Work Placement for CHC50121 Diploma of Early Childhood Education and Care

This article provides information about the work placement component of CHC50121 Diploma of Early Childhood Education and Care, including its purpose, duration, and assessment tasks. It also outlines the roles and responsibilities of the workplace supervisor, student, ALG coordinator, and workplace assessor, as well as the requirements for assessment submissions.

CHC50121
Diploma of Early Childhood Education and
Care

TABLE OF CONTENTS
Introduction to workplacement 4
Roles and responsibilities 6
Induction to the workplace 8
Attendance log 9
Assessment cover sheet 14
Assessment information 15
Assessment Outline - (Cycle B) 18
Assessment 3A: Project Portfolio (CHCECE041) 19
Assessment 3A: Reflective Journal 21
Assessment 3A: Supervisor Report 45
Assessment 3B: Project Portfolio (CHCECE049) 47
Assessment
3B: Reflective
Project Portfolio
Workplacement Logbook
Support and partnerships in early childhood
education – Cycle B

Journal 49
Assessment 3B: Supervisor Report 70
Assessment 3C: Project Portfolio (CHCECE044) 72
Assessment 3C: Reflective Journal 73
Assessment 3C: Supervisor Report 120
Introduction to workplacement
Work placement is a critical component of this course and assists students in
being job-ready with a strong emphasis on “learning by doing” and a focus on
gaining first-hand knowledge by working in the early childhood sector. The
work placement component of this course is designed to provide students with
the opportunity, and the means, to:
• Apply theory to professional practice
• Practice required workplace skills
• Collect performance evidence requirements for each unit,
requiring a demonstration of competence in the workplace
Workplacement for CHC50121 Diploma of Early Childhood Education and Care
consists of workplace learning and assessment activities and the completion
of 300 hours in total, across four cycles of study.
The 15 units in CHC50121 Diploma of Early Childhood Education and Care all have a
practical assessment. The following table outlines how and where the practical
assessment will be conducted:
Cycle
:
Unit Code: Unit name: Practical
Assessment:
A BSBPEF502 Develop and use emotional intelligence In class simulation

A BSBSTR501 Establish innovative work environments In class simulation
A BSBTWK502 Manage team effectiveness In class simulation
A CHCPRP003 Reflect and improve on own professional
practice
Workplacement Cycle A
B CHCECE041 Maintain a safe and healthy environment for
children
Workplacement Cycle B
B CHCECE049 Embed environmental responsibility in service
operations
Workplacement Cycle B
B CHCECE044 Facilitate compliance in a children’s education
and care service
Workplacement Cycle B
B CHCECE047 Analyse information to inform children’s
learning
Workplacement Cycle D
B CHCECE046 Implement strategies for the inclusion of all
children
Workplacement Cycle D
B CHCECE045 Foster positive and respectful interactions and
behaviour in children
Workplacement Cycle D
C CHCECE048 Plan and implement children’s education and
care curriculum
Workplacement Cycle D
C CHCECE043 Nurture creativity in children Workplacement Cycle D
C CHCPOL003 Research and apply evidence to practice Individual research
project
C CHCECE050 Work in partnership with children’s families Workplacement Cycle C
C CHCECEC04
2
Foster holistic early childhood learning,
development and wellbeing
Workplacement Cycle D
Assessment Tasks to be assessed in the workplace – Cycle B
The table below lists the units and tasks that will be assessed in the
workplace during this study cycle. You are strongly encouraged to
practice and seek the support of your class trainer and workplace
supervisor before attempting these assessments.
Units of competency Assessment tasks
CHCECE041 Maintain a safe and healthy
environment for children
Assessment Task 3A: Project
Portfolio
CHCECE049 Embed environmental
responsibility in service
operations
Assessment Task 3B: Project
Portfolio

CHCECE044 Facilitate compliance in a
children’s education and care
service
Assessment Task 3C: Project
Portfolio
Role and Responsibilities of the Workplace Supervisor
To:
 Conduct a staff induction to the work placement student, including policy
and procedures, tasks to be undertaken, hours of work, dress code, and
other details relevant to the student, including legal and ethical work
requirements
 Support the student’s work on a day-to-day basis and provide feedback
so that the student can improve their performance (or delegate this to
an appropriate person)
 Ensure that the student is not utilised as a rostered staff member
 Notify the coordinator immediately if it is felt that the student is not
complying with the general rules of your organisation, or not making

satisfactory progress
 Validate the attendance record of the student
 Give an evaluation of the student’s level of skills at the end of the placement (or
to delegate this to an appropriate and qualified person), by filling out the
Workplace Supervisor Report
Roles and Responsibilities of the Student
To:
 Organise work hours/roster, travel, parking, and meal arrangements prior to
placement
 Work within the structure of the organisation, meeting organisational standards
 Demonstrate sensitivity and discretion toward the children and families of the
service
 Professionally represent the organisation
 Dress appropriately as agreed. Typically, this means hair must back, all
facial piercings removed, minimal jewellery, minimal makeup, and
enclosed shoes
 Actively participate in the professional learning process
 Practice the tasks before you are assessed
 Be aware and adhere to confidentiality. Breaches of confidentiality are
regarded as serious violations of professional ethics and will be dealt with
accordingly
 Be aware that you are under the direction of the nominated placement
supervisor and should follow this person’s guidance
 Be aware that they are a student and not an extra staff member
 Notify the organisation and ALG workplace assessor if there are any difficulties
with the placement
 Inform the work placement organisation and ALG if you are going to be absent
 Participate in a continual evaluation process
 Not be under the influence of alcohol or illicit drugs while doing a work placement
 Arrange with your supervisor to observe your practice of required skills
 Ensure your supervisor signs the Supervisor Report
 Reflect on your workplace performance with the aim of improving your skills
Roles and Responsibilities of the ALG Coordinator and Workplace
consultant
To:

 Support students to be placed in suitable registered long day care facilities
 Ensure all agreements with the Early Childhood Education and Care
organisation and supervisor are in place
 Provide the workplace supervisor with resource materials and course information
as required
 Liaise with the organisation and evaluate the placement process, in
a continual improvement process
 Be available to the students and staff at the facilities undertaking
placement throughout the placement to provide support and assist
with any issues that may arise
Roles and Responsibilities of ALG Workplace Assessor
To:
 Arrange the assessment of each student against the benchmarks in
consultation with the workplace supervisor, and devised
appropriate strategies where problems arise
 Assess and observe student’s overall performance in the workplace using the
assessor checklist provided
 Assess and give the student feedback on their performance of each
relevant task using the assessor checklist provided
 Assess the various workplace tasks as listed in the work placement logbook
 Final sign off on the student’s completion of all work placement requirements
 Mark the student’s assessment when provided and enter their grade onto Canvas
If you require support while on workplacement, you can ask the following
people:
 Issues relating to the service, being absent from workplacement or
workplacement paperwork, contact the workplacement team on
[e-mail]
 Support with assessment due dates and workplacement tasks in Cycles A, B and
C, contact your class trainer
 Support with assessment due dates and workplacement tasks in Cycle D, contact
your assigned workplace assessor
Induction to the workplace

The workplace supervisor is to provide an induction to the student in the
workplace. This is to include the points listed in the table below. Student to
sign at the bottom to indicate that this induction has taken place.

CHC50121 Diploma of Early Childhood Education and Care
Workplace learning attendance log – 300 mandatory hours (across four study cycles)
INSTRUCTIONS:
You must record your workplace hours EVERY time you go to work placement and have it completed by both yourself and your
workplace supervisor. Under the Main Tasks column, you are to write a summary of what you did during the day. This provides
evidence of a holistic and enriching workplace experience. Lunch breaks are not included in your hours worked.
Students are reminded that they must complete their work placement to complete their course. If there are gaps in any of the
sections below, students may be asked to do more hours in the workplace to develop skills, may be required to do extra training, or
may need to be assessed in another way (such as through simulation, if the workplace does not provide an opportunity to perform the
skill).
If you are unwell or have another misadventure during workplacement, lost hours may be made up in the holiday break OR the
following work placement cycle. This must be approved by the workplacement team and the National Course Co-ordinator. You must
provide evidence of your illness and/or misadventure with a request in writing before making any changes to your workplacement
attendance schedule.
Cycle A 3 days per week 40 hours
Cycle B 3 days per week 40 hours
Cycle C 3 days per week 40 hours
Cycle D 3 days per week 180 hours
Total: 300 hours

ASSESSMENT COVER SHEET
Student to complete
Please read the below carefully:
If all boxes are not ticked, this assessment will not be marked and will use one of
your three (3) submission attempts.
By checking the boxes below, I confirm:
☒ This assessment is my own work and written in my own words
☒ I have not plagiarised from any sources
☒ I have referenced all my work where I have used other sources for my answers
☒ I have completed all assessment questions and requirements
☒ I am not submitting a blank or incomplete assessment
☒ I understand that there are penalties if this assessment is submitted after the due
date
☒ I have kept a copy of my assessment
☒ I understand this assessment will be saved and stored in Canvas
☒ I have had an assessor visit and have received feedback on my workplace
performance
Assessment Information
You are advised to start reading through your workplacement assessments before
attending workplace, ensuring all questions are answered fully before submitting by the
due date. It is a condition of enrolment that you actively participate in your studies. The
following information includes general assessment requirements and information for
students at ALG.
About your Assessments
A requirement of the qualification you are undertaking is the application of the knowledge
and skills you have been learning. The assessment tasks are an essential part of your
training program as they provide an opportunity to apply what you have been learning, and
they give both you and your trainer feedback on your progress.
Assessment Evidence

Your completed assessment tasks will provide evidence for your assessor to determine
whether you have successfully performed and satisfied all the requirements to achieve
competency.
Recognition of Prior Learning (RPL)
This is a process of recognising student’s formal and informal learning from work
experience that is related to the qualification being studied in Australia. Students will need
to provide documented evidence of their learning, which will then be assessed by an ALG
assessor to determine the competency outcomes of the qualification. Other forms of
recognition include:
• Recognition of Current Competencies (RCC)
This is a process of recognising students’ current knowledge and skills gained from current
work experience.
• Direct Credit Transfer (CT)
This is a process of crediting students’ completed units through an Australian Training
Provider. Students will need to provide a Statement of Attainment or Transcript as evidence
to be granted credit for a unit of competency.
Reasonable Adjustment
This process supports a student who has an impairment, disability, or long-term condition.
This may include modifying course material, modifying or providing equipment as well as
modifying an environment. ALG provides reasonable adjustment for a student to complete
required assessments. This may take place online and/or in the workplace. Please refer to
the student handbook link here for further information or refer to the ALG website.
NOTE: Any modification cannot affect competency outcomes.
Plagiarism
This is when a student presents someone else’s work as their own, which is also known as
academic misconduct. Any form of plagiarism will be treated seriously. The assessment will
be graded NYC. To understand and prevent plagiarism, please refer to the student
handbook, link here.
Harvard Referencing
This is an academic referencing system. Students are required to give credit to the original
authors when using direct information from textbooks, journal articles, newspapers,
websites, eBooks and blogs. Please refer to the student handbook, link here.
Language, Literacy and Numeracy (LLN)
This is a student support program provided by ALG to assist students who may need extra
help with their reading, writing and communication skills to successfully progress through
their course. Students may be encouraged to attend weekly LLN classes delivered for 1
hour between weeks two and nine of each term. Please refer to this link for further
information. To view available sessions and make a booking for an LLN Support Class, click
here.

Assessment Submissions
In Canvas there is information on how to submit assessments. This can be found in the
Introduction Module ('How to submit assessments’). Please ensure your name, email, term,
and assessment task name are clearly marked on all each assessment cover sheet. Your
assessment cannot be accepted without a completed cover sheet. Students are responsible
for keeping a copy of any submitted assessment tasks. ALG will not be responsible for lost
or misplaced submissions. Please make sure all assessments are submitted in the correct
area of Canvas.
Declaration of Authenticity
This is a form declaring that all your submitted assessments have been written in your own
words and have been completed by only you. You do this by filling out the assessment
cover sheet at the front of this assessment.
Assessment Outcome
The assessor will decide whether the assessment meets the necessary criteria to achieve
competency for each unit in your course. They will then issue an outcome after the
assessment has been marked. Each assessment task will receive an outcome of either
Satisfactory (S) or Not Yet Satisfactory (NYS). Students must complete all tasks and gain a
Satisfactory outcome to achieve an overall grade of Competent (C) for each Unit of
Competency in a qualification. If one or more tasks are assessed as Not Yet Satisfactory,
students will gain an overall mark of Not Yet Competent (NYC) and will need to resubmit
assessments relating to the unit. A NYC grade may result in a student repeating the term.
Assessment Attempts
Students have three (3) attempts. Please refer to the following information:
• Attempt 1 – Submitted by the due date.
• Attempt 2 – Resubmission must be within 3 business days of notification of an 'NYS'
outcome and students must following the assessor’s feedback on what to resubmit.
• Attempt 3 – Resubmission must be within 3 business days of notification of 'NYS' outcome
and students must following the assessor’s feedback on what to resubmit.
NOTE: For any assessments due in week 9 & 10 of the term (original or first submission) of
any late assessment will only have one resubmission attempt. Please refer to the student
handbook for further information, link is here.
Assessment Appeals
This process is available when a student disagrees with the assessment outcome. The
appeal requires the student to complete the Complaint/Appeal online form, available on the
ALG website, link is here. Students can also refer to the Student Handbook for more
information about our appeals process, link is here.
Providing Feedback
A form in Canvas is available for students to give feedback about learning resources and
assessments at any time. This form is located under the help function, link is here. At the
end of each term, students are emailed a survey to share their experiences with ALG,
including any feedback on their trainer’s engagement and teaching styles.
Written answer question guidance

Each question in the assessment will outline how much information you should provide in
your answer. Questions will state the word count (ie. 100 -200 words) or how many
answers to list.
Written questions also use a range of “instructional words” such as “identify” or “explain”,
which tell you how you should answer the question. Use the definitions below to assist you
to provide the type of response expected.
Note that the following guidance is the minimum level of response required.
Analyse – when a question asks you to analyse something, you should do so in detail,
and identify important points and key features. Generally, you are expected to write a
response one or two paragraphs long.
Compare – when a question asks you to compare something, you will need to show
how two or more things are similar, ensuring that you also indicate the relevance of
the consequences. Generally, you are expected to write a response one or two
paragraphs long.
Discuss – when a question asks you to discuss something, you are required to point
out important issues or features and express some form of critical judgement.
Generally, you are expected to write a response one or two paragraphs long.
Describe – when a question asks you to describe something, you should state the
most noticeable qualities or features. Generally, you are expected to write a response
two or three sentences long.
Evaluate – when a question asks you to evaluate something, you should do so putting
forward arguments for and against something. Generally, you are expected to write a
response one or two paragraphs long.
Explain – when a question asks you to explain something, you should make clear how
or why something happened or the way it is. Generally, you are expected to write a
response two or three sentences long.
Identify – when a question asks you to identify something, this means that you are
asked to briefly describe the required information. Generally, you are expected to
write a response two or three sentences long.
List – when a question asks you to list something, this means that you are asked to
briefly state information in a list format. The question usually asks for a certain
number of responses in the list.
Assessment Outline (Cycle B)
QUALIFICATION/S:
CHC50121 – Diploma of Early Childhood Education and Care
CHCECE041 Maintain a safe and healthy environment for children
CHCECE049 Embed environmental responsibility in service operations
CHCECE044 Facilitate compliance in a children’s education and care service
Assessment Tasks

To be deemed competent in the units listed above, you must complete all required
assessment tasks.
Assessment Task Requirements of Task
1. Assessment Task 2A, 2B and
2C: Knowledge Questions
You must correctly answer all questions to show
that you understand the knowledge required for
this unit.
2. Assessment Task 3A, 3B and
3C: Project Portfolio (Cycle
B)
You are required to complete all activities and
complete the project portfolio.
Assessment Plan
The due dates for each task are listed below. Your trainer will give you the date applicable
to your term of study in Week 1 of term.
Assessment Task Term Due Date
1. Assessment Task 2A, 2B and 2C: Knowledge
Questions
Friday Week 7
2. Assessment Task 3A, 3B and 3C: Project
Portfolio
Friday Week 10
Assessment Instructions and Guide
Before starting your assessment, make sure you do the following:
- Read all questions and tasks carefully and complete in your own words.
- Use student textbooks and readings to support your answers,
- If you are unsure of any tasks, ask your trainer for further explanation,
- Answer EVERY question,
Before submitting your assessment, make sure you have completed the following:
- Fill out the cover sheet (including ticking the boxes for the student declaration),
- Answer EVERY question in EVERY task,
- Label all electronic files clearly, with the assessment task number, full name and
date, eg. AS1 Student Name 01/02/2022,
- Include any documents related to in-class simulation tasks,
- Re-submit assessments in line with the ALG Assessment policy
Assessment Task 3A: Project Portfolio
CHCECE041 Maintain a safe and healthy environment for children
1. Carefully read the following information.
Successful completion of this assessment task requires you to establish and
document the Health and Safety Policy and Procedure requirements of a children’s
education and care service and then monitor, implement and improve them. You
are also required to monitor and respond to risk at the service and develop a risk
management plan for an excursion. To do this, you must:
 Summarise the health and safety requirements of the service as outlined in

their Health and Safety Policy and Procedures and other supporting
documentation in a format that can be shared with your colleagues (such as a
fact sheet, check list or poster). This includes details about:
o Health, safety and well-being
o Incidents, injury, trauma and illness
o Infection control
o Medical conditions
o Administration of medications
o Emergencies and evacuations
o Drop-off and collection of children
o Supervision
o Your own role and responsibilities in maintaining health and safety.
 Share your health and safety summary with colleagues and identify health and
safety training needs by:
o Going through the requirements as part of a discussion with colleagues
(for example at a team meeting or by one-to-one conversation)
o Encouraging the colleagues to meet the health and safety requirements
o Providing the colleagues with a copy of your health and safety summary
o Reporting health and safety training needs to relevant supervisors.
 Model and monitor compliance with the health and safety requirements.
 Monitor children, activities and physical areas to:
o Identify hazards
o Take action to eliminate or control the hazard according to the service’s
policies and procedures
o Use oral communication to accurately report and explain incidents.
 Improve the Health and Safety Policy and Procedures. To do this, you must:
o Seek input from colleagues on the health and safety practices used at the
service as well as any issue they may identify as potential risks.
This must be done formally (such as at a team meeting in the room you
are working in) and informally (such as part of a casual discussion with a
colleague while setting up equipment). You must use active listening to
confirm their input and your understanding. You must also ask open and
closed questions.
o Do further research yourself to identify additional potential health and
safety issues at the service (using digital media such as the internet and
social media)
o Identify and use a learning development opportunity to maintain your
health and safety knowledge (such as a podcast or newsletter).
o Use critical reflection of the current way things are done.
o Make changes to the existing policy and procedure to improve it.
o Share the changes with your colleagues (or supervisor).
 Manage the risk related to an excursion. This includes:
o Adhering to the service’s policies and procedures as well as any
legislative requirements
o Confirming the excursion requirements
o Assessing the risk
o Developing a risk management plan (using an ACECQA risk management
template)
o Outline how to obtain permission from parents
o Outline how they would prepare children for the excursion.
 Answer all of the questions in Table 1 of your Portfolio and have your
supervisor endorse it and complete a supervisor report included in Table 2 of

your Portfolio.
2. Complete your Portfolio.
Complete Table 1 of your Portfolio. Ensure all sections are completed neatly and
clearly, all supporting evidence is attached and names of any children and their
families have been removed to protect the privacy of the people you worked with.
Have your supervisor complete Table 2.

Assessment Task 3A: Project Portfolio
Table 1: Reflective Journal
This section of your Portfolio requires you to establish and document the Health and Safety Policy and Procedure requirements of an children’s education and care service
and then monitor, implement and improve them. You are also required to monitor and respond to risk at the service and develop a risk management plan for an excursion.
 Check the boxes to
confirm you have
read the following
policy and
procedures.
 You are NOT
required to provide
copies of the
policies and
procedures.
 You must read
through the listed
policies and
procedures and at
least one other
supporting
document to obtain
information required
to complete your
portfolio.
 If the assessment
asks for details,
write the information
☐x Health and Safety Policy and Procedures
☐x Risk Management Procedures
☐x Excursion Policy and Procedures
☐
x Support document: (Write the name of the document – ie: Incident and accident form)
_________________________________________________________________________

in point form.
Complete this section to summarise the health and safety requirements of the service and provide evidence of how you supported and encouraged
colleagues to meet the health and safety requirements.
Question Provide an example of how you implemented and worked within each policy. What happened? Provide detailed
information.
What is the name of the
policy that outlines health,
safety and well-being at your
workplace?
What are the health, safety
and well-being requirements
outlined in the policy and
procedures? (Summarise in
point form)
Child Health Policy
The centre and all staff members must ensure that:
- All operations are compliant to the Children’s services Amendment Regulation 2010 67 Child Health- Centre based or
mobile education and Care service
- All members of staff of the service observe strict Health and Hygiene practices
- No alcohol or unlawful substances are consumed on any part of the premises of the service at any time when the
service is being provided to children
- No tobacco or other substance is smoked on any part of the premises of the service at any time when the service is
being provided to children
- All practicable steps are taken to ensure that not tobacco is smoked on any part of the premises that is indoors at any
other time
- They develop, maintain, and implement procedures and policies to ensure that the nominated supervisor and primary
contact staff of the service comply with the requirements of this clause
What is the name of the
policy that outlines
incidents, injury, trauma and
illness at your workplace?
What are the incidents,
injury, trauma and illness
Accident, Illness, Injury and Trauma Policy
The approved provider of the service will ensure that:
- A parent of a child will be notified as soon as practically possible without undue delay
- Parents will be notified no later than 24 hours after the involvement of their child in the above-mentioned experiences
- An Incident, Injury, Trauma and Illness record is completed in full and without delay
- The First Aid qualifications of each educator is up to date and recorded at the service

Question Provide an example of how you implemented and worked within each policy. What happened? Provide detailed
information.
requirements outlined in the
policy and procedures?
(Summarise in point form)
- First Aid qualified educators will be present at all times on the roster and in the service
- First Aid kits will be readily available where children are present at the service and during excursions
- First Aid kits must be suitably equipped and easily recognised with regard to the design of the service
What is the name of the
policy and procedure that
outlines infection control at
your workplace?
What are the infection
control requirements
outlined in the policy and
procedures? (Summarise in
point form)
The centre and all staff members must ensure all operations are compliant to the Children’s Services Amendment Regulation
2010-82 Infectious diseases
The approved provider must ensure that:
- A policy on infectious diseases is developed, maintained, and implemented for the service
- That the policy is consistent with the Public Health Act 1991 and the regulations under that act including the
requirements for mandatory reporting
- That it outlines practices to be adopted in the event of an outbreak of an infectious disease at the service and the
exclusion practices and conditions for return to care for children who have an infectious disease or who have been
exposed to an infectious disease
- That the primary contact staff, casual employees and contractors of the education and care serve practise the policy
on infectious disease
- That the information about the occurrence within the service of an infectious disease ( in any child provided with the
service or in any member of staff of the service) is made available to the parents of children provided with the service
in a manner that is not prejudicial to the rights of individual children or staff.
What is the name of the
policy and procedure that
outlines handling of medical
conditions at your
workplace?
What are the medical
conditions requirements
outlined in the policy and
procedures? (Summarise in
point form)
Medical Conditions Policy
The service will ensure that:
- All educators, families, and children are regularly involved in discussions about medical conditions and general health
and well-being throughout our curriculum
- It will adhere to privacy and confidentiality procedures when dealing with individual health needs
- A copy of the medical conditions Policy will has been provided to all educators and volunteers at the service
- The policy will be provided to parents of children enrolled at the service
- Educators are responsible of for raising any concerns with a child’s parents about any medical condition known to the
service or any medical conditions that arises
- No child at the service will be able to attend the service without medication prescribes by their medical practitioner
- Families have provided this information on the enrolment form and are responsible for updating the service about any
changes to their child’s prescription
Prior to commencement, families have provided e medical management plan from their practitioner covering all areas

Question Provide an example of how you implemented and worked within each policy. What happened? Provide detailed
information.
relating to child’s medical condition and on the ongoing ways of condition management
- Any changes to a medical condition management plan will be communicated to educators and a new updated plan wll
be provided
- Each year, a most up to date medical condition management plan will be provided by families even if there are no
changes
What is the name of the
policy and procedure that
outlines how to administer
medication at your
workplace?
What are the administration
of medications requirements
outlined in the policy and
procedures? (Summarise in
point form)
Administration Medication Policy
During the enrolment process, the following must be completed where applicable:
Enrolment form, including the indemnity section
- An asthma emergency plan of action (if a child is a diagnosed asthmatic)
- An allergy action plan of action (if the child, etc is a diagnosed Anaphylactic reactions)
If medication is to be administered, on a daily basis complete and sign the medication record form. I parents have not given
written permission; a child cannot be given any medication. Where forms were completed and signed on enrolment or with the
health management plan medication can be administered in accordance with instructions
Written advice is to be provided from a medical practitioner if over the counter or herbal preparations re to be administered.
Clearly explain to parents during orientation, the centre’s policies and procedures for administering medication.
Explain to all families we are unable to administer non-prescription medication without an authority from a medical
practitioner.
When a parent arrives at the centre, ensure that they fully completed the daily medication record form and that they deliver
medication to a qualified staff member so it can be stored securely and at the recommended temperature
What is the name of the
policy and procedure that
outlines emergency
evacuations at your
workplace?
What are the emergency and
evacuation requirements
outlined in the policy and
procedures? (Summarise in
point form)
Evacuation and Emergency Policy
The emergency and evacuation procedures required under regulation 168 must set out:
- instructions for what must be done in the event of an emergency
- an emergency floor plan
The approved provider of an education and care service must ensure that
- a risk assessment is conducted to identify potential emergencies that are relevant to the service
- the emergency and evacuation procedures are rehearsed every 3 months that the service operating, by the
nominated supervisor, staff members, volunteers and children being educated and cared for by the service
- the rehearsals of the emergency and evacuation procedures are documented
- a copy of the emergency and evacuation floor plan and instructions are displayed in a prominent position near each

Question Provide an example of how you implemented and worked within each policy. What happened? Provide detailed
information.
exit at the education and care service premises
What is the name of the
policy and procedure that
outlines what to do at drop
off and pickup at your
workplace?
What are the drop off and
collection requirements
outlined in the policy and
procedures? (Summarise in
point form)
Arrival and Departure Policy
Arrival of Children:
- Staff should always greet both child and parents
- Be available for anu questions or enquiries that they may have
- Staff is expected to greet arriving and departing children/parents by their name
- Learn parent’s names (especially the one in your own room)
Collection of Children:
- Has to be picked up by a parent or authorised nominee
- Can be picked up by another person only with written permission from a parent or in case of a medical emergency
- If an unknown person arrives to collect a child, check with director 2nd in charge or room leader before allowing to
leave the premises
What is the name of the
policy and procedure that
outlines supervision
standards at your
workplace?
What are the supervision
requirements outlined in the
policy and procedures?
(Summarise in point form)
Supervision of Children Policy
- Children must never be left unsupervised (failure in supervision will result in disciplinary action)
- Licensing regulations require a minimum of 2 staff to be attendance with children at all times
- In outdoor area, position yourself so as to appropriately supervise all areas
- For the preschool garden, a staff member is required to stand near the sandpit/outdoor bathroom, with another staff
member at the bottom of the stairs
- When children are having their nappies changed, there must be 2 staff members present at all times
- Staff should always know where their children are at all times
- If necessary, staff are to count children every 10 minutes to ensure that all your children are accounted for
- Inform colleagues if you are leaving an area to change a nappy or go to the bathroom so that they can increase their
attention until you come back and inform them on your return
- Children are never left alone with students At least 1 staff member must stay with students at all times
For your role, what are your Role: Educator

Question Provide an example of how you implemented and worked within each policy. What happened? Provide detailed
information.
own responsibilities in
maintaining health and
safety as required by the
policies and procedures?
Educators need to make sure that children are comfortable and safe at learning workplace and no one is bullying them. It is
the main responsibility of educators that they need to have information about children as where they are all the time and what
they are doing. Educators have duty of care to make sure that children are supervised at all times and they maintain safe
environment, adhering to national regulations. To always focus on unusual sound like silence, crying in order to make sure
that children are safe and are maintain discipline.
Responsibilities:
- take care of my own safety and the safety of others that may be affected by my actions
- cooperate with reasonable OHS actions taken by my employer (including: following OHS rules and
guidelines, helping to ensure housekeeping is of a reasonable standard, attending OHS related training,
reporting OHS incidents, cooperating with OHS investigations, encouraging good OHS practice with fellow
employees and others and, wherever practical, assisting my employer when the employer ask employees
for help with OHS, such as conducting OHS inspections during operating hours
- Not interfere with safety equipment, such as fire extinguishers
- Role model health and Safety practices at all times
- Ask assistance if unsure of the right practices to follow
I abided all rules and regulations of child care and supervision of children policy and made sure that children at
workplace are safe. I took feedback from supervisors and collected information on ways by which we can improve
areas related to child development and growth. I provided training to employees and made them aware about
effectiveness and reasons of following each and every policy along with ways to provide better child care.
How did you document the
Health and Safety
requirements to share them
with your colleagues?
Attach your document (such
as a fact sheet, checklist or
poster) to your portfolio
I have documented the Health and Safety requirements to my colleagues by sending them an e-mail, reminding them the
Health and Safety requirements in our centre, I have also reminded where to find the centre’s policies and procedures. I can’t
attach any document as the centre won’t allow me ( for confidentiality and privacy) however I can assure that it has been done
( our policies and procedures are located at 2 different spots in the centre and I have informed everyone about it), I also often
reminded staff members about policies and procedures when noticing that they were not followed properly.

Question Provide an example of how you implemented and worked within each policy. What happened? Provide detailed
information.
Provide the details of a
discussion you had to
communicate the health and
safety requirements to your
colleagues.
What type of discussion did you have (for example, team meeting)?
It was a discussion in the staff room while having our lunch breaks
Who did you meet with?
I met with the colleagues that were on the same lunchbreak time
How did you encourage them to meet the health and safety requirements?
I have recommended them to regularly check the procedures and policies as they might be subject to changes.
Select the check box to confirm you provided your colleagues with a copy of your health and safety summary:
☐x I confirm that I have provided my colleague with a copy of the health and safety summary I created.
Health and safety training needs: (what could the educators do to learn more about health and safety needs at the service?)
Educators can get engaged in the Child Protection training that is offered by the centre ( now compulsory)

Question Provide an example of how you implemented and worked within each policy. What happened? Provide detailed
information.
Select the check box to confirm you reported the health and safety training needs to your supervisor:
☐x I confirm that I have reported the health and safety training needs to my supervisor.

Complete this section to provide evidence of how you modelled and monitored compliance
with the health and safety requirements and managed risks and hazards.
Question What happened? Provide detailed information.
Provide three examples of
how you modelled
compliance with the Health
and Safety Policy and
Procedures.
Example 1:
- Wash my hands as often as possible
Example 2:
- Encourage children to wash their hands frequently and supervise to make sure they are doing it properly
Example 3:
- Ask assistance from a colleague to identify/double check a child’s parents for pick up
Provide three examples of
how other staff and the
children complied with the
Health and Safety Policy
and Procedures.
Example 1:
- Children wear their hats when going outdoors

Question What happened? Provide detailed information.
Example 2:
- Apply sunscreen on children as per recommended
Example 3:
- Educators from other rooms come offer their helps when we are in need well maintaining the ratio in their own room
Explain what you did to
monitor children, activities
and physical areas to
identify risks or hazards.
Attach evidence of how
you monitored the
children, activities and
physical evidence (such as
photos, checklists, notes,
plans)
How I monitored children:
I frequently did head counting/call their names to make sure all children are in the room with me/outdoor area
How I monitored activities:
I monitored activities by checking all furniture, material, resources are safe to use prior to start the activities, during the activities
I made sure that all children were sitting down properly, not putting things in their mouths (if they do I would remove and explain
the risk of doing it), I regularly checked that all children were busy doing something and if not I would invite them to get
engaged in the activities so they don’t get distracted trying to climb things, check the plugs, etc…
How I monitored physical spaces:
I made sure that there was enough space between children but also that they were close enough to play/learn together/ share
materials, enough chairs, tables for the amount of children. That the space between table and furniture would be large enough
for children not to bump into them.

Question What happened? Provide detailed information.
Provide two examples of
actual or potential hazards
you identified after
monitoring the children,
their activities and the
physical spaces.
Example 1:
- Spider check
Example 2:
- One of the gates in the outdoor area is broken
For one of the identified
hazards (listed above),
assess the risk and explain
how you addressed the
safety risk.
Risk assessment template
Attach your risk
assessment to your
portfolio. Use a template
chosen from the ACECQA
website:
Risk assessment
excursions OR Risk
assessment indoor and
outdoor learning
environment OR Risk
assessment learning
experience plan
Summarise the service’s risk management procedures:
Refer to the policies and procedures you read at the start of the Portfolio.
Check centre’s policies and procedures
- One of the gates in the outdoor area is broken:
There are different potential risks, children could get their figures stuck and/or stuck in the part that’s broken as it is at
their level. The door could also fall on them. However, we should make sure that children are away from the gates at all
times as it is not a spot that they are supposed to play at anyway.
I have estimated the risk as Extreme as the consequences are moderate, but the likelihood is almost certain as I have
seen many times children at this gate getting on it and shaking it.
Use https://www.acecqa.gov.au/sites/default/files/2021-05/Risk_management_and_management.pdf as a guide to risk
assessment
ACECQA website – Sample forms and templates
https://www.acecqa.gov.au/resources/applications/sample-forms-and-templates

Question What happened? Provide detailed information.
Summarise the outcomes of your risk assessment:
My risk assessment was effective as it helped improved the Health and Safety within the centre and reminded other staff
members to be cautious and regularly check gates and other equipment. After this, we even noticed that the gate that lead to
the nappy change area in our room needed to be replaced.
Who did you inform about the risk (as required by the service procedures)?
- Relevant staff member
- Room leaders
- Centre’s manager
- 2IC
How did you eliminate or control the risk?
We have eliminated the risk by getting the gate fixed professionally
Provide an example of how
you accurately reported
and explained an incident.
What was the incident?
- A child climbed on a chair that was left in the middle of the room and fell off. I talked to all staff members present in the
room at this moment and asked to be mindful when using a chair to put it back where it belongs and I filled in the
incident report with the room leader, with all the details ( witness), went to the centre’s manager, gave the report, asked
to sign them then let the room leader explain the incident to the parents when getting picked up and reminded the room
leader to get the parent’s signature on the document.
Who did you report it to?
- Room leader
- Relevant Staff member
- Managers
- Parents/Guardian

Complete this section to provide evidence of how you improved the Health and Safety Policy and Procedures.
Question What happened? Provide detailed information.
Summarise formal input
provided by your
colleagues regarding
health and safety at the
service
How did you formally seek input from your colleagues?
I engaged into a conversation about Health and Safety on my lunchbreak with other staff members
What input did your colleagues provide regarding the health and safety practices followed at the service?
My colleagues emphasised on the importance of following the Health and Safety practices in regards to achieve your role as an
educators and kept other staff member, children, families and whoever comes in and out of the centre safe and healthy.
What input did your colleagues provide regarding any other health and safety issues at the service?
They told me to watch out and report any other issues that might be relevant to me in relation to Health and Safety
Provide an example of a closed question you asked to obtain information from your colleagues:
Do you think you follow the policies and procedures at all times?

Question What happened? Provide detailed information.
Provide an example of an open question you asked to obtain information from your colleagues:
How do you engage children to follow the procedures and policies of the centre?
Summarise informal input
provided by your
colleagues regarding
health and safety at the
service
How did you seek input from your colleagues in an informal way?
I have paid attention to their body language, sounds, listened to their interactions with other staff members/children/families.
What input did your colleagues provide regarding the health and safety practices followed at the service?
My colleagues emphasised on the importance of following the Health and Safety practices in regards to achieve your role as an
educators and kept other staff member, children, families and whoever comes in and out of the centre safe and healthy.
What input did your colleagues provide regarding any other health and safety issues at the service?
They told me to watch out and report any other issues that might be relevant to me in relation to Health and Safety
Summarise your research
to identify additional
potential health and safety
issues.
Digital source of information 1:
https://education.nsw.gov.au/early-childhood-education/working-in-early-childhood-education/child-safety

Question What happened? Provide detailed information.
Digital source of information 2:
https://www.worksafe.qld.gov.au/resources/case-studies/injury-prevention-and-management/ipam-case-study-taking-good-
care-of-safety-at-childcare-centre
How are your sources of information credible and authoritative?
They are credible and authoritative because the information provided are from licensed and official organisms, websites, etc…
Summarise your research:
Digital Source of information 1 is an NSW Government website
Digital Source of Information 2 is a Queensland Government website
They both are official sources that guide Education sector regarding Health and Safety.
What are additional health and safety issues that may impact the service, employees and/or children?
Additional Health and Safety issues might come from external sources (
Which professional
development opportunity
did you identify and use to
maintain the currency of
your knowledge of health
and safety in a children’s
education and care
I identified and used a Health and Safety course such as the one below
https://www.insafehands.net.au/course/2022-work-health-and-safety-educators
I also watched videos to support my research
https://www.youtube.com/watch?v=RxR6n_cYRHg

Question What happened? Provide detailed information.
setting?
Attach proof of how you
used the opportunity (such
as screen shots of the
podcast being played).
As an education and care setting, I was asked to take care of children who are not matured enough to take care of themselves.
Children of 5-10 years are not able to take care of themselves and identify difference between the wright and wrong. In this
situation, I provided training to children and let them know about ways of identifying wrong and right conduct. I told them the
type of touch, ways to feel them, ways to keep away from strangers and people to whom they should report about unethical
behaviour and ways to protect themselves.
Summarise your own
critical reflection of the
health and safety practices
at the service.
What does the service do well? (List at least two things)
The service provides enough documentation, resources, and material for staff members to implement the health and safety
practices and regularly communicate/remind staff members about them (Whether it is through e-mails, formal/informal
discussions, team meetings, trainings, etc…)
What can the service do to improve their health and safety practices? (List at least two things)
The service could improve their health and safety practices by regularly assess/check that the room leaders are modelling the
right practices themselves and give staff/room leaders dedicated time to fill in documentation in a quiet environment away from
children ( as documentation is often done in our rooms and the person that is for example doing daily reflections is not able to
look after children so it give other staff members the idea that this person is available to help with children when they actually
aren’t). I think it would be good to Conduct/Create a weekly report for each room to add their thoughts about health and safety
practices.
What improvements did
you make to the Health and
Safety Policy and
Procedures?
Your improvements should
address any issues
identified as part of your
discussion with
colleagues, your research
and critical reflection.
Attach your improved
Health and Safety
Procedures to your
I have established a list of additional things to regularly check and do in the centre in all areas as I have noticed several times
and informed colleagues of some practices that needed to be improved in regard to Health and Safety.
- Check all plugs are covered when opening the centre
- Check Spider webs in both indoors and outdoors area
- Check that all gates are working (report to manager or 2IC if broken, not functional)
- Use a ladder when needing to open doors or ask for someone that can access the lock ( no more chairs as it is not safe
and is usually left forgotten in the middle of the room which is a real danger)
- Wash your hands with soap thoroughly before starting your shift and dry and as often as possible throughout the day
- Make children wash and dry their hands at least after every nappy change ( it is really important to teach them hygiene
practices and not neglect them)

Question What happened? Provide detailed information.
portfolio. - If a staff member isn’t feeling well or displaying signs of infectious diseases send them back home and get them to be
checked
- Discard any broken toys straight away
- Make sure all your certificates are up to date, if not the case let the centre know and arrange renewal, new trainings,
etc…
- Respect ratios at all times
How did you share the
updated Health and Safety
Policy and Procedures
with a colleague?
Only share the policy and
procedures with other staff
if they have formally been
approved according to the
service’s approval
procedures. If your
amendments have not
been formally approved,
share your amendments
with your supervisor only.
Who did you share the improved policy and procedure with?
I have shared the improved policy with the centre’s manager and 2IC
How did you share the information?
I have sent them an e-mail

Complete this section to provide evidence of how you managed the risk related to an excursion.
This assessment is for a POTENTIAL excursion. Speak to your assessor if you need ideas for a suitable excursion.
Question What happened? Provide detailed information. (All sections must be filled out)
Summarise the service’s
requirements for an
excursion related to:
 Risk management plans
 Staffing requirements
 Allocation of resources
 Transport
 Volunteer credentials
 Insurance.
Refer to the policies and
procedures you read at the
start of the Portfolio.
Risk management plan requirements: Use as a guide
Before all excursions staff members will conduct a risk assessment of the environment and route of excursion
Staffing requirements:
The nominated supervisor must ensure that
- at least 2 adult persons, at least one of whom is a primary contact staff member accompany the children on any
excursion
- the minimum adult to child ratio of persons participating in the excursion is one adult for each 2 children who are under
3 years of age and one adult for 5 children who are 3 or more years of age
Allocation of resources requirements:
A suitably equipped and well stocked first aid kit is taken on all excursions and that the children on such an excursion are
accompanied by a primary contact staff member with approved first aid qualifications
Transport requirements:
The means of transport must be stated on the permission note
Buses-ensure that the seating capacity as displayed on the compliance plate is not exceeded. All children must sit in seats,
preferably with, or close to an adult. Seat belt guidelines must be followed depending on the bus. If the bus has seat belts, the
must be worn at all times.
Trains- contact the station prior to the excursion ton inform them on the time you will be travelling, the destination, the number
of adults and children who will be travelling. Arrangement should be made to arrive at the station an adequate amount od time

Question What happened? Provide detailed information. (All sections must be filled out)
to allow for safe boarding. This will allow the station to inform the train guard so that they can hold the train for a period of time
for safe boarding and alighting. All children should be seated at all times with an adult close by. All children should be seated at
in the one carriage if possible.
Cars- Any motor vehicle that is used to transport children on excursion ( other than a motor vehicle with seating more than 9
persons) is fitted child restraints and/or seatbelts that are appropriate for the age and weight of each child, that conform to the
Australian Standards, and are professionally installed or checked by an authorised restraint fitter.
Volunteer credentials:
Volunteers must have their WWCC (the free version for unpaid work)
Insurance:
Any excursion planned must be consistent with the requirements/exclusions of the Public Liability Cover held by the service
Summarise the legislative
requirements excursions
related to:
 risk management plans
 staffing requirements
 allocation of resources
 transport
 volunteer credentials
 insurance
Risk management plan requirements:
-ensure the appropriate risk assessments are completed and all relevant actions are undertaken prior to the excursion
-ensure educator to child ratios are maintained during the excursion and address the risks identified (if applicable)
-take reasonable steps to ensure that nominated supervisors, educators, staff and volunteers follow the policy and procedures
-conduct a risk assessment for an excursion, ensuring any risks are managed (prior to obtaining written authorisation from
families) • ensure a new risk assessment is completed when circumstances change for regular outings • ensure all children
attending the excursion have written authorisation from families to attend prior to the excursion • ensure volunteers understand
the details of the excursion, the expectations, and their supervision responsibilities
- ensure a new risk assessment is completed when circumstances change for regular outings
Staffing requirements:
The nominated supervisor must ensure that
- at least 2 adult persons, at least one of whom is a primary contact staff member accompany the children on any
excursion

Question What happened? Provide detailed information. (All sections must be filled out)
- the minimum adult to child ratio of persons participating in the excursion is one adult for each 2 children who are under
3 years of age and one adult for 5 children who are 3 or more years of age
Allocation of resources requirements:
-verify that all the required equipment and/or items are taken on the excursion (first aid kit, personal medication, medical
management plans, mobile phone, emergency contact lists, etc.
-ensure the excursion is carried out in line with the Excursion policy and procedures
-ensure volunteers understand the details of the excursion, the expectations, and their supervision responsibilities
-obtaining authorisation from families or authorised nominees
Transport requirements:
For services that provide or arrange transportation of children, other than as part of an excursion, the approved provider must
ensure the service has policies and procedures for transportation. This includes procedures that address all of the same
requirements that must be addressed for written authorisations and risk assessments for transporting children
Volunteer credentials:
Volunteers must have their WWCC (the free version for unpaid work)
ensure family members and volunteers attending the excursion understand your expectations and are not left alone with any
child or group of children
Insurance:
Any excursion planned must be consistent with the requirements/exclusions of the Public Liability Cover held by the service

Question What happened? Provide detailed information. (All sections must be filled out)
Describe the potential
excursion you will manage
the risk for.
What excursion is being planned?
Storytime to Mosman Library
How many children will attend the excursion?
8
What are the ages of the children attending the excursion?
17months to 2 years old
Is transport required?
No
List the staffing
requirements for the
excursion (keeping the
service and legislative
requirements in mind)
The ratio is 1 educator to 4 children (toddler), In this event, 4 educators and 1 room leader will be supervising and
conducting the excursion
What other resources are - First Aid kit

Question What happened? Provide detailed information. (All sections must be filled out)
needed for the excursion
(keeping the service and
legislative requirements in
mind)
- List of adults involved in the xcursion
- Contact information for each adult
- Contact information for each child
- Mobile phone / other means of communicating with the service & emergency services
- Medication, health plans and risk assessments for individual children
- Mobile phone / other means of communicating with the service & emergency services
- Parent’s Authorisation form
- Parents’s authorisation for administration of medication
- Any items that is essential and/or familiar to the children (comforters, water bottles, etc..)
Conduct a risk
assessment.
Attach your risk
management plan to your
portfolio.
Use the ACECQA Risk assessment – Excursions as your risk assessment template
https://www.acecqa.gov.au/resources/applications/sample-forms-and-templates
Please find risk assessment attached to my submission
Identify potential hazards
related to the excursion’s
location, facilities and
activities.
Hazards related to the location:
-we need to walk near a parking area
-no fences are installed along the road when we walk out of the centre
Hazards related to the facilities:
When walking out the centre, there are some steps close to each gate (especially the last gate)
When entering the library there is a carpet
Automatic door

Question What happened? Provide detailed information. (All sections must be filled out)
Hazards related to the activities being done as part of the excursion:
- Furniture at the library (when children are standing up or dancing)
Explain what you did to be
able to assess the location,
facilities and activities for
hazards.
To assess the location, facilities and activities for hazards I have used tools such as Google maps, did a risk assessment and
management plan, most importantly I made sure I planned the activity in an area that I am familiar with.
Provide evidence of how
you would obtain
permission from families
for their child to attend the
excursion.
As this is a potential
excursion, you can
prepare the relevant
authorisation form with the
details of the potential
excursion and
expectations for the child’s
involvement, but you do
not have to actually obtain
the parent’s permission.
Attach the authorisation
form to your portfolio.
I would talk to the families prior to the excursion about this idea, once I have planned the risk management and assessment
and got authorisation from the centre’s managers, I would give families an authorisation form to fill in.
1. Guardians and parents who are granting child care authorisation?
2. Name of care giver to whom temporary power can be give?
First Name Last Name

Question What happened? Provide detailed information. (All sections must be filled out)
3. Child name
First Name Last Name
4. Powers of caregiver with regard to children
 To seek medical care for children
 To authorise medical treatment
 To provide shelter and food and helping out in making their decision regarding day to
day activities.
 To provide transport facility to children in care giver’s car
Provide evidence of how
you would confirm
insurance for the
excursion (keeping the
service and legislative
requirements in mind).
For example, you may
attach a copy of the
insurance quote or
information. Provide a link
to the insurance
company’s website.
https://business-insurance.aon.com.au/forms/insurance-for-childcare-centres
Provide evidence of how
you would confirm
volunteer credentials for
the excursion (keeping the
service and legislative
As we are already enough educators, we don’t need volunteers for this excursion.

Question What happened? Provide detailed information. (All sections must be filled out)
requirements in mind).
As this is a potential
excursion, you do not have
to actually confirm
volunteer credentials.
Rather, explain how you
would go about doing so
in the space provided.
Provide evidence of how
you would confirm the
transport for the
excursion.
As this is a potential
excursion, you do not have
to actually confirm
volunteer transport details.
Rather, explain how you
would go about doing so
in the space provided.
N/A on foot
Plan two communication
and collaboration
techniques that will be
used at the excursion
between educators and
volunteers.
Communication/collaboration technique 1:
- -Face to Face
Communication/collaboration technique 2:
- Talkie walkies
Provide an example of how I would use the intentional teaching technique prior to the excursion telling them a strict plan to follow when we are going in

Question What happened? Provide detailed information. (All sections must be filled out)
you would use an
intentional teaching
technique to prepare
children for the excursion.
As this is a potential
excursion, you may
demonstrate this skill to
your supervisor in a
simulated scenario rather
than to the children. You
could include a learning
experience plan and
outline any resources you
would use to conduct this
teaching.
outdoor areas. I would use the same process we have every day to listen to us, get their attention. Gather techniques like
transition music, read a book about safety, etc..
Attach:
Documented information health and safety requirements (to share with colleagues) ☐
Evidence of how you monitored the children, activities and physical areas to identify risks ☐x
Risk assessment for one actual or potential hazard ☐x
Proof of how you used a learning opportunity to maintain the currency of your health and safety knowledge ☐x
Improved Health and Safety Procedures ☐x
Risk management plan (ACECQA template) ☐x

Supervisor confirmation
The information provided by the student in their reflective journal is an accurate reflection of their actions. ☐ xYes ☐ No
Please provide comments and feedback for the student here:
The student has permission to submit the information contained within the Portfolio for the purposes of assessment. ☐ xYes ☐ No
Tick one only:
The student has permission to submit workplace documentation to support their Portfolio. ☐ Yes
The student does not have permission to submit workplace documentation – the assessor can view these files on site. ☒ Yes
Full name: Nadine Evans
Position: Supervisor
Contact details: [phone]
Signature:
Date: 07/06/2020
Assessment 3A: Project Portfolio
Table 2: Supervisor Report
The supervisor needs to complete this section once all of the tasks have been completed and they have endorsed Table 1.
Supervisor report
The information provided by the student in their reflective journal is an accurate reflection of their actions. ☒ Yes ☐ No
During the activities described in their reflective journal, the student:

Supervisor report
 Summarised the health and safety requirements of the service as outlined in the Health and Safety Policy and Procedures and other
supporting documentation in a format that could be shared with their colleagues. ☒ Yes ☐ No
 Shared their health and safety summary with colleagues and identify health and safety training needs. ☒ Yes ☐ No
 Reported health and safety training needs to relevant supervisors. ☒ Yes ☐ No
 Encouraged their colleagues to meet the health and safety requirements. ☒ Yes ☐ No
 Modelled and monitored compliance with the health and safety requirements. ☒ Yes ☐ No
 Monitored children, activities and physical areas to identify hazards and take action to eliminate or control the hazard according to the
service’s policies and procedures. ☒ Yes ☐ No
 Used oral communication to accurately report and explain incidents. ☒ Yes ☐ No
 Sought input from colleagues on the health and safety practices used at the service as well as any issue they may identify as potential
risks. ☒ Yes ☐ No
 Asked open and closed questions when discussing health and safety with their colleagues.
An open-ended question cannot be answered with a simple 'yes' or 'no', but rather requires the respondent to provide an elaborate and
thought-out answer.
Closed questions can only be answered by selecting from a limited number of options such as “yes” or “no”.
☒ Yes ☐ No
 Used active listening to seek information and confirm their understanding.
Active listening involves asking questions, allowing others a chance to speak and rephrasing what other say. ☒ Yes ☐ No
 Shared improvements to the Health and Safety Policy and Procedure with a colleague or supervisor. ☒ Yes ☐ No
 Outlined how they would prepare children for an excursion using an intentional teaching technique. ☒ Yes ☐ No
 Always adhered to the service’s policies and procedures. ☒ Yes ☐ No

Supervisor report
Please comment on the student’s abilities related to the above skills here.
Yasmina demonstrated good knowledge on our centre’s procedures and policies and implemented them efficiently. We particularly noticed that she was
actively involved into maintaining safety and health practices and made sure to share her thoughts, ideas with other staff members. Whilst being dynamic and
showing initiative, Yasmina never hesitated asking questions or seek for help when needed.
Full name: Nadine Evans
Position: 2nd in Charge
Contact details: 02 9969 3355
Signature:
Date: 16/06/2022

Assessment Task 3B: Project Portfolio
CHCECE049 Embed environmental responsibility in service operations
1. Carefully read the following information.
Successful completion of this assessment task requires you to demonstrate your
skills and knowledge in relation to embedding environmental responsibility into
service operations during your work placement by designing, implementing and
evaluating an environmental responsibility plan.
As you do this, you are required to work in line with your work placement centre’s
policies and procedures and all regulatory requirements at an approved work
placement service. Make sure you ask open-ended and closed-ended questions
and actively listen to seek information and confirm understanding.
You need to complete the following as part of your evidence for this unit:
 Understand and review organisational requirements for environmental
sustainability in relation to different aspects of environmental responsibility
(including the service philosophy and service standards and policies and
procedures for the physical environment).
 Consult with stakeholders about environmental responsibility. This should
include:
o consulting with children to:
 encourage them to exchange their thoughts and ideas about
environmental responsibility
 support them to take the lead in identifying practices that are
environmentally responsible at the service
 develop strategies that promote environmental responsibility
 encourage the children to learn about Aboriginal and/or Torres Strait
islander peoples’ environmental responsibility practices.
o consulting with other stakeholders (such as parents or other educators)
to:
 identify potential changes in the service philosophy, policies and
procedures regarding environmental responsibility
 identify other sustainability improvements that could be implemented
at the service.
 Design an environmental responsibility plan suitable for the service you are
doing your work placement at. This should include:
o doing research on contemporary practices that relate to environmental
responsibility
o reviewing the service’s operations against the outcomes of your research
o ensuring environmentally sustainable practices are embedded in daily
practices of the service. The strategies you recommend should include
practices used by Aboriginal and/or Torres Strait Islander people and
should encourage the participation of both adults and children in the
sustainable practices
o ways to evaluate improvements in environmental responsibility within the
service
o documenting the plan using digital media/technology.

 Implement your environmental responsibility plan at the service by:
o sharing the plan with relevant stakeholders
o encouraging children and adults to engage in environmentally responsible
practices with their families and communities outside the service
 Evaluate the environmental responsibility plan at the service by:
o investigating how adults have engaged with the service’s environmental
responsibility plan and seek their feedback about the service’s
environmental practices
o observing three examples of practices that demonstrate children’s
understanding of environmental responsibility and seek their feedback
about the service’s environmental practices
o critically reflecting on the plan and its implementation
o identifying opportunities for improvement or changes to the plan (based
on the feedback you received and your critical reflection)
o documenting the outcomes of the implementation and your
recommendations for improvement and sharing it with your supervisor.
To document all this evidence, you will:
 complete written reflections in Table 1 of your Portfolio about what you have
done while on placement
 have your work placement supervisor complete Table 2 of your Portfolio to
verify that you have worked doing the above activities during your work
placement.
You will collect most of your evidence and complete Portfolio documentation during
the work placement phase of your course. You may also complete some of your
Portfolio in the classroom. The rest can be completed in the classroom after your
work placement is finished. Further instructions are provided in your Portfolio
document.
2 Complete your Portfolio.
Complete Table 1 of your Portfolio after you have investigated and applied the
learning framework. Ensure all sections are completed neatly and clearly, all
supporting evidence is attached and names of any children and their families have
been removed to protect the privacy of the people you worked with. Have your
supervisor complete Table 2.
i

Assessment 3B: Project Portfolio
Table 1: Reflective Journal
This section of your Portfolio requires you to reflect on the work you have done while on your work placement in relation to embedding environmental
responsibility into service operations. You will complete it during your work placement, after you have completed various activities with children and can complete
some of it in the classroom as needed. Read through it to see all of the requirements and complete it as you work so your reflections are fresh in your mind and
your supervisor can confirm that these events took place.
This section provides evidence related to understanding and reviewing the organisational requirements for environmental responsibility.
Question What happened? Provide detailed information.
What is the service’s philosophy on
environmental responsibility? Write the
name of the document you have read the
philosophy on.
Environment: We aim to provide a calm and stimulating environment to enable children to engage in
meaningful play while respecting the environment by re-using and recycling
Rewrite the philosophy in your own words
to show that you have interpreted it
correctly. Point form is acceptable.
In my own words, the philosophy says that the centre has for objective to support children’s learning (through
play, experiences, etc.....) by providing them with a calm and stimulating environment that encourage them to
be environmentally responsible.
Name any policies and procedures the
service has that relates to the physical
environment?
You are NOT required to provide copies of
the policies and procedures.
Child-Safe Environment
Summarise the policy and procedures
listed above. Point form is acceptable.
The education and care Setting will:
- Ensure that children are adequately supervised at all times

Question What happened? Provide detailed information.
- Organise rooms and environments to minimise risks for children
- Monitor and minimise hazards and safety risks in the environment
- Implement our “Child Protection” and “Incidents Injury, Trauma, Illness policies and procedures”’
- Take every possible precaution to protect children being educated and cared for by the service form
harm and from any hazard likely to cause injury.
How do the service’s philosophy and
policies and procedures address
environmental responsibility for water
usage, energy usage, recycling and
Aboriginal and/or Torres Strait Islander
practices?
If they do not adequately address the
aspect, describe what is missing. Point
form is acceptable.
Water usage
Staff will role model water conservation practices of emptying water play containers onto garden areas and
soaking paint equipment
Energy usage
Staff will role model energy conservation practices
Missing elements such as: turn the lights off during nap time, turn the lights off when leaving the centre at
closure, switch off sockets, and many other ways to preserve/save the energy.
Recycling
Staff will include recycling as part of the everyday practices at the centre. Recycling containers will be
provided throughout the centre to encourage staff to role model sustainable practices.
A worm farm has been recently installed to “ recycle food scraps” and Pre-schoolers are on a project of “
Growing herbs and veggies”
Aboriginal and/or Torres Strait Islander environmental practices
I couldn’t find any document about the aboriginal and/or Torres Strait Island environmental practices towards
the environmental responsibilities, however I have noticed that the culture is actively integrated and valued
within the centre. I have provided the centre with information, links to help include them to the service’s
philosophy, policies and procedures. ( E.g., https://kids.britannica.com/kids/article/Indigenous-Australians-
and-the-Environment/629073 https://www.tsra.gov.au/the-tsra/programmes/env-mgt-program

Question What happened? Provide detailed information.
https://www.youtube.com/watch?v=L_JlTAZs60c )
This section provides evidence related to consulting with stakeholders about environmental responsibility.

Question What happened? Provide detailed information.
Provide three examples of how you
consulted (or discussed) with children
about environmental responsibility.
Example 1:
While washing their hands I always explain to children that we should use water for a short amount of time
because it is a precious resource and we need to preserve it for other things such as washing laundry,
drinking, etc…
Example 2:
While washing their hands I always tell them to take only one sheet of paper towel to preserve the
environment as sing more would produce more wastes and it isn’t environmentally friendly.
Example 3:
I regularly explain to children the different bins that we use at the centre for recycling, general wastes,
cardboard and paper and I also tell them that some resources can be use for our crafts activities,
experiences, experiments, etc…
Explain how you encouraged children to
exchange their thoughts and ideas about
environmental responsibility during one of
your consultations (or discussions) with
them.
I had a conversation with a pre-schooler once showing her a sheet of paper and asked her: “’where do you
think this comes from?”, she explains that she knows that paper comes for trees.

Question What happened? Provide detailed information.
During your consultation (or discussions)
with the children, how did you support
them to take the lead in identifying
practices that are environmentally
responsible at the service?
I have encouraged them to bring resources from home that they think might be good to create activities at
the centre and also encouraged them to throw their own wastes.
Provide three examples of strategies you
developed in consultation (or discussions)
with the children to promote
environmental responsibility.
Example 1:
I have developed a recycling activity called “what waste in which bin’’
Example 2:
I have created a ‘’ recycled paper”’ activity
Example 3:
We created a recycling ‘’Day’’ where children would bring things from home to recycle (e.g.,
clothes/toys/other resources that they don’t use or don’t need anymore) that we could use at the centre
How did you encourage the children to
learn about Aboriginal and/or Torres Strait
islander peoples’ environmental
responsibility practices during your
consultation (or discussion) with them?
I have encouraged them by promoting the culture as a role model for us as, explaining that Aboriginal
and/or Torres Strait Islander people are in harmony with the land and nature. How they use natural
resources in everyday life (to cook, to eat, to travel, to entertain themselves, etc).

Question What happened? Provide detailed information.
Provide two examples of how you
consulted with other stakeholders (such
as educators) to identify potential changes
in the service philosophy, policies and
procedures regarding environmental
responsibility.
Example 1:
What did you do?
I asked my colleagues during our lunch break and talked about how we could help improve the service
policies and procedures regarding environmental responsibility
Summarise their responses.
The educators that were present with me suggested to take notes everyday of what we notice that could
be changed/done differently and suggest managers to have meeting about it.
Example 2:
What did you do?
I had conversation with my room leader about it as I explained that I need answers for my work placement
Summarise their responses.
She offered to talk to the manager about changing our policies and procedures regarding environmental
responsibility as it needs to be discussed and approved with/by the centres’ manager in an appropriate
context.
Provide two examples of how you
consulted with other stakeholders (such
as other educators) to identify other
sustainability improvements that could be
implemented at the service.
Example 1:
What did you do?
I have brought up the topic during room meeting
Summarise their responses.
Educators and room leaders acknowledged that we could improve our practices regarding environmental
sustainability
Example 2:
What did you do?

Question What happened? Provide detailed information.
I talked to my supervisor about identifying other sustainability improvement that could be implemented at
the service.
Summarise their responses.
She replied that we were soon going to have a meeting to talk about it and that we will involve families as
well to get more thoughts, ideas
Attach:
Proof of consultation with other stakeholders (if consultation was using a method other than oral communication) ☐
This section provides evidence related to the design and implementation of an environmental responsibility plan.
Attach your environmental responsibility plan to your portfolio. Make sure you use digital media (such as Microsoft Word) to document your plan.

Question What happened? Provide detailed information.
Design an
Environmental
Responsibility Plan
for the service you are
conducting your work
placement in. You can
use the format of one
that exists at the
service OR you can
design your own. It
must include:
o doing
research on
contemporary
practices that
relate to
environmental
responsibility
o reviewing the
service’s
operations
against the
outcomes of
your research
o ensuring
environmentall
y sustainable
practices are
embedded in
daily practices
Use these links to support the design of your plan:
https://www.acecqa.gov.au/sites/default/files/2019-04/TheQuestforQuality_EnvironmentallyResponsible.pdf
https://www.petitjourney.com.au/sustainability-in-early-childhood-education/
https://www.petitjourney.com.au/sustainable-practices-childcare/
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-environment (Element 3.2.3)
You must also conduct your own research. Document any web links that you used here:
I am going to develop an environment plan related to my work placement and I believe that by adding environment
responsibility topic in childhood education, I can protect environment and can make people aware about its effectiveness.
When children learn new things then they share the same with their parents. They motivate and encourage their parents
and friends for following all those things that they have learned. So, by teaching children about environment protection,
positive changes can be done in environment.
I have researched on contemporary practices related to environment responsibility and came to know that people are using
natural resources to the great extent and it can hurt needs of the future generation. So, for protecting natural resources we
need to develop an effective plan that include:
Environmental plan includes:
Teaching sustainability in early childhood education and care.
Ways by which children can promote environment sustainability through day to day activities and everyday experience.
Global warming.
Things that can be recycled and reused.
Service operations will be reviewed in order to know effectiveness of plan and some ways that I will use in order to review
service operations include:
Observation
Question and answer
Team working projects on plantation.

Question What happened? Provide detailed information.
of the service.
The strategies
you
recommend
should include
practices used
by Aboriginal
and/or Torres
Strait Islander
people and
should
encourage the
participation of
both adults
and children in
the
sustainable
practices
o ways to
evaluate
improvements
in
environmental
responsibility
within the
service
o documenting
the plan using
digital
media/technol
ogy.
I made sure that children use all learned things as well as environmental sustainability practice in their daily activities. I
encouraged children to identify as whatever thing they are using in their daily lives is whether reusable or recyclable or not.
By observing each and everything that they use in their daily lives. Children can protect environment by using such things.
Strategies that I used to encourage people to engage in sustainable practice and abide all rules of environmental protection
include:
Feedback
Training
 Motivation in both financial and non-financial manner
 People will be equipped with knowledge
 Rewards as per their performance.
On the basis of review, areas for improvement can be known and there are some ways that will be used for improvement t
such as:
Feedback: It is one of the best ways of letting people know about areas where they need to improve.
For environmental responsibility, people will be asked to self-reflect and identify strengths that they have. It will encourage
them and will boost their confidence.
Promotion of team working on environmental projects can also help out in improving areas.
All policies related to environmental protection can also be revised for knowing areas of improvement along with ways of
improvement.

Question What happened? Provide detailed information.
Your plan should be at
least two A4 pages.
Provide at least three
references (such as a
website link) showing
how you researched
information about
contemporary
practices related to
environmental
sustainability.
Reference 1:
https://www.aussiejules.com/?fbclid=IwAR0URasnFSb4pNitFthM27wcMXpiUlVQW8CkMZGaFWndRUUgACThC7pI1Ew
https://modernfarmer.com/2013/05/how-to-build-a-worm-farm/
Reference 2:
https://greenliving.lovetoknow.com/Recycled_Paper_Insulation?
fbclid=IwAR24Xz4DDoyHOscJoglgEKZBrH3JCQ3xEgPOoKl_51vhZ9yWnEbw9ztKHsA
Reference 3:
https://www.sustainabilitymatters.net.au/content/sustainability/white-paper/reducing-the-carbon-footprint-of-sewage-
pumping-stations-634096469
Summarise your
research on the
contemporary
practices related to
environmental
responsibility. (50 –
100 words)
The contemporary practices related to environmental responsibility are wide and diverse. In My opinion after making all the
research is that basically everything could be recycled and environmentally responsible if we focus on new ways to use
and transform resources and materials that we already have.
My responsibility towards environment is to protect it and using natural resources only when they required. By decreasing
usage of natural resources, we can prevent them for the future generation. It can have positive impact on environment and
people as by taking care of environment, we can decrease pollution. It can decrease health problems that are associated
with air and noise pollution.
Review the service’s The service operations relating to environmental responsibility practices somehow meet the contemporary practices,

Question What happened? Provide detailed information.
operations that relate
to environmental
responsibility
practices against the
outcomes of your
research. (25 – 50
words)
Do the service’s
operations match the
contemporary
practices you
summarised above?
indeed having installed a worm farm is a practice that is getting more popular these days and contributes in reducing food
wastes, recycling food scraps and create a natural garden fertiliser.
Provide four examples
of how your
environmental
responsibility plan
ensures that
environmentally
sustainable practices
are embedded in daily
practices of the
service.
Remember: The
strategies you
recommend should
include practices used
by Aboriginal and/or
Torres Strait Islander
people and should
encourage the
participation of both
Example 1: Practices used by Aboriginal and/or Torres Strait Islander people
Example 2: Encourages the participation of adults
It puts their children at the centre of interest. Meaning that their children will be the first to benefit from the environmentally
sustainable practices (supporting children’s health, learning, future, etc…)
Example 3: Encourages the participation of children
The practices are simple for children to follow and easy for educators to show/teach, they are adapted to children’s learning
and development.

Question What happened? Provide detailed information.
adults and children in
sustainable practices.
Example 4: Any other example (Community)
It includes the community ideas and practices (previously mentioned during events/community gatherings, etc…)
Provide two examples
of how your plan
considers the input you
received from
stakeholders.
Example 1:
I have implemented some of the ideas suggested by them
Example 2: I have considered needs of clients and followed all rules and policies of environment.
Provide two examples
of how your plan
reflects the outcomes of
your research.
Example 1:
- Diverse ways to be more environmentally responsible
Example 2: It shows some effective ways by which natural resources can be used in a manner that cannot have negative
impact on environment.

Question What happened? Provide detailed information.
Provide an example of
how your plan reflects
the outcomes of your
review of the service’s
environmental
responsibility
philosophy and policies
and procedures.
I have taken suggestions of adults and community members and considered them.
By comparing actual outcomes with estimated outcomes, I reviewed and ensured environment responsibility.
Which methods did you
identify and include in
your plan to evaluate
improvements in
environmental
responsibility at the
service?
Describe at least three
methods
Method 1: Implementation of recycle program
Method 2: By collecting data on total new number of sustainable transportation
Method 3 By collecting data on food wastage and number of new recyclable things.

Question What happened? Provide detailed information.
Explain how you shared
the plan with children,
families and other
educators.
Attach proof of how you
shared the plan such as
photos, entry in the
daily diary or service
program (if you used a
method other than oral
communication).
Children: Face to face, children were shared the plan.
Families: Report including all attachment were shared with them and through telephonic conversation, they were
communicated.
Other educators:
E-mail with description of plan were shared with them.
How did you
encourage children
and adults to engage
in environmentally
responsible practices
outside the service?
How did you encourage adults to engage in environmentally responsible practices with their families outside the service?
I have e-mailed staff members, managers, and families with a list of easy and simple environmentally responsible practices
to do with or without children. I have joined links for webinars about sustainability, I have also joined a list of eco-friendly
activities that families can do with their children
How did you encourage adults to engage in environmentally responsible practices with the community outside the service?
I asked them to come office and engage in team meeting so that they can be discussed with environmentally responsible
practices and give them detailed information about ways by which they can engage in environmentally responsible
practices with community outside the service.

Question What happened? Provide detailed information.
How did you encourage children to engage in environmentally responsible practices with their families outside the service?
Engaging children is vital as they are the one who motivate their family members for abiding all rules so they should be
communicated in an effective manner. So, they would be informed face to face. They will be provided training with visual
representation of recyclable and reusable resources along with ways to manage food waste. They can ask their family
members to not produce food waste and use reusable products in doing household chores.
How did you encourage children to engage in environmentally responsible practices with the community outside the
service?
Children need to engage themselves with community outside the service and help them out in becoming environmental
responsible. For engaging them in environmentally responsible practice, they will be provided rewards and community
members were asked to give rewards to those children who actively engage in such practices. When children are being
provided rewards then it motivates them and they are more likely to support god things as well as focus on improving
performance.

Attach:
Environmental responsibility plan ☐
Proof of how you shared the plan (if you used a method other than oral communication) ☐

This section provides evidence related to the evaluation of an environmental responsibility plan.
If enough time has passed for you to be able to evaluate the environmental plan you implemented, evaluate your own plan. Otherwise, evaluate the plan
that has already been implemented at the service.
Use the table below to document three different examples of practices you observed that demonstrate the children’s understanding of environmental
responsibility.
Question
What happened? Provide detailed information.
Practice 1: Practice 2: Practice 3:
When did you observe the
practice?
07/06/2022
14/06/2022 16/06/2022
Who did you observe? AG (Toddler 2) JF (Toddler 1) MH (Toddler 2)
Describe the practice you
observed.
AG picked up a rubbish that was on
the floor and went to put it in the
right bin (by himself)
JF picked only one paper towel after
washing his hands and threw it in the
bin after drying his hands
MH turned the tap off (by himself without
anyone reminding him) after washing his
hands
How does the practice
demonstrate that the
children understand
environmental
sustainability?
AG took conscience that a rubbish
was on the floor and without
questioning anyone or anything he
naturally went to the bin to throw it
JF now understands that only one
sheet of paper towel is necessary for
him to dry his hands and that more
would be a waste
While some children are still not fully
aware of the impact of water usage on the
environment, MH obviously understands
that the tap needs to be turned off after
washing his hands in order to preserve

Question
What happened? Provide detailed information.
Practice 1: Practice 2: Practice 3:
this precious resource ( he said to me,
drinking, shower) as I always remind them
what else we need water for
Complete the table below to document your evaluation of the plan.
Question What happened? Provide detailed information.
Provide two examples that show how
adults have engaged with the service’s
environmental responsibility plan.
Example 1:
We are filling the paper towels distributor less often (meaning that adults are using less amount/the right
amount of paper towel sheets to dry their hands)
Example 2:
Staff are using the washers that are already wet (clean) from the washing machine (when possible) rather
than using the dry one and wet them again.
Provide an example of how adults have
not engaged with the environmental
responsibility plan as desired.
Staff still runs too many washing cycles with very little number of dirty clothes/toys, etc… in the washing
machine.

Question What happened? Provide detailed information.
How did you seek feedback from other
adults about the service’s environmental
practices that were implemented?
Attach proof of how you sought feedback
(if you used a method other than oral
communication).
I have asked them at the end of the day (when closing and all children have been picked up)
How did you seek feedback from the
children about the service’s environmental
practices that were implemented?
Attach proof of how you sought feedback
(if you used a method other than oral
communication).
I have asked children their feedback one on one wile washing their hands after nappy change ( I had to go
ask the pre-schoolers for this matter as my toddlers aren’t able to express much about it at the moment)
however there are aware of environmentally responsible practices as I explain a lot to them every day.
Summarise the feedback you received
from adults and children.
Half of the adults didn’t seem to be very concerned about following service’s environmental practices
whilst the other half was very enthusiastic talking about it and explaining that it is important to them. The
less concerned explained that they were worries about “more important things than that” within the
centre...
I have had to seek for feedback with pre-schoolers for this matter and all children were very engaged into
the conversations, they seem to care a lot more about their practices than part of the adults, they said that
it is important to be responsible with the environment because they love the trees and they don’t want to
harm them, they also said that they love painting on empty toilet rolls.
Which critical reflection method or tools
did you use to critically reflect on the
implementation of the plan?
Attach proof of your critical reflection
(such as a journal, notes or photo of a
discussion you had).
I have taken notes throughout the day about what I remember seeing happening or not and also while
things were happening.

Question What happened? Provide detailed information.
Summarise your critical reflection. What went well with the implementation of the plan?
The plan was clear and easy to understand for everyone
How did not go well with the implementation of the plan?
The timing was not the best, it was implemented on a very busy day for all of us.
List at least three opportunities for
improvement or changes to the plan
(based on the feedback and your critical
reflection).
Improvement 1:
On the basis of feedback, I came to know that some adults were not concerned about service environment
practices so, in this regard, I suggest that everyone should focus on developing new strategies of
engaging adults. By adding rewards in new plan and policy for those who engage and abide all rules,
adults can be made concerned. I will develop some tickets and people who engage themselves and meet
set criteria, will be given tickets. At the end of the week and program, tickets will be counted and whoever
has highest number of ticket will be rewarded. It is one of the best ways of engaging adults in
environmentally sustainable practices.
Improvement 2:
From self-reflection, it is known that the timing of plan implementation was not right as that was very busy
day. In this regard, it can be suggested that we should make plan by evaluating days and need to have
additional days of completing task and program. There are number of factors that may affect in
implementation of plan such as: political, economic, environmental and social. All these factors may delay
in submission of project so, we need to have margin in completion of project and task.

Question What happened? Provide detailed information.
Improvement 3: It is found from feedbacks that children love to paint on empty toilet rolls and it is also
affecting environment. So, in this regard, it can be suggested to teachers that they should add
environment protection topic in their curriculum and teach children about ways of protecting environment,
Children should be educated about list of things that are recyclable and reusable.
How did you share the outcomes of your
evaluation of the environmental responsibility
plan with your supervisor?
Attach your documented evaluation (including
the outcomes of implementation of the plan
and recommendations for improvement) to
your portfolio.
Sharing information with supervisor is vital as it can help them out in identifying areas of improvement. We
can let them know about our efforts and it can boost our confidence. E-mail is one of the best ways of
communicating and sharing details. So, along with e-mail and attached description, I will let them know
everything about environmental responsibility plan. By attaching feedback comments and accordingly
developed strategies will be attached in mail. It will help them out in knowing outcomes of sustainability
plan.
Attach: Proof of how you sought feedback from other adults about the plan (if you used a method other than oral communication) ☐
Proof of your critical reflection ☐
Documented evaluation report to share with supervisor ☐

Supervisor confirmation
The information provided by the student in their reflective journal is an accurate reflection of their actions. ☐ Yes ☐ No
Please provide comments and feedback for the student here:
The student has permission to submit the information contained within the Portfolio for the purposes of assessment. ☒ Yes ☐ No
Tick one only:
The student has permission to submit workplace documentation to support their Portfolio. ☐ Yes
The student does not have permission to submit workplace documentation – the assessor can view these files on site. ☒ Yes
Full name: Nadine Evans
Position: 2nd in Charge
Contact details: 02 9969 3355
Signature:
Date: 16/06/2022

Assessment 3B: Project Portfolio
Table 2: Supervisor Report
The supervisor needs to complete this section once all of the tasks have been completed and they have endorsed Table 1.
Supervisor report
The information provided by the student in their reflective journal is an accurate reflection of their actions. ☒ Yes ☐ No
During the activities described in their reflective journal, the student:
 always worked in line with the centre’s policies and procedures. ☒ Yes ☐ No
 consulted with children to encourage them to exchange their thoughts and ideas about environmental responsibility. ☒ Yes ☐ No
 supported children to take the lead in identifying practices that are environmentally responsible at the service. ☒ Yes ☐ No
 developed strategies that promoted environmental responsibility. ☒ Yes ☐ No
 encouraged the children to learn about Aboriginal and/or Torres Strait islander peoples’ environmental responsibility practices. ☒ Yes ☐ No
 consulted with other stakeholders (such as parents or other educators) to identify potential changes in the service philosophy,
policies and procedures regarding environmental responsibility. ☒ Yes ☐ No
 consulted with other stakeholders (such as parents or other educators) to identify other sustainability improvements that could be
implemented at the service. ☒ Yes ☐ No
 designed an environmental responsibility plan suitable for the service and documented it using digital media/technology. ☒ Yes ☐ No
 shared the environmental responsibility plan with relevant stakeholders (children, families and other educators). ☒ Yes ☐ No
 encouraged children and adults to engage in environmentally responsible practices with their families and communities outside the
service. ☒ Yes ☐ No
 sought feedback from children and adults about the service’s practices. ☒ Yes ☐ No
 shared outcomes of implementation and recommendations for improvement with their supervisor. ☒ Yes ☐ No
 asked open-ended questions and closed-ended questions. ☒ Yes ☐ No
 actively listened to seek information and confirm understanding. ☒ Yes ☐ No
 worked well with other educators and always followed directions. ☒ Yes ☐ No

Supervisor report
Please comment on the student’s abilities related to the above skills here.
Full name: Nadine Evans
Position: 2nd in Charge
Contact details: 02 9969 3355
Signature:
Date: 16/06/2022

Assessment Task 3C: Project Portfolio
CHCECE044 Facilitate compliance in a children’s education and care service
1. Carefully read the following information.
Successful completion of this assessment task requires you to facilitate compliance
in an education and care service.
To meet the requirements of this unit, you need to facilitate self-assessment and
development of a quality improvement plan for two quality areas in an education
and care service. The steps involved are as follows:
 Use digital media/technology to source and interpret information about the
National Quality Framework (NQF) and National Quality Standard (NQS) as it
applies to the service you are doing your work placement at.
 Support staff to understand the requirements associated with the NQF and
NQS as well as any other legal and regulatory requirements in a clear and
consistent manner.
 Use appropriate methods to collect information from colleagues, staff, children,
families and the community to assess the service against the NQS standards
and elements. As you do this, you must ask open and closed questions and
interact with others in a way that builds rapport.
 Accurately document the self-assessment using an appropriate template and
make the information available at the service as part of an informative report to
assist in improving the quality at the service.
 Collaborate with stakeholders to develop a Quality Improvement Plan (QIP) for
the service focussing on two areas of the NQS and plan for a regular review of
the plan. Make sure you clearly and concisely record all of the required
information in the QIP.
 Simulation – Plan to coordinate the service for an assessment and rating by
providing timely and clear information to staff and ensuring all the required
documents are ready.
As you do this, you are required to work in line with your work placement centre’s
policies and procedures and all regulatory requirements.
2. Complete and submit your completed Portfolio
Complete Table 1 of your Portfolio. Ensure all sections are completed neatly and
clearly, all supporting evidence is attached and names of any children and their
families have been removed to protect the privacy of the people you worked with.
Have your supervisor complete Table 2.

Assessment 3C: Project Portfolio
Table 1: Reflective Journal
This section of your Portfolio requires you to reflect on the work you have done while on your work placement in relation to facilitate compliance in an education
and care service. You will complete it during your work placement, after you have completed various activities with various stakeholders and can complete some
of it in the classroom as needed. Read through it to see all of the requirements and complete it as you work so your reflections are fresh in your mind and your
supervisor can confirm that these events took place.
This section provides evidence related to sourcing, interpreting and sharing information about the National Quality Framework (NQF) and National
Quality Standard (NQS).
Question What happened? Provide detailed information.
What is the National Quality Framework
(NQF)?
The national quality Framework is a guide that provides the national quality standards in all areas/aspects in
the childcare industry, it includes laws and regulations related to the industry, assessment and quality
process, and national learning frameworks. The purpose of the NQF is to improve the quality of Education
and Care in Australia.
Identify the national and applicable state or
territory specific law and regulations that
govern the NQF.
Australian Capital Territory, New South Wales, Northern Territory, Queensland, South Australia, Tasmania,
Victoria and Western Australia
Summarise at least three requirements of
other laws and regulations that are relevant
to the service. P211
Law or regulation 1: Regulation 123 Educators to child ratios – centre-based services

Question What happened? Provide detailed information.
Make sure you include requirements for
both laws AND regulations. Make sure you
are listing laws and regulations applicable
to the State/Territory that you are studying
and working in. Requirement:
The minimum number of educators required to educate and care for children at a centre-based service is to
be calculated in accordance with the following ratios—
(a) for children from birth to 24 months of age—1 educator to 4 children;
(b) for children over 24 months and less than 36 months of age—1 educator to 5 children;
(c) for children aged 36 months of age or over (not including children over preschool age)—1 educator to 11
children;
(d) for children over preschool age, 1 educator to 15 children.
Law or regulation 2: Regulation 136 First aid qualifications
The approved provider of a centre-based service must ensure that the following qualified people are at all
times in attendance at any place children are being educated and cared for by the service and immediately
available in an emergency:
(a) at least one staff member or one nominated supervisor of the service who holds a current approved

Question What happened? Provide detailed information.
first aid qualification
(b) at least one staff member or one nominated supervisor of the service who has undertaken current
approved anaphylaxis management training
(c) at least one staff member or one nominated supervisor of the service who has undertaken current
approved emergency asthma management training.
Services must have staff with current approved qualifications on duty at all times and immediately available in
an emergency. One staff member may hold one or more of the qualifications.
Law or regulation 3: Regulation 145 Staff record
Requirement:
(1) The approved provider of a centre-based service must ensure that a staff record is kept for that service in
accordance with this Division.
(2) The staff record must include--
(a) the information about nominated supervisors set out in regulation 146; and
(b) the information about staff members set out in regulation 147; and
(c) the information about the educational leader set out in regulation 148; and
(d) the information about volunteers set out in regulation 149(1).

Question What happened? Provide detailed information.
Provide examples of how the requirements
of each area of the NQS is relevant to the
service.
Education Program and Practice
It is relevant to the service as they need to establish a program that is suitable for each age range but also
adaptive to each child in regard to providing the best quality of education for our children.
Children’s health and safety
It is essential in any service, not just ours as we need to ensure that our children are well looked after and that
we have procedures and policies established on this matter.
Physical environment
It is relevant to the service as a safe, suitable and diverse environment promotes children’s learning.
Staffing arrangements
Staffing arrangement is relevant as we want to make sure that we have enough educators for the number of
children to keep them safe. Plus, if we don’t respect the educator to child ratio, we could get fined.

Question What happened? Provide detailed information.
Relationships with children
It is essential for our centre as we are maintaining a “’family’ reputation, one of our philosophies is “Home
away from home’’. We need this to make each child happy, supported, listened, valued.
Collaborative partnerships with families and communities
Governance and leadership
Which regulatory authority assesses the
service against the National Quality
Standards (NQS)?
- Early Childhood Education Directorate, NSW Department of Education (NSW)
- Quality Education and Care NT, Department of Education (NT)
- Regulation, Assessment and Service Quality,
Early Childhood and Education Improvement, Department of Education
- Education Standards Board (SA)
- Department of Education, Education and Care Unit (TAS)
- Department of Education and Training (VIC)
- Department of Communities, Education and Care Regulatory Unit (WA)

Question What happened? Provide detailed information.
What is the current overall rating of the
service (you are conducting your
workplacement in) against the National
Quality Standards (as assessed by the
regulatory authority)?
The overall rating of the Giraffe is 3 out 4 stars: “Meeting National Quality Standard”
What preparations are required for the
service to be ready for a future quality
rating and assessment?
- Self-assessment
- Quality Improvement Plan
- Previous Quality Rating with results
Provide at least two digital media
references (such as a website link or social
media post) showing how you accessed
information about the NQF and NQS.
Digital reference 1:
https://www.acecqa.gov.au/sites/default/files/2020-09/NQS_AssessmentRatingInstrument.pdf
Digital reference 2:
https://www.acecqa.gov.au/assessment/materials
Provide an example of information that you
did not find in your initial searches that
What information was not available in your initial search?

Question What happened? Provide detailed information.
required you to do further research. - Self-assessment tool
Which sources did you access to find the information?
- ACECQA website
Provide an example of how you sought
assistance to clarify information you did
not fully understand related to the NQF and
NQS.
What information did you need to clarify?
I needed to clarify my understanding on how the assessment and rating is conducted
Who provided you with assistance?
Camilla, the room Leader from Preschool 1
Provide examples of how you supported
staff to understand the NQF on two
different occasions.
Attach proof to your portfolio (such as an
email, newsletter or meeting agenda)
Occasion 1:
When a colleague asked if she could go to the bathroom
How was the information you provided clear and consistent?

Question What happened? Provide detailed information.
Yes, it was clear and consistent, I reminded her that we should wait for another staff member to be available
before going to the bathroom as we were only 2 for 8 children (Toddlers) and we need to stick to the ratio as it
is part of the NQS Area 4: Staffing arrangement.
Occasion 2:
One staff member asked me questions about the NQF because it is a long document and that she doesn’t
speak English very well.
How was the information you provided clear and consistent?
I gave her simple and clear answers in English and asked another staff member that speaks the same
language to explain in Portuguese too.
Provide examples of how you supported
staff to understand legislation and
regulations relevant to the service on two
different occasions.
Attach proof to your portfolio (such as an
email, newsletter or meeting agenda)
Occasion 1:
A staff member came to me and asked where she could find the legislation and regulations applicable to
childcare centres
How was the information you provided clear and consistent?
The information was clear and consistent as I have sent her the following link after our conversation.

Question What happened? Provide detailed information.
https://legislation.nsw.gov.au/view/html/inforce/current/sl-2011-0653
Occasion 2:
After checking the website, the same staff member came back to me and said that she was a bit confused,
there was too much information on this website and it’s hard for her to find the requirements for the first aid
kits
How was the information you provided clear and consistent?
The information was clear and consistent. I took extra time after work to go through the website with her and
directed her to Chapter 4 Division 2 to find the information about it. She was doing her assessment so I
couldn’t give her the answer, but she found out straightaway.

This section provides evidence related to your self-assessment of the service against the NQS and the development of a Quality Improvement Plan
(QIP).
Question What happened? Provide detailed information.
Summarise different ways you could collect
information to assess the service against
the NQS standards and elements on a
regular basis.
Two ways to collect information from colleagues on a regular basis:
- Ask for colleagues’ daily reflections
- Talk to them during room meetings
Two ways to collect information from other staff on a regular basis:
- Organise a meeting with them
- Send them an e-mail
Two ways to collect information from children on a regular basis:
- Observe children
- Engage into conversation with children
Two ways to collect information from families on a regular basis:
- Ask away
- Conduct surveys

Question What happened? Provide detailed information.
Two ways to collect information from the community on a regular basis:
- Subscribe to the community page on Facebook
- Organise events
How did you involve your colleagues to
collect information for a self-assessment?
Attach proof of how you shared your ideas
with colleagues (such as an email, meeting
agenda or newsletter) and involved them in
the information collection process (such as
a photo of them distributing a survey,
journal of informal discussions).
Who did you share your information collection ideas with?
- Staff members
- Room leaders
- Manager
- 2nd in Charge
How did you share your ideas about how to collect information with them?
I have sent them an e-mail asking for their availability to share ideas together
How did you involve them in the information collection process?
I actively listened to their thoughts, ideas, feedback and asked more questions.
List the service’s requirements for
recording and reporting the outcomes of
your self-assessment?
What template should you use?

Question What happened? Provide detailed information.
You are NOT required to attach copies of
policies and procedures. Write the name of
the related policy and/or procedure.
Summarise related information where
applicable. Point form is acceptable.
The template provided by the centre
Which policies and procedures apply to recording the self-assessment information?
Recording self-assessment policy
Which policies and procedures apply to reporting the self-assessment information?
Reporting self-assessment policy
Provide three examples of closed
questions you asked to obtain information
for the self-assessment.
Example 1:
Where can I find the previous self-assessments?
Example 2:
Who should I talk to to get information about self-assessment in the centre?

Question What happened? Provide detailed information.
Example 3:
What is the first step I should start with?
Provide three examples of open questions
you asked to obtain information for the
self-assessment.
Example 1:
What legislative requirement changes do I need to consider?
Example 2:
How can I ensure that my self-assessment is accurate?
Example 3:
Where can I find additional information about self-assessment?

Question What happened? Provide detailed information.
Outline three active listening strategies you
used to seek information and confirm your
understanding of what has been said.
Strategy 1:
- Restate the key points I have heard and ask for confirmation or modification
Strategy 2:
- Listen to different perspectives
Strategy 3:
- Listen more rather than talking
How did you build rapport with the people
you interacted with to obtain information
for the self-assessment?
Staff
I was honest and genuine since the very first interaction
Children
I made the children comfortable in a familiar and relaxed but quiet environment

Question What happened? Provide detailed information.
Families
I have demonstrated respect and valued their thoughts and opinions (as I usually do)
Community
I have attended to community’s events prior to obtain information, as I am local it was easy as the community
also knows me outside and I always maintain good relationships with people at work and outside work

Document the information you obtained from staff, children, families and the community against the standards and elements in the NQS in the table below:
Attach proof of the collected information (such as survey results or notes you took).
Educational program and practice Findings:
Standard 1.1 Program The educational program
enhances each child’s learning
and development.
The educational program and practices currently in place at the childcare provide
the children with enough stimulation through learning practices that the educators
apply to the program that they conclude are child-centric and enhancing each
child’s learning and development. The practices and work flow we follow ensure
the expansion of each individual child’s knowledge, ideas and interests, which are
likely to have future long-term benefits for the children and how they function in
the community
Element 1.1.1 Approved
learning
framework
Curriculum decision-making
contributes to each child’s
learning and development
outcomes in relation to their
identity, connection with
community, wellbeing,
confidence as learners and
effectiveness as
communicators.
Our curriculum is based on observing the children and tailoring it to their
individual needs. We identify their strengths and interests through EYLF results
which helps us educators improve curriculum decision making and provide
feedback to the family.
We conduct a pre- enrolment interview between educators and the parents,
ascertaining the family’s needs, any specifications in their education they want
highlighted so we can establish guidelines as to how to proceed with the
curriculum. For example if the parent want an emphasis on the child being
exposed to letters or numbers, then the educators will set up activities that will
focus on this area
Element 1.1.2 Child-centred Each child’s current knowledge,
strengths, ideas, culture,
The educators engage in daily conversation with the families, which they use as
an opportunity to learn more about the children, their strengths and interests

Educational program and practice Findings:
abilities and interests are the
foundation of the program.
which are discussed in our weekly reflections and use it as a foundation to the
program. For the parents if they ask for their child to identify with their household
culture when playing or learning about their home language, such as basic terms
or numbers, we will integrate these features into their activities to help with their
development and learning. An example instilling this into the program is when
learning from reading materials to also highlight simple words in their home
language as well as English.
Element 1.1.3 Program learning
opportunities
All aspects of the program,
including routines, are
organised in ways that
maximise opportunities for each
child’s learning.
The educators ensure that throughout the program we have a good balance of
indoor and outdoor learning activity time to maximise the learning opportunities to
the child, incorporating in this time, a mixture of individual, free choice and group
activities. During these activities, educators identify individual children’s strengths
and preferences and will structure future activities to nurture these areas.
Standard 1.2 Practice Educators facilitate and extend
each child’s learning and
development.
Educators play a vital role in facilitating child’s development and learning. It
encourages them for self-reflection and analysis of their experience. On the basis
of self-evaluation and reflection, they can identify areas of improvement. For
facilitating learning and development, educators provide them proper guidance
and feedback. Feedback also helps out children in knowing their strengths and
weaknesses. It boosts their confidence and on the basis of comments, they can
develop themselves.
Element 1.2.1 Intentional Educators are deliberate, Our educators intentionally set up the daily programs so it is flexible enough to

Educational program and practice Findings:
teaching purposeful, and thoughtful in
their decisions and actions.
provide different learning experiences that will enhance the learning opportunities
of individual children. This structure can highlight the learning of the children as
throughout the day, based on conversation with either the children or the family,
the educator will then have the chance to change the activities based on more
information and provide a much more personalized experience.
Element 1.2.2 Responsive
teaching and
scaffolding
Educators respond to children’s
ideas and play and extend
children’s learning through
open-ended questions,
interactions and feedback.
When organising the children’s day, the educator includes as part of the activities,
open ended questions which promotes constructive conversation and allows the
educators to dive deeper into certain interests of the child and encourages the
children to elaborate on their points. These interactions give the children
confidence to ask for feedback from other people, whether it be from the educator
of members of the community.
Element 1.2.3 Child directed
learning
Each child's agency is
promoted, enabling them to
make choices and decisions
that influence events and their
world.
Children are encouraged to make decisions by asking for what equipment and
what they would like to learn about that day, whether it be an indoor or outdoor
activity. When a child expresses their play preferences, educators consider their
requests and observe children initiating their own education and they can see
how their choices influence the day and helps them strengthen the consequences
of their decisions. They are encouraged to direct and lead the activities
themselves with minimal educator direction so that their sense of independence is
strengthened to provide them with this mindset when interacting with others such
as family or navigating within their community

Educational program and practice Findings:
Standard 1.3 Assessment and
planning
Educators and co-ordinators
take a planned and reflective
approach to implementing the
program for each child.
Co-ordinators encourage students for self-reflection and on the basis of
evaluation of self-reflection, they access strengths as well as weaknesses of
students. Students are then being encouraged to make personal development
plan and identify ways of increasing strengths.
Element 1.3.1 Assessment and
planning cycle
Each child’s learning and
development is assessed or
evaluated as part of an ongoing
cycle of observation, analysing
learning, documentation,
planning, implementation and
reflection.
Educators assess and reflect on the children’s learning through observing speech
conversations, intellect and vision when the children are engaged in play based
programs that reflect guidelines set out in the EYLF, which assists in help the
learning development of the child
Element 1.3.2 Critical reflection Critical reflection on children’s
learning and development, both
as individuals and in groups,
drives program planning and
implementation.
The educators discuss reflections daily, whether in staff meetings or
smaller groups. In these discussion planning of the programs is mentioned
and educators collaborate to help the children and parents reach their
desired outcomes, using past experiences in activities to help plan future
plans

Educational program and practice Findings:
Element 1.3.3 Information for
families
Families are informed about the
program and their child's
progress.
Team leader inform the parents about their children’s progress in
achieving their learning outcomes, as well as just their general
status in the facility. Usually they contact them through face to
face, as the children get picked up or by other means such as
emails, phone calls and progress reports.

Children’s health and safety Findings:
Standard 2.1 Health Each child’s health and physical
activity is supported and
promoted.
It is responsibility of health and social care provider to make sure children are at
safe and secure place. They need to engage children in physical activity as
physical activity plays a vital role in improving overall health.
Element 2.1.1 Wellbeing and
comfort
Each child’s wellbeing and
comfort is provided for, including
appropriate opportunities to
meet each child’s need for
sleep, rest and relaxation.
Educators as well as health and social care providers need to make sure that
children are comfortable and they are taking proper rest, have easier access to
healthcare services and all. For this purpose, health and social care providers
conduct survey and identify that how many children are going to school, if they
are facing problems in accessing healthcare services or not. On the basis of this,
they take actions and provide shelter, food and basic needs so that their well-
being can be maintained.
Element 2.1.2 Health practices
and procedures
Effective illness and injury
management and hygiene
practices are promoted and
implemented.
Educators need to make sure that children maintain hygiene and for that they
encourage children for washing their hands before as well as after having food.
After playing and coming home from school. Children are being trained and
educated about healthy and hygiene etiquette and ways to maintain it.
Element 2.1.3 Healthy lifestyle Healthy eating and physical
activity are promoted and
appropriate for each child.
It is the responsibility of educators to make sure that children are having healthy
food and are engaging in physical activity. Educators need to make an effective
partnership with parents of children and ask them to send healthy food. Educators
encourage children about having healthy food and protect themselves from
having junk food. If there is canteen and special arrangement for food in schools

Children’s health and safety Findings:
then educators ensure that menu is based on guidelines and staff are trained in
regard to healthy eating.
Standard 2.2 Safety Each child is protected. For improving safety of children, educators need to ensure that children are being
supervised in all areas of service and for that they need to be focused and hear
sound like silence and crying when children are sleeping and when they go to
washroom. They need to make sure that children do not go to areas that is
unsupervised and restricted. Children should be taken out only when they are
with educators, their parents and nominated supervisor. During water play and
other activities, educators need to make sure that supervisors are around children
and they are well protected with resources.
Element 2.2.1 Supervision At all times, reasonable
precautions and adequate
supervision ensure children are
protected from harm and hazard
Educators can discuss about sun safety, water safety and height safety and
children should be informed with measures that they should take for protecting
against all of these. All sleeping children should be at hearing range so that they
can be protected from fall from bed and other accidents that often happen when
kids or children wakes up. As per this standard, educators need to talk with
children about safety issues along with correct use of equipment. It can help out
children in protecting themselves against injuries and accidents.
Element 2.2.2 Incident and Plans to effectively manage An educator needs to work collaboratively with associated institutes and

Children’s health and safety Findings:
emergency
management
incidents and emergencies are
developed in consultation with
relevant authorities, practised
and implemented
consultation authorities with the main aim of helping out children. The main aim of
working in a team is to protect children from incidents and managing
emergencies.
Element 2.2.3 Child protection Management, educators and
staff are aware of their roles and
responsibilities to identify and
respond to every child at risk of
abuse or neglect.
An educator has responsibility to make sure that children of all cultures and
background are safe. They are not being treated in an unfair manner. Children
should be protected from unfair treatment, discrimination, hazards and other
neglect.

Physical environment Findings:
Standard 3.1 Design The design of the facilities is
appropriate for the operation
of a service.
The designing and model of every facility have a crucial impact on its working and
operating procedures. It is important that design should be appropriate enough to
fulfil the needs of operating procedures.
Element 3.1.1 Fit for purpose Outdoor and indoor spaces,
buildings, fixtures and fittings
are suitable for their purpose,
including supporting the
access of every child.
The model of facilities is always designed by considering the purpose of the model.
The fittings and fixtures of the model should be suitable and outdoor and indoor
spaces should be appropriate enough.
Element 3.1.2 Upkeep Premises, furniture and
equipment are safe, clean and
well maintained.
It is always important to keep cleaning and hygiene in the mind for safe and well
maintained premises and facilities. Safe equipment and furniture upkeep the
maintenance and allow better access.
Standard 3.2 Use The service environment is
inclusive, promotes
competence and supports
exploration and play-based
learning.
Service environment promotes the fun-based learning. Inclusive practices help in
exploring various activities and development of skills along with healthy competition
within participants.

Physical environment Findings:
Element 3.2.1 Inclusive
environment
Outdoor and indoor spaces
are organised and adapted to
support every child's
participation and to engage
every child in quality
experiences in both built and
natural environments.
Inclusive environment provides equal opportunities to all children to actively
participate and encourage them to get engage towards development of unique
skills. The children are exposed to both natural and built environment and allows to
experience the events.
Element 3.2.2 Resources
support play-
based learning
Resources, materials and
equipment allow for multiple
uses, are sufficient in number,
and enable every child to
engage in play-based learning.
It is the organisation’s responsibility to provide enough resources so that every
child may get an equal opportunity to participate collectively. The installation of
equipment and materials should be suitable and interesting enough so that every
child will show interest in play-based learning.
Element 3.2.3 Environmentally
responsible
The service cares for the
environment and supports
children to become
environmentally responsible.
The service being provide focus on the care of the environment and supports
children also to make them responsible and conscious towards sustainability and of
preserving nature for the environment.

Staffing arrangements Findings:
Standard 4.1 Staffing
arrangements
Staffing arrangements
enhance children's learning
and development.
The arrangement and availability of staff indulge in teaching activity highly impacts
the learning and knowledge of the learners. Learning staff is directly in touch with the
children which promotes the development of skills within learners.
Element 4.1.1 Organisation of
educators
The organisation of educators
across the service supports
children's learning and
development.
The staff or educators within an institution are important assets who supports the
development and learning within students.
Element 4.1.2 Continuity of staff Every effort is made for
children to experience
continuity of educators at the
service.
Continuous efforts and effective organisation of staff is important for the better
performance of the students at academic levels. The organisation can plan for
organising some extra activities to develop the extra skills of the children in other
department.
Standard 4.2 Professionalism Management, educators and
staff are collaborative,
respectful and ethical.
Collaborative and corporative nature within the educators help in making a good
team which can plan better ideas in the field pf the development. Proper
management, respectful environment and following good cultural and ethical
practices impacts the learning positively.
Element 4.2.1 Professional Management, educators and
staff work with mutual respect
Professional collaboration is a good practice which promotes the co-educators
towards development of new skills within each other and create a helpful and

Staffing arrangements Findings:
collaboration and collaboratively, and
challenge and learn from each
other, recognising each other’s
strengths and skills.
supportive environment. Co-educators can collaborate and implement some
innovative plans for the betterment of students based on their interests and
strengths.
Element 4.2.2 Professional
standards
Professional standards guide
practice, interactions and
relationships.
Professional standards set by the organisation help students to perform the task and
activities in a professional manner. These practices help the students to develop
professionalism, they learn to establish good relationships and manners of
interactions with peers and educators.
Relationships with children Findings:
Standard 5.1 Relationships
between
educators and
children
Respectful and equitable
relationships are maintained
with each child.
It is important to have good relationships among educator and learner. This
relationship should be respectful and an educator should treat all their students
equally, without any partiality.
Element 5.1.1 Positive educator
to child
Responsive and meaningful
interactions build trusting
relationships which engage
Proper interaction between educator and learner promotes the establishment of good
and healthy relationship among them and enables them to trust each other.
Engaging and supportive behaviour of a teacher make children feel like they are

Relationships with children Findings:
interactions and support each child to feel
secure, confident and
included.
being listened and valued.
Element 5.1.2 Dignity and rights
of the child
The dignity and rights of every
child are maintained.
Every child is important and unique in its own way and deserve to be treated equally
without partiality. The treatment of the educators should always be appropriate
towards each and every child and their rights should not be ignored.
Standard 5.2 Relationships
between children
Each child is supported to
build and maintain sensitive
and responsive relationships
Inclusive practices help children to indulge in classroom activities and develop the
skills of interaction and effective communication within them. The presence of
different students with different mind sets allows students to interact and maintain
good relationships with each other.
Element 5.2.1 Collaborative
learning
Children are supported to
collaborate, learn from and
help each other.
Collaborative learning encourage students to interact with each other which develop
a supportive and helping nature among them.
Element 5.2.2 Self-regulation Each child is supported to
regulate their own behaviour,
respond appropriately to the
Behavioural learning helps the children to develop good adequate. The children are
supported and teach to regulate their behaviour for others for better communication.
Good communication also proved to be effective in resolve conflicts smoothly and

Relationships with children Findings:
behaviour of others and
communicate effectively to
resolve conflicts.
with peace.
Collaborative partnerships with families and communities Findings:
Standard 6.1 Supportive
relationships
with families
Respectful relationships with
families are developed and
maintained and families are
supported in their parenting role.
A supportive and collaborative environment within family develops a good personality
within children. Children always learn behavioural manners from their peers and
parents.
Element 6.1.1 Engagement
with the service
Families are supported from
enrolment to be involved in the
service and contribute to service
decisions.
Quality outcome within children are also measured by their way of behaving. The
active and good communication promote the establishment of respectful
relationships with families, community.
Element 6.1.2 Parent views
are respected
The expertise, culture, values
and beliefs of families are
respected and families share in
decision-making about their
The family member’s involvement highly impacts the learning of children. The culture
being flowed within a family, what they believe, how they respond to the things
contributes towards the learning and well-being of the child.

Collaborative partnerships with families and communities Findings:
child’s learning and wellbeing.
Element 6.1.3 Families are
supported
Current information is available
to families about the service and
relevant community services
and resources to support
parenting and family wellbeing.
In order to achieve this, it is important that educators and parents should discuss and
share information regarding the service operations, roles of parents and related
support services.
Standard 6.2 Collaborative
partnerships
Collaborative partnerships
enhance children’s inclusion,
learning and wellbeing.
Co-educators can share their skills and knowledge. They can plan something to
promote the development of skills, enhance learning and well-being within the
children.
Element 6.2.1 Transitions Continuity of learning and
transitions for each child are
supported by sharing
information and clarifying
responsibilities.
Effective collaboration between the professionals support the children to access and
actively participate in the events. The quality service promoted building up of good
relationships and involves with the community.

Collaborative partnerships with families and communities Findings:
Element 6.2.2 Access and
participation
Effective partnerships support
children's access, inclusion and
participation in the program.
This can be achieved by children develop the trusting relationship and confidence
towards the staff members and educators.
Element 6.2.3 Community
engagement
The service builds relationships
and engages with its
community.
The service seeks to develop the skills of interaction and give participation by
engaging in the community programs. Professionals understands and supports the
requirement of each child and inclusive practices.

Governance and Leadership Findings:
Standard 7.1 Governance Governance supports the
operation of a quality service.
Systems are responsible to manage the risk and ensure the effective operating
procedure and its management for a quality service.
Element
7.1.1
Service
philosophy and
purpose
A statement of philosophy guides
all aspects of the service’s
operations.
Effective operation of a quality service can be achieved by managing the risk and
clearly define every individual their roles and responsibilities. The better
understanding of duty to be perform supports the effective decision making.
Element
7.1.2
Management
Systems
Systems are in place to manage
risk and enable the effective
management and operation of a
quality service.
In order to provide quality child care it is important to be clear about the goals of the
service rather than the expectations and philosophies about what they believe to
achieve.
Element
7.1.3
Roles and
responsibilities
Roles and responsibilities are
clearly defined, and understood,
and support effective decision
making and operation of the
service.
Every individual indulged in inclusive learning should be clear about their roles and
responsibilities. The professional community is always good in taking good decisions
and operate the services in a proper manner.
Standard 7.2 Leadership Effective leadership builds and For establishment of better culture and good inclusive practices in an organisation, it

Governance and Leadership Findings:
promotes a positive
organisational culture and
professional learning community.
is important that the leader of the organisation should be responsible enough to take
steps and implement effective plans that encourage a good learning environment.
Element
7.2.1
Continuous
improvement
There is an effective self-
assessment and quality
improvement process in place.
It is important to assess and evaluate the learnings of the children to analyse
whether the children are learning something or not. After assessment, improvement
programs are need to be conducted to improve their performance.
Element
7.2.2
Educational
leadership
The educational leader is
supported and leads the
development and implementation
of the educational program and
assessment and planning cycle.
Educational leader is responsible to develop and implement the programs which
positively influence the learning and skills of the children.
Element
7.2.3
Development of
professionals
Educators, co-ordinators and staff
members’ performance is
regularly evaluated and individual
plans are in place to support
learning and development.
To support better development and effective learning it is important to evaluate the
performance of professionals individually and to implement different plans to find
new and unique ways in the direction of promoting the learning.

Document your outcomes according to the service’s requirements and complete the table.
Question What happened? Provide detailed information.
Attach your self-assessment report to your
portfolio.
Use this link as a self-assessment tool
https://www.acecqa.gov.au/latest-news/acecqas-new-service-self-assessment-tool
How did you make the self-assessment report
available for others to use or read?
It is necessary to be clear and critical about the goals of the self-assessment report and present an honest
feedback by highlighting the accomplishments and recollection of milestones. Making the students realise the
importance of self-assessments and how these assessments help in the growth of the students. The students
should be made aware that reports like these enable them to make effective correction and enhance building
capacity along with overall improvement of abilities.
Provide an example of how your report was
used to improve the quality of education and
care offered by the service.
A report reflecting the corrections and mistakes of a child who is poor at maths will enable the respected
teacher to be pay attention to the child and clear their concepts so that the grades of the child can improve.
Collective efforts of the teacher and the parents can improve the skills of the child by making them practice
and assessing the child on a regular basis.
Explain how you collaborated with others to
identify the strengths and weaknesses of the
service and select key focus areas in order to
develop a QIP.
Attach proof of your collaboration to your
portfolio (such as notes taken during a
meeting, photos or a brainstorming mind map)
Which stakeholders did you collaborate with?
Educational institutions are aimed at providing welfare to the students making the students the primary
stakeholders therefore in order to identify the strengths and weaknesses of a service that is provided by the
educational institution the feedbacks of the students must be considered. Consulting all facilities in the school
and monitoring of complaints registered by the students along with resolving them. The SWOT analysis of the
school should be performed by analysing the data and management systems. Different criteria such as
organisation of co-curricular activities, frequent complaints of bullying etc. should be mentioned in a feedback
form and presented to the student and these reports should be submitted anonymously so that no individual
student is targeted.

Question What happened? Provide detailed information.
How did you collaborate?
To collaborate with the students, it is necessary to share a vision and set of goals by enhancing their
confidence. Identification of group norms and development of a sense of community help the students work
their way out from a conflict as a group. It is necessary to act as an effective team leader and set some rules
so that the opinions of everyone can be on the same page. Sharing of responsibilities and learning outcomes
can guide the process of collaborative learning.
What are the strengths of the service?
The primary service that is provided by the educational institutions is to provide the students the basics of
learning and help in the overall development of the child. Some academic strengths that are beneficial for the
child are the ability to learn and accept from mistakes which is an essential life skill. Imparting kindness and
honesty are some other strengths of the services that are passed on to the child. Learning new things and the
ability to solve problems. Learning enables the students to remain more focused in life and helps them
achieve their goals.
How can the service improve?
When asked by the students, it was observed that the contents in the quality of education is very low and the
contents that are already mentioned are of very less relevance. Majority of the feedbacks imparted more
emphasis on general education rather than technical and practical education. The burden of homework and
assignments on students is lot and with abundance of homework that is given to the students, it does not
allow the students to indulge in co-curricular activities that are also very important for their growth and
cognitive development.
Which two areas should be the focus for key improvement?
Select any two of the following:
☐ Educational program and practice
☐ Children’s health and safety

Question What happened? Provide detailed information.
☐ Physical environment
☐ Staffing arrangements
☐ Relationships with children
☐ Collaborative partnerships with families and communities
☐ Governance and leadership
How have you planned for future collaboration with the stakeholders to review the QIP?
Addressing the factor that makes funding of schools a priority in order to carry out effective functioning of
school administration. Raising the standards of the teachers and addressing overcrowding that can lead to
poor quality of education being imparted to the students. Strategies such as Changing the culture of the
school by development of the staff professionals and redeployment of physical resources for implementation.
Identification of goals and objectives and conduction of assessment based on the innovative ideas of all the
stakeholders.
Provide three examples of how the key
improvements (identified during your
collaboration with others) are addressed in the
QIP?
Attach your Quality Improvement Plan (QIP)
Use this link to create your Quality Improvement Plan (QIP) – focus on TWO areas ONLY
https://www.acecqa.gov.au/assessment/quality-improvement-plans
Example 1:
Addressing the health and safety concerns of children in educational institutions helps in safeguarding the
interests that provide effective quality of education and care to the students in a safe environment.
Implementing practices that the safety of the child from the incidents, trauma or any illness. Child protections
awareness should be imparted to each and every stakeholder of the educational institution and examining the
habits of a child for emergency situations. Maintaining the dignity of the child through intellectual development
and educating the child about good and bad touch. It is necessary to make the child feel safe and for them to
be able to express their opinions to report any mishap or unacceptable behaviour. Safety related to all
aspects such as physical, psychological and transport safety should be closely observed. The visitor
management system should be checked and the background of each and every visitor and staff member

Question What happened? Provide detailed information.
should be verified.
Example 2:
Strong relationships between children and their teachers promote a sense of belongingness and enhances
the confidence of a student to do better to earn appreciation. A stronger and positive behaviour in students is
observed which results in more academic engagement and better social skills. Positive classroom
environments foster the developmental and academic needs of the child and make them more conducive
towards learning. Better learning contributes to overall development of the school and also towards the
personal success of the student. Listening to the student and empathizing with them to establish a teacher
student relationship with confidentiality. This enables the student to open up about their issues without any
fear of judgement. Being kind and polite with the students by respecting the individuality of both the parties.
Honest and kind feedbacks to ensure navigating the growth of the student in a positive direction.
Example 3:
The more the teamwork exhibited by the teachers in an educational institution, the more will be the
opportunities that students will experience. The fundamental goal of the teachers working in educational
sector is to work together towards a common goal. The main aim of the organisation is to contribute towards
the success of the child. It is necessary for the teachers to work together in a collaborative environment to
carry out facilitation of communication and transfer of important information. This transfer of information also
be the details of a child that are to be shared with one another for school database or for proper circulation of
information. Teamwork between teachers is an essential bridge that helps in the overall development of the
child and also helps achieve the institutional goal of the education. To be able to identify the strengths and
weaknesses of the colleagues encourages individuality makes the team members dedicated towards their
common goals. Customization and innovation is at its best when people are encouraging and positive. A good
relationship between teachers can foster friendships which otherwise would have not happened if not for the
workplace.

This section provides evidence related to coordinating the service for an assessment and rating. This is SIMULATED ONLY.
Question What happened? Provide detailed information.
Provide an example of how you would provide
timely advice about the assessment visit to
others. Outline how you would communicate
an assessment visit to staff, families and any
other relevant stakeholders. (20 – 30 words)
Speaking to the parents in an effective and respectful manner by keeping a positive attitude. Investing in a
two-way communication by being an active listener and involving a problem solving approach.
Explain how you would support staff to
understand the assessment and rating
process. (20 – 30 words)
Communicating about the benefits of assessment process and their importance in overall development of the
child. Being honest and direct about the process along with asking them rate it in the end to only implement
effective strategies.
Provide an example of how you would
schedule a meeting with staff to ensure
adequate preparation for the assessment visit.
(20 – 30 words)
It is necessary to communicate with the members about their schedule or for any pre scheduled meetings.
Verbal communication or a notice through which a person can be informed about the assessment visit is
required.
Provide an example of how you would
schedule a meeting with stakeholders (other
than staff) to ensure adequate preparation for
the assessment visit. (20 – 30 words)
Attach proof of a meeting invitation you
Stakeholders such as students should be informed a day prior about the meeting for the assessment they
should be asked to prepare a list of issues that can be addressed in the meeting.

Question What happened? Provide detailed information.
designed.
How would you provide information to staff
about the individual and team requirements
during the rating and assessment visit? (20 –
30 words)
Attach a meeting agenda that could be used,
outlining what needs to be discussed.
Example of how you would provide clear information about individual requirements to staff:
By emphasizing the objectives of the assessment visit and setting out clear employee expectations. Checking
in with the employees. Identifying the needs of individual employees and rewarding them with the same.
Example of how you would provide clear information about team requirements to staff:
Team requirements for staff include trust, communication and identification of role of each and every
employee. A successful communication is where teammates can communicate with one another to produce
effective decisions.
Explain how you could check for accuracy and
completion of all documentation required for
rating and assessment. (20 – 30 words)
How would you check for accuracy?
Accuracy can be checked through comparative analysis and testing the employees based on their quality of
assessment. Ensuring processing of feedback of the observer can also be considered.
How would you check for completion?
Completion of any task can be ensured by communicating with the users and conducting surveys along with
verbal interviews.
Attach: Proof of how you supported staff to understand the NQF on two different occasions ☐

Proof of how you supported staff to understand legislation and regulations relevant to the service on two different occasions ☐
Proof of how you shared your ideas to collect information from colleagues ☐
Proof of how you involved colleagues in the information collection process ☐
Proof of information collected from colleagues, staff, children, families and community relevant to a self-assessment of the
service ☐
Self-assessment report (using appropriate template) ☐
Proof of your collaboration with others to develop a Quality Improvement Plan (QIP) ☐
Quality Improvement Plan ☐
Proof of how you would provide timely advice about the assessment visit to others ☐
Proof of how you would support staff to understand the assessment process ☐
Proof of how you would schedule a meeting with staff ☐
Proof of how you would schedule a meeting with other stakeholders ☐
Proof of how you would provide information about individual requirements of the assessment visit to staff ☐
Proof of how you would provide information about team requirements of the assessment visit to staff ☐

Supervisor confirmation
The information provided by the student in their reflective journal is an accurate reflection of their actions. ☐ Yes ☐ No
Please provide comments and feedback for the student here:
The student has permission to submit the information contained within the Portfolio for the purposes of assessment. ☐ Yes ☐ No
Tick one only:
The student has permission to submit workplace documentation to support their Portfolio. ☐ Yes
The student does not have permission to submit workplace documentation – the assessor can view these files on site. ☐ Yes
Full name:
Position:
Contact details:
Signature:
Date:

Assessment Task 3C: Project Portfolio
Table 2: Supervisor Report
The supervisor needs to complete this section once all of the tasks have been completed and they have endorsed Table 1.

Supervisor report
The information provided by the student in their reflective journal is an accurate reflection of their actions. ☐ Yes ☐ No
During the activities described in their reflective journal, the student:
always worked in line with the centre’s policies and procedures. ☐ Yes ☐ No
supported staff to understand the requirements associated with the NQF and NQS as well as any other legal and regulatory requirements
in a clear and consistent manner. ☐ Yes ☐ No
shared ideas on how to collect information with colleagues and involved them in the collection of information to inform self-assessment. ☐ Yes ☐ No
asked open and closed questions and interacted with others in a way that built rapport while collecting information for a self-assessment. ☐ Yes ☐ No
accurately documented the self-assessment using an appropriate template and made the information available at the service. ☐ Yes ☐ No
collaborated with stakeholders to develop a Quality Improvement Plan (QIP) and planned for future collaboration with the stakeholders to
review the QIP. ☐ Yes ☐ No
clearly and concisely recorded all of the required information in the QIP. ☐ Yes ☐ No
Please comment on the student’s abilities related to the above skills here.

Supervisor report
Full name:
Position:
Contact details:
Signature:
Date: