outcome 5 – Children are able to communicate – children learn to communicate
in crowds.
Cognitive – EYLF outcome 5 – Children are able to communicate – children express ideas, meaning
with each other.
Sub-element – NOS sub element 1.3, 2.1, 3.2
126

Integrated Workplace Assessment Task. CHC50113. Part 4
Supervisor Name: Supervisor Signature: Date:
127

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6 years
Jottings
Child’s First Name: Age: Observer:
Insert: Photo/s Optional Insert: Photo/s Optional Insert: Photo/s optional
Jotting 1 Date: Jotting 2 Date: Jotting 3 Date:
She was sitting alone and
quiet at corner seat. She saw
some children drawing and
coloring, and she joined them.
She draw her father, mother,
her sister, herself and her dog
on paper. She started coloring
the drawing.
She started coloring, a girl
approached her. Both of
them together colored some
cartoon characters.
She went to the girl she met last
day. Both of them together
played with dolls. They
dressed up the dolls and
created a virtual story.

Integrated Workplace Assessment Task. CHC50113. Part 4
Interpretation:
Her ability of drawing were amazing. She is
creative and her thinking ability is unique. She is
good in making scenarios.
EYLF
Principle – Ongoing learning and reflective
practices
Practice – Teaching
Learning Outcome – children are involved in
learning, and socialising.
Sub-element – NQS 1.2
Supervisor Name: Supervisor
Signature:
Date:

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6
years
Running Record/Time
Sample
Childs First Name: Katalina Age: 5 Date: Observer:
Location: Care centre play room Others Present: Few other kids and two care
takers
Time Observations
10:00
10:15
10:30
11:00
11:30
12:00
Children enters in playground
children are arranged in a sequence and are instructed
for safe play.
Children are playing.
Some children are running, few are using slides, few
are jumping.
Children are asked to play together a game, where
they have to play in two teams.
Children are asked to make a line and go inside child
care drawing room.

Integrated Workplace Assessment Task. CHC50113. Part 4
Interpretation Katalina liked playing in playground. Usually she is into indoor games
but she liked playing outdoor games too. She was enjoying riding on
slides and playing with other kids.
EYLF
Principle –
Practice –
Learning Outcome –
Sub-element –
Quality and expectation
Creating an environment where children learn and communicate.
Children have sense of team working and communicating.
NQS 1.3
Supervisor Name: Supervisor Signature: Date:

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6 years
Learning Story
(Insert Title)
Today….Katalina was asked to do an activity where her manual skills were required. Katalina
was asked to choose her five favorite color papers from rest of the papers. She chose five papers
that were pink, blue, red, yellow and green. She was then asked by the instructor to choose five
different shapes from rest of the different shapes and she chose a butterfly, hat, apple, boat and a
pencil. She was then asked to draw these shapes on her papers according to her choice. She drew
butterfly on pink paper, hat on green, apple on red, boat on yellow and pencil on blue. She was
then asked to cut these papers according to the drawing and make some drawings as per her
interest by adding some sparkles, glitters and others. She carefully gave paper the shape
according to drawing and added some glitters to make her cuttings attractive. Educator praised
her for her impressive and careful working. She enjoyed the activity.
Reflection on learning….
Katalina worked well, as she was asked for her favorite colors and shapes. She felt good when
educator praised her for her work. The activity had a positive impact over her.
Where to next….
EYLF
Principle - quality and expectation
Practice – creating a positive impact on children's learning.
Learning Outcome – children to have sense of identity.

Integrated Workplace Assessment Task. CHC50113. Part 4
Sub-element – NQS 1.3
Observed By:
Supervisor Name: Supervisor Signature: Date:

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 3
Analysing Information to Inform Planning.
This task requires you to analyse the information you have gathered about your focus child to
complete a summary of your focus child’s development and determine a direction for planning a
project relevant to your child’s interests and abilities.
Analysing Information:
 Collate the information you have gathered about your focus child in Activity 1 and the
observations and interpretations you have completed in Activity 2. Discuss this information
with your Workplace Supervisor and colleagues.
 Analyse and reflect on the information they give you as well as your own knowledge of the
child, and the information you have collected through your observations. Use this analysis to
complete a Developmental Summary for your focus child.
Planning for future learning:
 Based on your focus child’s Developmental Summary, identify an interest area that is
meaningful for your focus child that you would like to work on to extend their development
and/or learning. Provide a reason for why you have chosen this area.
 Identify a Learning Outcome and sub-element related your focus child’s learning and
development that you will work towards achieving through the chosen interest area.
 Develop a goal to support this Learning Outcome.
 Jot down some suggestions/ideas for provisions, resources, experiences, teaching strategy
and/or environments related to the chosen area that you could provide to meet this goal?
Discuss your summary and planning with your Workplace Supervisor and have them sign off on
your completed work.
Document your answers on the ‘Developmental Summary’ and ‘Reflection and Planning’
templates.
134

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6 years
Developmental Summary
Using point form, summarise
the child’s development. What
have you learned about your
focus child?
Child’s Name: Katalina Age: 5 yrs months Date:
Attendance Pattern:  Monday Tuesday  Wednesday  Thursday Friday
O
b
s
e
r
v
e
r
:
Family Background:
Katalina's parents, both mother and father are
indigenous Australians. Her father was in army,
and her mother is a nurse in city hospital. Her
father and mother met in their graduation years.
The family is native from Australia.
Child’s Interests:
Katalina have interest in indoor
activities like video games,
playing indoor games,
watching Disney cartoons with
her friends. She likes to play
with her dog. She also likes to
take her dog for a long walk.
Katalina likes to hang out with
her sister, and go on a shopping
with her. Katalina likes to go
on picnic with her mother and
sister.
135

Integrated Workplace Assessment Task. CHC50113. Part 4
Physical Development:
Katalina is physically well and fit. She is able to
climb over long slides. She runs well and can
easily go through multiple slides of child care.
Social/Emotional
Development:
Katalina is a hyperactive girl,
she has some anger
management issue. Katalina's
mother try her best to give her
time to both of her daughters
but due to much of work
pressure and being single
parent, she is unable to do
much. Katalina needs her
mother with most of the things,
and absence of her mother is
making her aggressive and less
socialise. Katalina was attached
to her father, and his sudden
loss has effected Katalina.
Katalina is currently struggling
with her anger.
Language Development/Communication:
Katalina can communicate well with other
children at child care. But she is a little bit
aggressive when forced to do something or things
are not happening as per her thoughts. She can
talk to people who approach her first but feels
hesitated in a group of people.
Cognitive Development:
Katalina's thinking ability is
good. She is able to play along
group of children but feel
anxious few times.
136

Integrated Workplace Assessment Task. CHC50113. Part 4

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6 years
Reflection and Planning
Childs Name: Katalina Students
Name:
Reflection: Based on your focus
child’s Developmental Summary
what interest area would you like
to work on to extend your focus
child’s development and/or
learning? Explain why you have
chosen this area.
Based on Katalina's development summary, I would like to work
on her anger management issue along with that she requires
support in her behaviour among crowd. Her anger and
hyperactivity is working as a barrier for her to communicate with
other children.
Future Planning: (Identify a
Learning Outcome related your
Focus Child’s learning and
development that you will work
towards achieving through the
chosen interest area. Develop a
goal to support this Learning
Outcome. Jot down some
ideas/suggestions for provisions,
resources, experiences, teaching
strategies and/or environments
related to the chosen area that
you could provide to meet this
goal).

Integrated Workplace Assessment Task. CHC50113. Part 4
Early Years Learning
Framework.
Principle -
Practice -
Learning Outcome -
Sub-element -
Effective learning and implementation
creating an environment that will help children in learning and
implementing.
Children have an effective development.
Goal to support learning
outcome:
Learning outcome in this case is to teach katalina, how to obey her
educators, learn anger management and get along with other
children. For that she needs to work and learn in group. Educators
should use techniques that will make her enjoy as well as will help
her to play in a group.

Integrated Workplace Assessment Task. CHC50113. Part 4
Future experiences/provisions: To make Katalina interact with other children. Understanding and
supporting her with her thoughts and mental state will help her in
development process.
Supervisor Name: Supervisor Signature: Date:

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 4a
Collaborative Project Planning Using a Web.
This task involves collaborating with your colleagues and children to develop a plan for an interest-
based project based on the interest, outcomes and goals you have identified for your focus child in
Activity 3.
To complete this task you will need to:
 Collaborate with your colleagues and children to brainstorm ideas for an interest-based
project.
 Develop a web plan for your interest-based project. On the web plan template provided,
document ideas and potential experiences/topics that are related to this interest that you can
plan for the child. Your web plan should:
- Identify at least four potential ways you could develop the project based on
the interest and goals previously identified. You will be required to add to this (in
different colour) as you move through the project.
- Include links to the EYLF Learning Outcomes where appropriate.
To see a sample go to: Pinterest page (http://www.pinterest.com/intchildcarecol/) Planning and
Documentation boards  Project approach airplane unit.
Document your planning on the ‘Web Planning’ template.

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6 years
Web Planning
Activity 4b

Integrated Workplace Assessment Task. CHC50113. Part 4
Interest Area/ Table.
This task involves you setting up an interest area/ interest table based on the child/ group identified
interest.
To complete this table you will need to:
 Identify the interest.
 Identify the age group.
 Identify the resources required.
 Describe the setup.
 Identify five additional experiences that you could provide to extend, challenge and
reinforce interest. Consider concepts of science, maths and technology.
 Provide rationale for your experience choices.
Document your planning on the ‘Interest Area/ Table’ template.

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6 years
Interest Area/ Table
Identified Interest:
Katalina likes to play with dolls and related stuff in indoor activities. She likes to ride on slides in
outdoor activities. She likes to draw and colouring.
Age Group of Children: 0-6 years
Resources (list): games such as dolls, doll house, craft items, colours, puzzle, books, technology
devices, outdoor slides etc.

Integrated Workplace Assessment Task. CHC50113. Part 4
Describe the setup of your interest area/ table and photograph. (Attach to your assessment)
List and describe five additional experiences that you could provide to extend, challenge and
reinforce interest. Consider concepts of science, maths and technology.
6. Home corner
7. Block play activity
8. crafting and drawing
9. Sensory play
10. Dance and music activities

Integrated Workplace Assessment Task. CHC50113. Part 4
Rationale: How will the follow-up experiences offer opportunity for children to be challenged,
explore and experiment.
Home corner will develop children's learning process, block play activities will help them to get
engaged and learn creation, crafting and drawing will help them in expressing their thoughts,
sensory play will help them in classifying, and dance and singing activities will provide them
flexibility.

Integrated Workplace Assessment Task. CHC50113. Part 4
Activity 5
Collaboration with focus child.
Using the ideas from Activity 4a and 4b, talk with your focus child to determine what
resources/materials/equipment the child would like incorporated into the interest area.
Add the child’s ideas to the web plan (Activity 4a) to build a basis for further planning.
From this discussion, complete a learning story to document the collaboration.
Document your answers on the ‘Web Planning’ and ‘Learning Story’ templates.
Katalina have interest in drawing and crafting so she agreed with that activity. She agreed with
dance activity and block play too, but she did not like the plan of other activities. For katalina
sensory touch is quiet difficult as she is not able to interact with other children easily. She refused
for home corner as expressing her home scenario in front of other children was a difficult task for
her. Additionally she asked to add outdoor activities, and some technologies for making as per her
interest.

Integrated Workplace Assessment Task. CHC50113. Part 4
Child Study Three: 0 – 6 years
Learning Story
(Insert Title)
Today…. Katalina and other children of child care were gathered in drawing room, educator
asked for their combine vote for story book to read out among from fantasies of fairy tale, horror,
thriller, old time stories etc. The majority of students including katalina voted for fairy tales and
their fantasies. Educator read out loud the book with changing their voice and using facial
expression, he also used technologies to make story look more interesting for children. Katalina
was listening that story with concentration and excitement, the educator's gesture of story
representation was excellent as every child were bounded along with the story. Educator on
completion of the story asked children for their review about story. Katalina answered that she
liked the story and wanted the ending to be slight different from the actual one, few students
agreed with her on that.
Reflection on collaboration….
Educator praised everyone for listening the story carefully. Educator praised Katalina for her
honest review at end and listening the story with concentration.
Where to next….

Integrated Workplace Assessment Task. CHC50113. Part 4
Observed By:
Supervisor Name: Supervisor Signature: Date:
Activity 6
Planning an evolving interest based experience.
You are required to plan and implement the project for a week-long period based on the child’s/
groups identified interest. This involves implementing five experiences based on observing
children’s learning and modifying the interest area/ table in response to children’s interactions over
the course of the week.
For Example:
Interest Learning Centre Area ‘Dinosaur’- Building a prehistoric model with a volcano and
explore science concepts, take photos of the process and display with children’s stories/comments
as it develops.
Interest Learning Centre Area ‘Sense of Self’ - Providing children with canvases or cardboard
with mirrors to create a portrait in stages, background, sketch & paint. Provide artists
books/examples of portraits, photos of children, photos of each stage with the children’s
comments and stories in creative area.
To complete this task you will need to:
 Refer to your web plan and choose an appropriate follow-up experience.
 Use collaboration with colleagues and children to guide your planning.
 Refer to the five additional experiences from observations in Activity 4b.
Discuss the additional ideas for your week long interest based project with your supervisor. Consult
with the children on materials to be added or made available.
Your additional ideas will be introduced on daily basis to supplement the information, resources,
materials already presented in the interest area/ table.
Once you have implemented your planned project over the week, evaluate how the experience went.
Reflect on your role in the experience and how you managed the interest and learning. Discuss with
your Workplace Supervisor and use their feedback to assist you in developing a goal for your future
professional development.

Integrated Workplace Assessment Task. CHC50113. Part 4
Document your plans and reflections on the attached ‘Weekly Planning Interest Based
Experience Plan’ and ‘Evaluation and Reflection’ templates.
Child Study Three: 0 – 6 years
Weekly Planning Interest Based Experience Plan
Monday Date:
Experience:
Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.

Integrated Workplace Assessment Task. CHC50113. Part 4
Evaluation and reflections
Comment on –
Planned Outcomes:
Unplanned Outcomes
Where to next: Planning for the following day including modifications to
experience/space/resources, consultation with children for their ideas/resources required.
Tuesday Date:

Integrated Workplace Assessment Task. CHC50113. Part 4
Experience:
Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.
Evaluation and reflections
Comment on –
Planned Outcomes:
Unplanned Outcomes

Integrated Workplace Assessment Task. CHC50113. Part 4
Where to next: Planning for the following day including modifications to
experience/space/resources, consultation with children for their ideas/resources required.
Wednesday Date:
Experience:
Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.

Integrated Workplace Assessment Task. CHC50113. Part 4
Evaluation and reflections
Comment on –
Planned Outcomes:
Unplanned Outcomes
Where to next: Planning for the following day including modifications to
experience/space/resources, consultation with children for their ideas/resources required.
Thursday Date:

Integrated Workplace Assessment Task. CHC50113. Part 4
Experience:
Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.
Evaluation and reflections
Comment on –
Planned Outcomes:
Unplanned Outcomes

Integrated Workplace Assessment Task. CHC50113. Part 4
Where to next: Planning for the following day including modifications to
experience/space/resources, consultation with children for their ideas/resources required.

Integrated Workplace Assessment Task. CHC50113. Part 4
Friday Date:
Experience:
Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.
Evaluation and reflections
Comment on –
Planned Outcomes:
Unplanned Outcomes

Integrated Workplace Assessment Task. CHC50113. Part 4
Where to next: Planning for the following day including modifications to
experience/space/resources, consultation with children for their ideas/resources required.
Child Study Three: 0 – 6 years
Evaluation and Reflection
Name of Child: Date of Implementation: W/C
S
t
u
d
e
n
t
N
a
m
e
:

Integrated Workplace Assessment Task. CHC50113. Part 4
Evaluation of Experience: (How did the experience
meet the goal and outcomes? Was it appropriate or
not, did it go well or not so well and why? How did
the child respond? What did the child gain from the
experience? How successful was the implementation
of the experience – including set up, resources,
environment, timing, transitions etc.? )
Katalina was able to deal with her anger up to an
extent after using the resources and planning of
activities. She was able to express her thoughts and her
feelings among other children calmly.
Future Planning: (What next…how will you extend,
revisit or build upon this experience, future teacher
strategies, further develop goals? Will you vary the
experience or work on a new skill/interest? How will
you extend/encourage/challenge children’s
ideas/experiences/interests/skills/development/abiliti
es? What provisions/provocations can you set up to
further the child’s learning and development?)
Further, I would like to add some activities which help
katalina to get engaged with other children. That will
help her to make new friends and control her temper in
front of people.
Reflection on your Role: (Reflect on and evaluate
your teaching performance – strategies, learning,
development and management. Think about your
interactions with the child; how you supported the
child; how you managed the experience; what you
did well; what you could work on for your own
professional development; anything you might
change; any unexpected outcomes/problems etc.
Also think about tone of voice, supervision,
awareness of safety issues etc.)
The strategies used for child development were good
as it showed some practical results. But it could have
been great if there would be involvement of parents in
activities related to children. The methods used were
accurate with case of katalina but an additional
changes that could have benefit her more were,
periodic supervision along.

Integrated Workplace Assessment Task. CHC50113. Part 4
Professional Goal: (What can you work on to
improve your skill/s?)
By adding some practical approaches like adding some
activities that will involve parents and children
communication and involvement. Such kind of
activities will have in mental development of children.
Supervisor Comment/Feedback:
Supervisor Name: Supervisor Signature:
D
a
t
e
:

Integrated Workplace Assessment Task. CHC50113. Part 4