Planning Cluster Off-the-job Assessment One

Planning Cluster
Early Childhood Education and Care
Off-the-job Assessment 1
LA019909
Please note that all three (3) units in the Planning Cluster are co-
assessed. This is the only written off-the-job assessment to be
completed for all three (3) units. Please ensure that you have read the
learning materials for all three (3) units prior to commencing this
assessment.
CHCECE020 Establish and Implement Plans for Developing
Cooperative Behaviour
CHCECE021 Implement Strategies for the Inclusion of all
Children
CHCECE024 Design and Implement the Curriculum to Foster
Children’s Learning
Assessment Summary
This is an off-the-job assessment.
This assessment is graded. The total marks for this assessment is 100 marks.
Weighting: 25%
Learners will receive a SATISFACTORY-DISTINCTION, SATISFACTORY- CREDIT, SATISFACTORY-
PASS, NOT YET SATISFACTORY (RESUBMIT) or in accordance with TAFE NSW Assessment
Guidelines.
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© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Archive version V1, October 2015

What you have to do:
TASK OVERVIEW
Task 1 Create your personal philosophy on Early Childhood Education and Care
Task 2 Evaluate the example curriculum format provided, collect and evaluate another
curriculum format and design a preferred format for your own use during work placement
Task 3 Provide useful community information on resources to support inclusion and
additional needs within a Children’s Service
Please read through all tasks very carefully before you begin.
Task 1
Personal Philosophy
(Total: 20 marks)
CHCECE024 – especially Topic 2
For this task you need to submit your own personal philosophy on Early Childhood Education
and Care.
As someone who is new to the field you will have already started to think about your values
and beliefs in regards to the Early Childhood profession. These may have been shaped by your
reading and recent work placement experiences. A personal philosophy is necessary to guide
and instruct your teaching practice. In keeping with current best practice and legislative
guidelines this philosophy should clearly describe your view of ‘the child’ and your
understanding of yourself as ‘the educator’. It should highlight your commitment to early
childhood pedagogy, knowledge of legal and ethical guidelines and inform your decisions on
responsive and inclusive programming and planning.
Your philosophy will be approximately one to three (1-3) pages in length. You may use
headings, statements and point form for your philosophy. It should provide a unique and clear
picture of your beliefs, values and vision regarding your chosen profession.
The Educator’s Guide to the EYLF (DEEWR, 2009) explains the importance of developing a
philosophy:
“Once we understand our beliefs and knowledge, we can make considered, wise choices in our
decision making in planning for supporting and reflecting on children’s learning.” (p 10)
Your philosophy will consider the following factors:
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• Your image of the child. You will need to reference at least two (2) of the below at
least in your philosophy.
 Current State Curriculum framework, such as the Early Years Learning
Framework, or other that applies to your state or territory.
 The UN Convention on the Rights of the Child
 The Early Childhood Australia Code of Ethics
 The National Quality Standard
• Your beliefs and ideas on how children play, learn and develop
• The relevance of relationships with families and the wider community
• How children’s skills, emerging skills, interests and community collaboration inform
the curriculum
• Your understanding of inclusive and equitable practice
 How you view yourself in regards to other professionals and service staff
• Your obligations regarding your own ongoing professional development
• Your role as an advocate of children’s rights
You will find an example of a philosophy in the learning resources for CHCECE024 Design and
Implement the curriculum to Foster Children’s Learning and information on philosophies in
Topic 2.
You may find the below websites useful regarding your philosophy:
The National Quality Standard
http://www.acecqa.gov.au
Early Years Learning Framework
https://education.gov.au/early-years-learning-framework
UN Convention on the Rights of the Child
http://www.unicef.org/crc/
The Early Childhood Australia Code of Ethics
http://www.earlychildhoodaustralia.org.au
Personal Philosophy
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I believe that children will open their mind when you are kind, loving and care for them even
though you look different or you are not their parents. I will focus on supervising the children
for safety, caring and loving. I will help parent who need most with their children. It is
important to work together with parents, families and other educators so, children and families
feel safe, secure, respected, and supported when they need myself. I will continue to learn,
grow and share information and experience with other educators which I believe that
educators need to evaluate and improve their skills time to time. Program and environments in
the service must focus on children. My obligation is individual children’s interests and
potentials are related and created to help develop the children and learning through play.
Environment for indoor and outdoor for children are natural as possible and provides quality
materials, equipment under Australian standard.
The Australian Early Childhood Code of Ethics.
VII. In relation to myself as a professional, I will:
2. Regard myself as a learner who undertakes reflection, critical self-study, continuing
professional development and engages with contemporary theory and practice
3.2 The environment is inclusive, promotes competence, independent exploration and learning
through play.
3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality
experiences in both built and natural environments.
3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that
ensure appropriate and effective implementation of the program and allow for multiple uses.
For children:
I believe all children are different as individual and they have their unique way to explore
world. They have own way to solve the problems, different interests and abilities. It is
important to build positive relationship with their parents and educators. This will connect to
children’s development, self-esteem and positive learning. This is reflected within the
principles, practices and outcomes of the Early Year’s Learning Framework.
As an early childhood educator, I am responsible for providing children with positive learning
experiences. I will respect, patient and care for children and I will help and reach their needs
whenever they need me. Children are fast learner, motivate learner and curious learner. I
believe that they have rights to learn... I will make sure children are all in safe and secure
environmental so that they are able to explore, learn and express themselves. I will support
children when they are developing themselves and learn to recognize and name their feelings. I
believe that teach children how to regulate their emotions when they were young, it will help
them when in later their life.
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IV. In relation to communities, I will:
1. Learn about the communities that I work within and enact curriculum programs which are
responsive to those contexts and community priorities.
EYLF: Outcome 2: Children are connected with and contribute to their world
“Children develop a sense of belonging to groups and communities and an understanding of
the reciprocal rights and responsibilities necessary for active community participation”
EYLF: Outcome 4: Children are confident and involved learners
“Children develop dispositions for learning such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm, persistence, imagination and reflexivity” (Belonging, Being
and Becoming, pg. 34)
For family:
Family is the strong part of children’s life. Children learn and build relationship from their
family first. So that, it is important to family to involve in the service and build relationship with
educators and working together to find the best for the children. All the family from different
culture should be respected and acknowledged with the service. The service give opportunity
to share family to their culture so that children and other family members are able to learn and
understand differences between cultures.
6.1 Respectful supportive relationships with families are developed and maintained.
6.1.2 Families have opportunities to be involved in the service and contribute to service
decisions.
6.2 Families are supported in their parenting role and their values and beliefs about child
rearing are respected.
Guide to the National Quality Standard (NQS) (ACECQA,2011, p)
I believe that community involvement is essential in every sectors of life. Children grow
emotionally, physically and intellectually by their relationship with the community. The beauty
of participating in a community helps in building of profound relationships. According to the
ELYF framework, the communities and the families plays an important role in the intellectual
and cognitive development of the child.
I believe that the classroom ambience and the curriculum should be support inclusive practices.
Early interventions and education for the children with disability can have a positive impact on
the social and the cognitive development of the child.
As an educator, I believe, that there is an urgent need to advocate of rights for the children as
in most of the cases, the children are susceptible to abuse, violence and lot more that might as
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© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Archive version V1, October 2015

a scar in their schema, which might again affect the future practices or characteristics of the
child.
End of Task 1
Task 2
Curriculum Program Formats
(Total: 60 marks)
CHCECE024 – especially Topic 5
As part of your work placement within your on-the-job assessments, you will be required to
develop and implement a curriculum that serves to foster children’s development and learning.
You will be implementing this program across a five (5) day period.
To assist you in preparing for the on-the-job requirements, you will need to complete the
following tasks for this assessment:
a) View the example curriculum program format in the appendix of this assessment
b) Provide another curriculum program format that is different from the example. You
may access this from planning textbooks, unit notes and reputable internet websites;
however you are encouraged to network with other services if possible to collect an
authentic example. You may use blank formats for this task or use those that include
play provisions and children details. If you include an actual example, please ensure you
edit out children’s names or other identifying features. It is sufficient to use a blank
format here.
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Our Curriculum Plan
Week Commencing: 23/1/19-3/2/19 Room: Preschool
Goal: Transition program – final two weeks
Principles- Ongoing learning and reflective practice Practices – Responsiveness to children
Sensory play Exploratory
play
Manipulative play Dramatic play
Monday Add materials,
figurines of
animals,
encouraging
children to share
on the ideas
L/O- 2.4
I-
Photos, mind
maps,
discussion of
the child X’s
understanding
about the
experiences.
Document in
portfolio
L/o- 5.3
I-
X- hypothetical
child
Extra blocks and
pipes in the sand
pit
Adding large animal
figurines
L/O-3.1
I-
Animal dress ups in the
home corner and
creation of the animal
masks within the home
corner
L/O- 1.1
I-
Tuesday Cooking-
encouraging
children to peel
and shred
vegetables
L/O- 4.1
I-
Outdoor play
L/O- 2.4
I-
Fine motor skill
resources for Y
L/O- 3.1
I-
Y- hypothetical
child
Teaching children with
various social etiquettes,
please , thank you
L/O- 1.1
I-
Wednesday Creating a height
chart.
L/O- 1.2
Group time –
brainstorming
of the ideas
Computer learning
L/O- 5.5
Train table and train set-
addition of the train
tracks
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© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Archive version V1, October 2015

I- L/O- 2.3
I-
I- L/O- 3.2
I-
Thursday Making crepes
L/O- 2.2
I=
Coloring cups
with poster
colors
L/O- 5.4
I-
Play dough that is
vanilla scented.
L/O- 3.2
I-
Using pictures from the
magazines and creating a
group story
L/O- 4.2
I-
Friday Adding dump
trucks and
blocking the
sand pit
L/O- 3.1
I-
Planting a
vegetable
garden
L/O- 2.4
I-
Magnetic fish game
L/O- 4.3
I-
Google out different
animal habitats.
Providing papers and
pencils
L/O- 4.4
I-
All Week:
Indoor outdoor exploration
Welcoming new children – take photos of all the new children in our room that are transitioning-
photo with key educator
Read Australian books at group times
Parent / Child / Staff Suggestions/Voices & Evaluation/Spontaneous
c) Analyse both of the collected program formats and discuss:
i. How the format reflects (or does not reflect) your view of the child and educator
linking back your philosophy.
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