Early Childhood Education and Care CHC50113 Assessment Booklet Part 2 Performance Evidence Log

This Performance Evidence Log is a part of the assessment program for CHC50113 Diploma of Early Childhood Education and Care. It includes evidence to meet the requirements of all three parts of the assessment program. The log provides a range of structured activities/work skills that students must demonstrate skills for. The evidence for this tool must be performed in a regulated education and care service under normal work conditions. The examples provided must detail typical and consistently performed skills or practices.

Assessment Booklet
Part 2 Performance Evidence Log
Common Program
Diploma of Early Childhood Education and Care
CHC50113
Cluster 2 Wellbeing & Legislation
CHCECE016 Establish and maintain a safe and healthy environment for children
CHCECE021 Implement strategies for the inclusion of all children
HLTWHS003 Maintain work health and safety

Performance Evidence Log
RTO code 91429
Assessment Program details:
Australian Early Childhood College (AECC) uses a range of assessment methods and tools to help you provide
sufficient evidence for each unit/s off competency in your qualification. It is essential that you provide both sufficient
performance (skills) and knowledge evidence for every competency to be deemed competent in that unit.
In this Cluster/ units you will require evidence to meet the requirements of all three (3) parts detailed below:
 Part 1- Knowledge Assessment this assessment is found in this booklet and includes a number of
questions/tasks that you must respond to, in a written form. You can request a document with the questions
only to help in the presentation of your work.
Read the specific instructions and questions carefully to ensure you are providing the evidence that is
required. You will submit this evidence to AECC for marking.
 Part 2 Performance Evidence Log (PEL), this assessment is found at the end of this booklet. The PEL
provides you with a range of structured activities /work skills that you must demonstrate skills for. In the
booklet you will provide descriptions of examples of how you demonstrate each work skill /activity role in
your workplace.
Read the instructions carefully so you complete the booklet correctly and provide the evidence required. You
will submit this evidence to AECC for marking.
 Part 3 Observation Assessment, the documentation for this assessment is completed by your allocated
trainer/assessor.
She will collect evidence of your skills and underpinning knowledge when she visits you in your workplace
and interacts with you throughout your training and assessment program.
She will take observations of you performing work roles that will be used to support your learning and as
evidence of the skills you build. You will be shown each of these and given the opportunity to discuss them.
She also has a checklist of specific activities she needs to see you demonstrate, these are directly related to the
unit of competency you are completing.
It is important that you read and discuss these with your Trainer/Assessor so you can work together to
complete /demonstrate all required skills. Your trainer will be happy to provide you with a copy/ies of your
observations and checklist, just remember it is not you who will fill these in.
If you have any questions do not hesitate to contact your Trainer who will be very happy to help and clarify any
information for you.

Performance Evidence Log
RTO code 91429

Performance Evidence Log
RTO code 91429
Part Two Assessment
Performance Evidence Log
The evidence for this tool must be performed in a regulated education and care service under
normal work conditions. The examples provided must detail typical and consistently
performed skills or practices. All or part of the performance can be confirmed by a workplace
supervisor as having been completed by the student to a level accepatble to the
workplace/industry.
Instructions to Student:
1. This booklet must be available at your workplace at all times.
2. Start by completing the student information page (5) and ensure you write your name on
the top of each page.
3. You are to complete/fill in the second column, headed ”Student to describe…” when you
consistently perform these tasks.
4. Read each required piece of evidence and reflect on how and when you have
demonstrated / performed this.
5. Then describe an example of something you have done that demonstrates your
consistent performance.
6. You will often be required to attach photos and /or work samples: for example, a form or
checklist you fill in at work that helps prove and describe what you do. Ensure these are
completed forms not “blanks”.
7. Use the headings to break down the task DO NOT try to fill this in in one session. Have it
with you and fill in as opportunities arise.
8. If you need more space add paper
9. Remember you can contact your trainer at anytime for advice or support
Instructions to Supervisor;
1. You are to fill in the third column by placing a date and initial next to the students
responses.
2. You only date and initial the response when you have observed it occur and believe this
is an action they consistently fufill, if you do not see it leave the section blank.
3. In completing this booklet you are providing the student with a reference from you that
they can do / can perform the assosciated skills.
4. Remember you can contact AECC at anytime for advice or support in completing this
booklet (02 4822 7109)
Instructions to Australian Early Childhood College (AECC) Assessor
1. Check student’s progress during face to face visits.
2. Provide training/ learning support to student in how to complete log.
3. Provide training and support to the workplace supervisor in how to complete the log.
4. Ensure workplace supervisors understand the implications of them signing this reference
as they are thereby confirming the student consistently performs the associated skills.
STUDENT and workplace SUPERVISOR MUST BOTH complete and SIGN THE LAST PAGE
When you have completed this booklet, attach a cover sheet and send to AECC.

Performance Evidence Log
RTO code 91429
Instructions to students
Due Dates for assessments – When you enrolled you helped create a Training Plan which plans and tracks your progress through
units of competency. This plan suggested due dates for each unit of competency. You have been emailed a copy of this after
enrolment, so you can check on your progress and expectations.
When you were given this assessment booklet your Trainer confirmed a due date based upon your Training Plan, she will have
discussed this with you so an agreed due date could be confirmed.
Late submissions if you cannot meet your due date it is important you contact your trainer before the due date so permission for
an extension can be discussed. In some programs your progress through units is regulated to ensure you maintain your funding,
and your program may require you to meet ACECQA “actively working towards” requirements. In many cases your employer/
Centre Manager will have to approve the extension as well as your trainer.
Your trainer will support your extension whenever possible.
Submitting your assessments
All assessments / documents must have an AECC Cover Sheet attached to the front of all submissions. You will find one in your
Program Guide or on our website and your trainer will have sent one to you with this assessment.
Your assessments should be emailed to [e-mail]
You can also submit assessments through your trainer’s email as well if you would like their feedback on your draft before it is
submitted for marking. In certain circumstances you can also apply to submit your assessments as paper documents posted to the
AECC office, you will need to speak to your trainer if you would like to do this.
Remember, your assessments are kept by AECC as records of your work and will not be returned to you, ensure you keep a copy
of your work before you submit it.
Marking and Feedback Your assessment will usually take 2-4 weeks to be marked and feedback be available to you. In many
cases your assessment will not be marked by your individual trainer. AECC uses specialist markers of many units/ clusters to
support fair and reliable marking consistently across our students wherever they work or study.
Your trainer will have input into your result and will work with the marker to determine a result. If they find you have submitted
evidence that meets the quality, quantity and relevance required by the unit/s you are completing you will be given a completed
correctly: marked as sufficient result.
If your work does not demonstrate the quantity, quality or relevance required your work will be marked further evidence
required. You will be contacted by your trainer who will provide you with a plan so you can submit the required further evidence.
This may require some further training and/or the submission of more or new evidence.
AECC does not formally restrict how many times you provide further evidence. If you continue to have difficulty meeting
requirements your trainer will discuss future directions with yourself and your employer.
Appeals Your right to Appeal an assessment decision is set out in the Program Guide and on our website.
Remember your Trainer is available to support you and explain any part of the above process.

performance Evidence Log
Student’s name: RTO code 91429
Performance evidence
Common Program - Cluster 2 Wellbeing and Legislation
Student completes the following table:
Full name
Name of Centre/Service
Description of work role:
Set the context/ description of
the work you carried out- when
did the evidence you have
submitted happen, during what
routines, programs etc.
Start date
Finish date
Workplace Supervisor completes the following table;
Full name
Position Title
Qualification you hold
Supervision role you hold
with the student:
Period you have observed the
student:
Australian Early Childhood College Assessor completes following table:
Full name
Contact details

performance Evidence Log
Student’s name: RTO code 91429
Performance evidence required:
Student must demonstrate how
they;
Student to describe an example of when they
demonstrated the performance/skill
Students may attach a photo and/or attach a work sample
(eg completed checklist) to supplement their evidence
Supervisor
confirmation
Record date
observed
1. Communicate hazards and
safety issues to appropriate
persons within the service.
The classrooms were not having proper safety
standards for students, and were not hygienic where
communication of hazards and safety issues was done
by students to teachers within the service. There was
less comfortable sitting arrangements, and also
specific functional advanced standards of hazard
management, safety issues maintenance were not
followed. Students took up initiative to convey safety
issues and hazards faced in classrooms, which also
made sure that proper structural scenarios are further
maintained.
2. Coordinate emergency
responses including evacuation
plans.
The coordination of emergency responses have
included evacuation plans, where students have been
responsively alert regarding coordination of
significant aspects related to safety parameters.
Emergency responses adopted by students were also
affirmative, regarding best safety measurements and
also proper action was built to make sure proper steps
were there.

performance Evidence Log
Student’s name: RTO code 91429
3. Plan and coordinate the
supervision of children in their
room or an outdoor area they
take responsibility for.
The supervision of children in classrooms, and within
outdoor areas have been done by proper formation of
tasks and responsibilities with best vision oriented
aspects. The supervision also measured proper
consistency of working scenarios, which further also
enhanced operative productive rise based on extended
goals for proper innovation. Children when taken to
outdoor areas, have been found to be taken specific
care regarding optimum safety standards and generate
proper response based on scaled up expertise further
(Pérez-Ordá and et.al, 2021).
Performance evidence required:
Student must demonstrate how
they;
Student to describe an example of when they
demonstrated the performance/skill
Student may attach a photo and/or attach a work sample (eg
completed checklist) to supplement their evidence
Supervisor
confirmation
Record date
observed
4. Promote safety practices
with children.
Students to promote safety practices within children
used interactive sessions, and creative ideas to develop
proper response to promotion of safety practices
among children. The children were also affirmatively
advanced, to further be attentive regarding proper
maintenance of safety practices. The learning about
safety standards further was found to be also advanced
on, where this extensively was proper. School also
held varied interactive games, for strengthening
promotional scenarios of safety practices with
children.

performance Evidence Log
Student’s name: RTO code 91429
5. Promote and monitor safety
practices of staff including:
1. Administration of
medicine
2. Safe food handling
While promoting and monitoring of safety practices,
administration of medicine has been done, for further
improvising school activities and to develop proper
stable efficacy significantly. Students were able to
further generate proper response regarding scaled up
tasks, where administration of medicine was done by
enabling proper medical expertise dynamically. Safe
food handling practices, further was also done by
promoting and monitoring safety practices among
staff.
Safe food handling, is also task which should be done
by integrating best practices, to further enhance
working scenarios and also leverage safety practices
with optimum vision for maintaining proper safety
standards for children.
6. Coordinate appropriate
procedures for handling
infections and illness within
the centre/staff team.
While coordinating procedures, and handling
infections and illness, within centre and staff teams the
teacher must adhere to varied range of work
innovation to address specific needs regarding
medication. There should be regular sanitation done in
schools, and also further extended hygienic factors
kept in mind for proper timely improvement. While
coordinating with new procedures to handle infections
within staff team, there has to be proper strengthened
vision formulated to bring on fundamental growth
based on extended paradigms (Oxlad, Modde. and
Turnbull, 2021).
Performance evidence required:
Student must demonstrate how
they;
Student to describe an example of when they
demonstrated the performance/skill
Student may attach a photo and/or attach a work sample (eg
completed checklist) to supplement their evidence
Supervisor
confirmation
Record date
observed

performance Evidence Log
Student’s name: RTO code 91429
7. Communicate with families
about infections and illnesses.
Students while communicating with families about
infections and illness, were also affirmatively
advanced where the demonstration of the best
performances and skills have been done to develop
proper response regarding work efficacy at school.
Students when discussing illness and infections, with
families were confident to further share about
problems shared with family members.
8. Encourage children to take
increasing responsibility for
their own health and
wellbeing.
Teachers have been taking best steps to further
encourage children for increasing responsibility
regarding their own health and well-being, where this
also determined proper confident growth rise. The
students have been motivated to develop proper
rapport, where they were open to share about their
health and well-being within medical services. There
should be proper healthy food provided to children,
where it further will motivate kids to indulge in
healthy eating practices.
9. Identify and assess the
additional needs of individual
children
Assessment and identification of additional needs for
individual children can be understood, by further
extending proper consistency functional delivery
regarding assessment of their specific keen scenarios.
For this individual student performance must be
assessed, and further extended new scope must be
evolved for proper significant rise based on extended
specific (Miranda and et.al, 2021).

performance Evidence Log
Student’s name: RTO code 91429
10. Collaborate with others to
plan for the needs of children
with additional needs.
Include other staff, families,
specialists where appropriate
To meet additional needs of children, staff, families,
specialist have to be further collaborated in order to
plan for meeting children additional needs where there
will be specific focus towards strengthened functional
growth. For example, if any student faces issues in
walking due to weak legs further physical safety
standards and comfortable sitting arrangements must
be provided. If any child needs certain type of food,
then there must be proper arrangements done for
providing optimum recovery.
Performance evidence required:
Student must demonstrate how
they;
Student to describe an example of when they
demonstrated the performance/skill
Student may attach a photo and/or attach a work sample (eg
completed checklist) to supplement their evidence
Supervisor
confirmation
Record date
observed
11. Plan and provide
individualised strategies for
these children
Establish and maintain
constant information with
families
While providing individual strategies for children,
there has to be further establishment and maintenance
of constant information with children, by taking up
competent steps based on extended criteria for larger
functional growth rise. Establishment and
maintenance of constant information with families
also holds specific importance, where teachers must
take appropriate steps to further develop proper
strategies for proper strengthened improvement
(Castro and Tumibay, 2021).

performance Evidence Log
Student’s name: RTO code 91429
12. Investigate and trial
strategies that may address
barriers –
Communicate with and
provide support to others to
implement strategies
For example: Student in order to overcome the barriers
of communication has make use of appropriate
language, words and medium, tone to share
information with others. Along with it, feedback from
the receiver has been taken related to whether it has
understood the information or not. So, that necessary
changes can be made to communicate and provide
support to implement the strategies (van Huizen and
Plantenga, 2018). At the same time, one thing will be
communicated at one time to avoid confusion and
conflict in future scenario.
13. Encourage others to adopt
inclusive attitudes and
practices –
Ensure communication occurs
within a culturally and
linguistically responsive
framework
Student through making use of its communication and
interpersonal skills has focus on encouraging other to
adapt inclusive attitude and practices. Likewise, make
efforts to understand other culture, language and the
belief in order to find appropriate strategy that could
be used to connect and build strong relationship with
them. In addition to this, all of them are given equal
respect and recognition for their active participation so
that they can easily adapt inclusive practice and
attitude..
14. Closely monitor review
strategies ensure you:
 respond to the impact
on children and
 any barriers to
strategies being
implemented
For closely monitoring review strategies to
understand the respond to impact on children and
barriers to strategies, information technology is being
utilised. Information technology has helped in storing
and analysing information and taking decision to
overcome the barriers (Manning and et.al, 2019). As
well as feedback from the staff member and children
being taken to understand what are barriers and impact
on children.
The following section relates to the WHS unit, so your responses should relate to issues around health,
safety and wellbeing of staff and adults. For example, outdoor checklist which protect children are not
appropriate here.

performance Evidence Log
Student’s name: RTO code 91429
Performance evidence required:
Student must demonstrate how
they;
Student to describe an example of when they
demonstrated the performance/skill
Student may attach a photo and/or attach a work sample (eg
completed checklist) to supplement their evidence
Supervisor
confirmation
Record date
observed
15. Conduct a full workplace
risk assessment and record the
results, you must include:
 Hazard identification
 Risk assessment
 Minimisation strategies
 Analysis of residual risk
[attach a copy of the report]
Hazard
identification
Risk
assessment
Minimisation
strategies
Analysis of
residual risk
Frayed
electrical
cords
This is
dangerous
and can
leave
vulnerable
electric
fires.
Check the
Extension
Cord before
Use.
Chance of
electric
fires is low.
noisy
machinery
a
distressing
condition
that lead in
delay in
completion
of task and
improper
sleep.
Locating
noisy
equipment
as far as
feasible
from work
areas
Work
stress.
Bulling and
harassment
reduced
self-
confidence
and
negative
impact on
workers
Providing
fair
allocation
of working
hours.
Inequal
opportunity
provided to
employees.

performance Evidence Log
Student’s name: RTO code 91429
16. Consistently monitor
health & safety procedures of
your team
There are key steps that has been taken to monitor
health and safety procedure of team such as:
Checking the posture of the employees- such as
whether they have sit in correct posture so that they
can avoid future back pain.
Surrounding at which team member are working-
whether it have hazardous substance or not.
Then steps are being taken to ensure that regular
break are being taken by them or not qat particular
interval.
17.Report health and safety issues
in line with workplace
procedures.
[attach copies of incident report]
1. Report to supervisor
2. Submit a written report.
3. Report to health and safety representative
18. Participate in workplace
safety meetings, inspections and
consultative activities
More and more participant or employees that are
working in organisation are encourage to take
participate in workplace safety meeting, inspection
and consultative activities in order to gain valuable
insight related to hazard present in workplace. Along
with it effective assessing the associated risk in the
workplace and the alternative method that could be
used to protect employees (Grady and et.al, 2020.).
Performance evidence required:
Student must demonstrate how
they;
Student to describe an example of when they
demonstrated the performance/skill
Student may attach a photo and/or attach a work sample (eg
completed checklist) to supplement their evidence
Supervisor
confirmation
Record date
observed

performance Evidence Log
Student’s name: RTO code 91429
19. Contribute to the
development and implementation
of safe workplace policies and
procedures in own work area
In order to development and implementation of safe
workplace policies and procedures in own work area
there are number of steps has bene taken likewise:
1. Consult with all relevant stakeholders such as
employees and health and safety
representatives.
2. Then step has been taken to tailor the policy
with the business.
3. Furthermore, all the procedure and rules and
regulation were clearly defined and
communicated (Urban and et.al, 2019).
4. Finally, the safe workplace policies have been
implemented within organisation.
5. At last regular review of policy and procedure
has been done for health and safety of
employees.
20. Provide WHS information
to at least two staff about;
 WHS policies &
procedures
 Following hygiene
procedures
 Safe lifting
The two staff have been explained about WHS
information related to following hygiene procedures.
1. Such as maintaining clean and odorless body
by daily bath, washing hands after using toilet
and wearing clean clothes.
2. Taking plain and healthy food, along with it,
smoke, eat, and drink only in designated areas
for maintaining workplace hygiene.
Safe lifting
1. Furthermore, staff are aware that they should
keep a wide base of support and good posture
in order to ensure safe lifting.
2. In addition to this they need to Keep back
straight and arms close to trunk for their
overall health and well-being.

performance Evidence Log
Student’s name: RTO code 91429
21. Follow workplace procedures
for a simulated emergency
situation:
Participate in a Fire Drill
To follow workplace procedure for Participate in a
Fire Drill there are numerous action has been taken
such as:
1. Prepare An Evacuation Plan: for understanding
the fire drill, first plan needs to made for exit
routes from workplace.
2. Training the Employees: Then training is
provided to employees related to the way they
have to react in such situation.
3. Communicate The Drill In Advance:
Employees are being communicated about drill
in advance so that they can easily deal with
situation (Persson and Tallberg Broman,
2017).
4. Rehearse The Drill: Rhas contribute in
preparing the employees to cope with in case
of fire.
5. Rally Point: Safe points where employees need
to gather after evacuating the premises are
been informed to employees.
6. Place Observers: Check and monitor fire in
workplace.

performance Evidence Log
Student’s name: RTO code 91429
Cluster 2 Wellbeing and legislation
 CHCECE016 Establish and maintain a safe and healthy environment for children
 CHCECE021 Implement strategies for the inclusion of all children
 HLTWHS003 Maintain work health and safety
Student completes the following information:
Name: _____________________________________
I agree that I have the ability to competently perform the workplace tasks for the units of competency -
CHCECE016, CHCECE021 & HLTWHS003
Signature; __________________________________ Date: ____________________________
Workplace Supervisor completes the following table;
Name: ___________________________________________
I agree that the student/staff member is competent in the workplace for the units of competency
CHCECE016, CHCECE021 & HLTWHS003 to industry and company standards. Yes / No
Signature: ________________________________________Date: _________________________
AECC Assessor completes the following table:
Name: _________________________________
I agree that the structured/off-the-job training in the underpinning knowledge and skills has been completed
Yes / No
Sufficient evidence collected Yes or No
Further evidence required: Yes or NO

performance Evidence Log
Student’s name: RTO code 91429
Signature; __________________________________________ Date: _________________________
REFRENCES
Books and journals
Castro, M. D. B. and Tumibay, G. M., 2021. A literature review: efficacy of online learning courses for
higher education institution using meta-analysis. Education and Information
Technologies, 26(2), pp.1367-1385.
Grady, A and et.al, 2020. Barriers and enablers to adoption of digital health interventions to support the
implementation of dietary guidelines in early childhood education and care: cross-sectional
study. Journal of medical Internet research, 22(11). p.e22036.
Manning, M and et.al, 2019. Is teacher qualification associated with the quality of the early childhood
education and care environment? A meta-analytic review. Review of Educational
Research, 89(3). pp.370-415.
Miranda, J., and et.al, 2021. The core components of education 4.0 in higher education: Three case studies
in engineering education. Computers & Electrical Engineering, 93, p.107278.
Oxlad, M., Modde, A. and Turnbull, D., 2021. Learning about, from and with other professions: A
systematic review of interprofessional education within psychology teaching
programs. Educational Research Review, p.100410.
Pérez-Ordás, R., and et.al, 2021. Implementing service-learning programs in physical education; teacher
education as teaching and learning models for all the agents involved: A systematic
review. International Journal of Environmental Research and Public Health, 18(2), p.669.
Persson, S. and Tallberg Broman, I., 2017. Early childhood education and care as a historically located
place–the significance for parental cooperation and the professional assignment. Nordic
Journal of Studies in Educational Policy, 3(2). pp.189-199.
Urban, M and et.al, 2019. Early childhood development education and care: The future is what we build
today.

performance Evidence Log
Student’s name: RTO code 91429
van Huizen, T. and Plantenga, J., 2018. Do children benefit from universal early childhood education and
care? A meta-analysis of evidence from natural experiments. Economics of Education
Review, 66. pp.206-222.