CHC30113 Certificate III in Early Childhood Education: Workbook 3

This document is the Assessment Workbook 3 for the CHC30113 Certificate III in Early Childhood Education and Care, focusing on Workplace Effectiveness. It covers key aspects of competency-based assessment, including its principles, dimensions, and the importance of valid, reliable, flexible, and fair assessment practices. The workbook addresses topics such as legal and ethical frameworks in the workplace, including the identification of legal requirements, ethical responsibilities, and workplace improvements. It provides detailed information on reasonable adjustments for learners with disabilities, as well as guidelines on avoiding cheating and plagiarism. Furthermore, the document outlines the units of competency, performance evidence, and knowledge evidence required for various aspects of the course. The document includes instructions, case studies and other assessment methods to evaluate the student's understanding of the course material. The workbook emphasizes the practical application of knowledge in the context of an early childhood education setting.

CHC30113 Certificate III in
Early Childhood Education
and Care
Subject 3
Workplace Effectiveness
V6.0 Produced 2 September2016
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may
be reproduced or distributed in any form or by any means, or stored in a database or retrieval system
other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior
written permission of
Compliant Learning Resources.
Assessment Workbook 3

Version control & document history
Date Summary of modifications made Version
27 November 2013 Version 1 final produced following assessment
validation. 1.0
16 April 2014
1.2 – reworded question and benchmark for
assessor
1.3 – reworded question
1.8 – added Guidance for student and assessor
1.8
5 January 2015 Version 2 final produced following second
validation session 2.0
1 June 2016 Version3 final produced following third
validation session 3.0
5 July 2016
Version 4 final produced following fourth
validation session
Assessment items have been revised
Quiz types have been changed
4.0
10 August 2016 Removed assessments mapped to
CHCORG303C 5.0
2 September 2016 Converted workbook to Inspire cobranded
version. 6.0
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open in
Word you will need to hold down the Control key while clicking for this to work.
INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT?.................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING....5
The Principles of Assessment.................................................................................................. 5
THE DIMENSIONS OF COMPETENCY..............................................................6
REASONABLE ADJUSTMENT..........................................................................7
CHEATING AND PLAGIARISM........................................................................9
THE UNITS OF COMPETENCY......................................................................10
CHCLEG001 Work legally and ethically................................................................................10
CHCECE009 Use an approved learning framework to guide practice..................................11
CHCPRT001 Identify and respond to children and young people at risk..............................13
CONTEXT FOR ASSESSMENT.......................................................................14
ASSESSMENT METHODS............................................................................14
RESOURCES REQUIRED FOR ASSESSMENT.....................................................14
PRESENTATION.........................................................................................15
ASSESSMENT WORKBOOK COVERSHEET......................................................16
KNOWLEDGE ASSESSMENT.........................................................................17
CASE STUDIES.......................................................................................... 22
Case 1.................................................................................................................................... 22
Case 2.................................................................................................................................... 29
WORKBOOK CHECKLIST............................................................................35
FEEDBACK............................................................................................... 36
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INSTRUCTIONS
Some questions cover underpinning knowledge of workplace effectiveness
content and concepts. These questions are all in a short answer format. The
longer questions requiring the application of concepts are covered in the other
assessments. You must answer all questions using your own words.
However, you may reference your learner guide and other online or hard copy
resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team.
WHAT IS COMPETENCY BASED ASSESSMENT?
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the criteria
specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter in
the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level
required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly
stated for the trainer and learner. Assessable outcomes are tied to the
relevant industry competency standards where these exist. Where such
competencies do not exist, the outcomes are based upon those identified
in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of evidence
to support judgement on whether competence has been achieved. Skills
and knowledge (developed either in a structured learning situation, at
work, or in some other context) are assessed against national standards
of competence required by industry, rather than compared with the
skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The Principles of Assessment
 Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge, skills,
and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety
of delivery modes, so they can proceed through modularised
training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning, and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, and digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant
Unit(s) of Competency. For example, if the assessment was gathering evidence of the
candidate’s competency in writing, allowing the candidate to complete the
assessment verbally would not be a valid assessment method. The method of
assessment used by any reasonable adjustment must still meet the competency
requirements.
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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment means to dishonestly
present an assessment task or assessment activity as genuinely representing
your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have that
persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are merely
given as some examples. If you are unsure about whether any particular
behaviour would constitute plagiarism or cheating, check with your trainer
prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person or
organisation’s ideas or expressions as your own. This includes, however is not
limited to: copying written works such as books or journals, data or images,
tables, diagrams, designs, plans, photographs, film, music, formulae, web
sites, and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of plagiarism
or cheating:
 Always reference other people’s work. You may quote from someone
else's work (for example from websites, textbooks, journals or other
published materials) but you must always indicate the author and source
of the material.
 Always reference your sources.You should name sources for any
graphs, tables or specific data, which you include in your assignment.
 You must not copy someone else's work and present it as your
own.
 You must not falsify assessment evidence.
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THE UNITS OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential
advice for assessment of the unit of competency in the form of:
 critical aspects of evidence
 the essential skills
 the essential knowledge
An outline of the units of competency is included below. Note that some skills
that are not able to be observed in the workplace during your Vocational
Placement will be assessed utilising Case Studies and/or projects.
CHCLEG001 Work legally and ethically
This unit describes the skills and knowledge required to identify and work
within the legal and ethical frameworks that apply to an individual job role.
 Identify and respond to legal requirements
 Identify and meet ethical responsibilities
 Contribute to workplace improvements
Performance evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
 completed workplace activities in accordance with legal and ethical
requirements in at least 3 different situations
 developed appropriate responses to at least 3 different legal or ethical
issues relevant to the work role
 identified and communicated at least 2 potential work practice
improvements designed to enhance workplace responsiveness to legal
and ethical requirements
Knowledge evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
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unit, manage the task and manage contingencies in the context of the work
role. This includes knowledge of:
 legal and ethical considerations (international, national, state/territory,
local) for people working in the community services and health context,
how they are applied in organisations, how these impact individual
workers, and the consequences of breaches:
o children in the workplace
o codes of conduct
o codes of practice
o complaints management
o continuing professional education
o discrimination
o dignity of risk
o duty of care
o human rights
 Universal declaration of human rights
 relationship between human needs and human rights
 frameworks, approaches and instruments used in the
workplace
o informed consent
o mandatory reporting
o practice standards
o practitioner/client boundaries
o privacy, confidentiality and disclosure
o policy frameworks
o records management
o rights and responsibilities of workers, employers and clients
o industrial relations legislation relevant to employment conditions
of role
o specific legislation in the area of work – objectives and key
components
o work role boundaries – responsibilities and limitations
o work health and safety
 interrelationships, similarities and differences that may exist between
legal and ethical frameworks
 legal issues in the context of the work role:
o type of legal issues that arise
o ways to respond
 ethical practice in the context of the work role:
o type of ethical issues that arise
o ways to respond
 workplace policies, procedures and protocols:
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o how they are/should be developed
o processes for review, including consultation and mechanisms for
input
CHCECE009 Use an approved learning framework to guide practice
This unit describes the skills and knowledge required to enable educators to
provide children with opportunities to maximise their potential and develop a
foundation for future success.
1. Identify learning frameworks
 Apply the learning framework
Foundation Skills
The foundation skills described those required skills (language, literacy and
numeracy) that are essential to performance.
 Reading – in order to interpret and apply relevant approved learning
frameworks in the context of own work role.
The remaining foundation skills essential to performance are explicit in the
performance criteria of this unit.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. These include knowledge of:
 how to access:
o Belonging, Being and Becoming: The Early Years Learning
Framework for Australia
o My Time, My Place: Framework for School Age Care in Australia
o the relevant approved learning framework used in the service if
different from those above
 how to navigate through framework documents to find areas relevant to
this unit of competency
 United Nations Convention on the Rights of the Child
 key participants in the implementation of the relevant approved learning
framework
 organisational standards, policies and procedures.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks at least once:
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 worked collaboratively with at least one other educator to implement an
approved learning framework within an approved education and care
service, including:
 investigating and documenting at least two examples of how the
learning framework is demonstrated in the service
 researching and documenting at least one example of how each principle
of the learning framework is reflected in the service
 working closely with others and under supervision to help implement the
framework
 reflecting on and discussing practice with supervisor and others
 investigated and documented their own involvement in at least three
examples of pedagogical practices in the service.
CHCPRT001 Identify and respond to children and young people at risk
This unit describes the skills and knowledge required to support and protect
children and young people who are at risk of harm. This work occurs within
legislative and policy frameworks and carries a duty of care responsibility.
1. Implement work practices which support the protection of children and
young people
2. Report indications of possible risk of harm
3. Apply ethical and nurturing practices in work with children and young
people
Foundation Skills
The foundation skills described those required skills (language, literacy, and
numeracy) that are essential to performance.
 Reading lvl 4 - in order to read and understand forms and to make
accurate reports
 Writing lvl 4 - in order to record details of children and young people at
risk and to make reports using handwritten skills and computer skills
Other foundation skills essential to performance are explicit in the
performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks, and manage
contingencies in the context of the job role.
There must be demonstrated evidence that the candidate has completed the
following tasks at least once:
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 implemented work practices which support the protection of children
and young people, including:
 complying with regulations, legislations and duty of care responsibilities
 employing child-focused work practices to uphold the rights of children
and young people
 maintaining confidentiality
 providing appropriate responses in the protection of children and young
people
 read and interpreted the procedures for reporting children at risk in line
with organisational expectations and legislative requirements.
Assessment for these units will be assessed through completion of
Workbook Three (3) and Workbook Seven (7) in the section covering
Workplace Effectiveness.
CONTEXT FOR ASSESSMENT
To complete the assessment in this workbook, students need to have access to
their learning materials and the internet. The written questions and case
studies may be completed wholly at the student’s home, or chosen place of
study.
ASSESSMENT METHODS
Assessment for these units will be assessed through completion of
Workbook Three (3) and Workbook Seven (7) in the section covering
Workplace Effectiveness.
Workbook Three will focus on three assessment methods:
1. Written Questions – based on the required knowledge component as
described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Early Childhood
Education and Care Service and Case Study activities set out in this
workbook
Further Assessments:
Assessment Workbook Seven (7) Skills Workbook – participant must
attend a Vocational Placement.
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RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access, internet browser, MS Word, and Adobe
Acrobat Reader
 One (1) piece of multimedia recording equipment such as:
o Camcorder
o Camera
o Voice recorder
o Mobile phone or tablet
 One (1) volunteer to assist in minor role-play
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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete. Should you
have any questions regarding your assessments, or not understand what is
required for you to complete your assessment, please feel free to ask your
trainer.
Keep your answers succinct and make sure you are answering the question.
Re-read the question after you have drafted up your response just to be sure
you have covered all that is needed.
Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the grey area of the box
to begin typing your answer.
Assessments may not be processed if the above guidelines are not adhered to. To
ensure your assessment is processed as quickly as possible, please follow these
instructions.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 3
TITLE: Workplace Effectiveness
FIRST AND SURNAME:
PHONE:
EMAIL:
Read the Candidate Declaration below and if you agree
to the terms of the declaration sign and date in the
space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
1. In the spaces provided, write T if the given statement is true and F
if it is false.
T
a. The United Nations Convention on the Rights of the Child
(CRC) sets out the basic rights of children and the
obligations of governments to fulfil those rights.
T
b. By law, children must be allowed time to play because it
helps develop a wide range of skills, like problem-solving
and working with a group.
F c. One of the four fundamental principles of the CRC is to
make sure children get high marks in school.
T d. The National Quality Standards is one of the components of
the National Legislative Framework.
F e. At school, nobody else is responsible for the protection of
the children other than their classroom teachers.
F
f. Children must not be verbally abused by educators or staff
members of an education and care service facility when
they misbehave.
T
g. Staff members who are not teachers in an education and
care service facility are not covered by Education and Care
Services National Regulations’ Regulation 84.
T h. It is the right of the child to have their opinions taken into
account when making decisions.
F
i. It is important that children with disabilities are separated
from other children early on, so that they will learn to cope
with how harshly the community will treat them when they
are older.
T j. It is important to teach children to be welcoming of other
children who come from different cultures and ethnicities.
T k. Breaching the stipulations of the CRC, the National
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Legislative Framework, Education and Care Services
National Regulations, and other pieces of legislation
regarding children’s education and care services may have
legal implications for the offender.
T
l. Sometimes, ethical issues are legal issues as well. Hence,
breaching certain codes of ethics may have legal
implications for the offender.
T
m. Staff of all Education and Care facilities in Australia are
required to be aware of and understand the principles
contained in the ECA Code of Ethics.
T
n. One of the rights of children, according to the CRC, is that
they must be able to relax, play and meet with other groups
of children, as long as this does not harm others or stop
others from enjoying their rights.
2. There are several different frameworks that guide your conduct as
an early childhood educator and carer. Answer the following
questions about early childhood education frameworks.
a. Where must copies ofBelonging, Being and Becoming: The Early
Years Learning Framework (EYLF) and My Time, Our Place:
Framework for School Age Care (FSAC)be located, to be accessible to
educators? Select one (1).
√ Educators can only access copies online
Copies must be located at the centre
Educators must be given their own copy by the centre
b. All states/territories except Victoria now follow the EYLF and the
FASC. What is the name of the framework implemented in Victoria?
Write the full name below:
VEYLDF
c. Children and families are stakeholders in the development of policies
and procedures in an education and care centre. True or false?
True
√ False
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d. In each state, a Regulatory Authority will be responsible for
administering the National Quality Framework, including approving,
monitoring and quality assessing services. Identify the State or
Territory Regulator in your current location:
Your state or territory:
Regulator:
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3. List three (3) pieces of legislation that provide favourable
employment conditions for your role as an Early Childhood
Educator.
4. Identify whether or not the given scenarios are dynamics of abuse.
If they are, indicate if these are an abuse to age, gender, disability,
culture, or sexuality.
a. Maria is four years old. Her aunt often reminds her that if she tells
anyone that her aunt is secretly taking items from their house, she will
“get into a lot of trouble.” Maria believes her aunt and will lie to her
mother when asked where the missing items are.
Is this a dynamic of
abuse?
√ Yes
No
If yes, what is the aunt
abusing?
√ Maria’s age
Maria’s gender
Maria’s disability
Maria’s culture
Maria’s sexuality
b. Joshua is six years old. He loves eating sweets like chocolates and
candy, and he often tries to escape doing homework. In effect, his
mum has stopped buying him sweets, and only allows him to play
games and watch television after he has finished doing all his
homework. Joshua is upset by this.
Is this a dynamic of
abuse?
Yes
√ No
If yes, what is the mum
abusing?
Joshua’s age
Joshua’s gender
Joshua’s disability
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Joshua’s culture
Joshua’s sexuality
c. Jae Han is seven years old. His family just moved to Australia from
Korea. He does not speak very much English, so his classmates are
teaching him the English words for some school items.
Is this a dynamic of
abuse?
Yes
√ No
If yes, what are the classmates
abusing?
Jae Han’s age
Jae Han’s gender
Jae Han’s disability
Jae Han’s culture
Jae Han’s sexuality
d. Paul is a wheelchair-bound child. He is a kind boy, so the community
treats him kindly as well. Despite being a sickly child, Paul’s father
insists on bringing him out on errands even if he is not feeling well, so
that he can use the handicap parking at different establishments.
Is this a dynamic of
abuse?
√ Yes
No
If yes, what is Paul’s father
abusing?
Paul’s age
Paul’s gender
√ Paul’s disability
Paul’s culture
Paul’s sexuality
e. Alyssa is a seven-year-old girl. Her mother is a very figure-conscious
woman who was popular among the boys in her class during her
younger years. Whenever Alyssa wants to eat sweets for snacks and
dessert, her mother would often make comments like, “Don’t eat too
much. You’ll get fat and not have a boyfriend when you’re older” or
“Boys only like slim girls.” This scares Alyssa, and compels her not to
eat sweets.
Is this a dynamic of
abuse?
Yes
If yes, what is Alyssa’s mother
abusing?
Alyssa’s age
Alyssa’s gender
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√ No Alyssa’s disability
Alyssa’s culture
Alyssa’s sexuality
f. George is being raised by parents to be vegan. At some parties, the
hosts find it a hassle to prepare vegan-friendly food for George, but
the children enjoy his company. To remedy this, the parents of his
friends simply tell George that the foods they serve are vegan because
no meat is in it, despite having animal products like butter and milk.
They tell him that it only counts if it’s actual meat.
Is this a dynamic of
abuse?
Yes
√ No
If yes, what are the parents
abusing?
George’s age
George’s gender
George’s disability
George’s culture
George’s sexuality
5. Identify two (2) pieces of child protection legislation that apply to
your current State or Territory.
Current State or Territory:
Relevant Legislation (2): Children and Young People Act
2008 (ACT)
Care and Protection of Children Act
2007 (NT)
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CASE STUDIES
Case 1
Read the following scenario:
Ahmet Gadai
Ahmet Gadai is 3 years old and is one of Sparkling Stars’
newest attendees along with his sisters A’shadieeyah, age 5, and
Rawhiyah, age 7. He is the youngest child and only son of a Muslim
family that have recently immigrated to Australia.
With English being the family’s second language, you have
found this has led to communication issues and Ahmet eventually
demonstrating some frustrating behaviour in response. You have
also noticed that when the father is communicating with any of the
women at the centre, he is very domineering and aggressive in his
approach to any discussion regarding Ahmet’s behaviour. To you,
the father seems to favour Ahmet over his two older sisters, as you
have noticed he will scold the girls publicly in their mother
language but does not act in the same manner towards Ahmet.
One day, one of your colleagues referred to Ahmet as a ‘little
terrorist’. Initially, you thought it was just an inappropriate joke;
but over a few weeks, you heard your colleague say it several more
times and noticed that she tended to leave Ahmet out of class
activities where Ahmet might cause trouble.
You know there is an ethical issue to be dealt with but are not
sure how to proceed.
Think about the ethical issues involved, andthen answer the questions
that follow.
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a. Identify two (2) conflicts of interest that existin the scenario. Check
the boxes of the correct answer.
√ i. Ahmet’s father should show more respect towards women,
but he does not want to.
ii. Ahmet is not included in class activities, so that the
educator will not have to think about accommodating his
needs.
iii. Your colleagues are making jokes about Ahmet, so Ahmet
should probably learn more English to prove them wrong.
√ iv. Ahmet’s sisters should speak up for themselves, but they
are too shy.
v. Your colleague’s inappropriate actions towards Ahmet must
be addressed, but you hesitate to do so, for fear of losing
them as friends.
b. Describe three (3) considerations – internal and external – that
might influence your own ethical judgement in Ahmet’s situation.
There can be several considerations, which might influence my ethical
judgement in Ahmet’s scenario. Following are the list of three
considerations:
1. Class student’s behaviour with Ahmet is an internal point of
consideration that would compel me to make ethical judgement in
the mentioned case
2. English is the second language of Ahmet, which is why Ahmet is
not comfortable with English speaking. This might have attracted
the other students for racism. Racism is one of the biggest curses
at the educational place or at the workplace. This is one of the
factors, which would encourage me to make ethical judgement.
3. The biasness of Ahmet’s father for Ahmet might have also infused
some characteristics in him, which would have made Ahmet
unmatchable with the others. This is one external point, which
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would encourage me to make ethical judgement.
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c. Your personal values and attitudes are some of the considerations
that may influence your ethical judgment when dealing with ethical
issues.
Identify one (1) personal value and one (1) attitude, and describe
how these may influence the actions that you would take in the
above scenario.
Personal Values Attitudes
Friendliness Strong hatred towards racist
things
How this may influence my actions
I am very friendly in nature,
which encourages me to have a
friendly relation with others.
However, in case of Ahmet, it is
unethical that students are calling
him little terrorist. I have strong
hatred towards such activities.
The ongoing situation in Ahmet’s
class would compel me to take
some ethical actions if it is
possible. I am friendly to all,
which is why I would not keep on
with what is happening in the
class. Moreover, I would escalate
the issue to the school principal to
seek their help.
d. How would you take into account these personal values and
attitudes you identified in the previous question to ensure non-
judgmental practice?
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The personal values and the attitudes, which I have mentioned in
the above section, would help me in stopping the non-judgemental
practices in the class. I would first speak to other students that they
should not do such things. If things happen according to the plan, it is
well enough otherwise, I would escalate the issue to our class teacher. If
this also fails, then I must complaint to the school principal to seek help
from them.
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e. Why is it essential that you address this unethical behaviour?
Select three (3) reasons.
√ i. The child is experiencing cultural abuse. It is in the
student’s best interest to resolve the issue.
ii. Speaking out about my colleagues’ unethical behaviour will
get them fired, which they deserve.
√ iii. As part of my duty of care, it is my responsibility to take
appropriate action against unethical practice.
iv. My colleagues should not have spoken too loudly.
√
v. It is your right, as an educator, to expose the wrong
behaviour of others to children, so that they would not
follow this bad example.
vi. It is part if the Early Childhood Code of Ethics that I must
work to ensure children are not discriminated against on
the basis of their culture.
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f. Identifyhow you will appropriately resolvethesituation of your
colleague’s unethical behaviour.Write the numbers 1 to 3 on the
steps that you should follow, in order, to address the situation.
Other steps that are not appropriate measures should be left blank.
Guidance: Refer to the Sparkling Stars Grievance Procedures.Click
here.
(username: learner password: studyhard)
1
i. If the behaviour of another staff member is interfering with
your work, then advise that person of the problem directly
and try to work out a mutual resolution.
2 ii. If the problem remains unresolved, approach the Director
for advice.
iii. If the problem remains unresolved, call the police.
3 iv. If the dispute is of an extremely sensitive nature or involves
the Director, contact the parents of the child.
v. If the dispute is of an extremely sensitive nature or involves
the Director, contact senior management.
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g. A few weeks later, Ahmet’s father approaches you, very upset
about what has been said to his son. He wants to make a complaint
about your colleague.
What protocol should you follow to manage his complaint? Select
one (1).
i. Explain to him that he has no right to complain, because his
behaviour towards his daughters is unethical to begin with.
√ ii. Refer to the organisational policies and procedures for
handling complaints from parents.
√ iii. Refer to the Universal Declaration of Human Rights.
iv. Bring to his attention that a complaint can be filed against
him for unethical behaviour.
√ v. Speak to him so you can resolve the issue for your
colleague.
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h. Answer the following questions concerning the Sparkling Stars
policies and procedures for handling complaints from parents.
Guidance: Refer to the Sparkling Stars Grievance Procedures.Click
here.
(username: learner password: studyhard)
i. In case of conflict between a parent and a staff member, the parent
should first discuss the problem with the relevant staff member
concerned.
True or false?
√ True False
ii. If the parent is not satisfied with the outcome after speaking with
the relevant staff member, they may take the matter to the centre
Director.
True or false?
True √ False
iii. The Director will make the final decision in all conflicts.
True or false?
√ True False
iv. Disputes and conflicts at the centre may be avoided if… (Select one
(1).)
… the staff follows the policy “The customer is always right.”
… parents are prohibited from speaking to the staff beyond class
hours.
√ … clear guidelines are in place for all to follow.
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Case 2
Read the following scenario. In this scenario, you are a childcare
assistant at Sparkling Stars Childcare Centre, based at Cascade Peak in
your home State or Territory.
Erica Smith
It is school holidays, and the usual group of local children are
attending care. One of the children, Erica Smith, is 10 years old
and you have known her since she started attending the centre 5
years ago. You can view here:Erica’s client records.(username:
learner password: studyhard)
These holidays you have noticed that Erica is not her usual
bubbly self. She has come to the centrea few times in the same
dirty clothes she wore the day before. One day you heard her ask a
friend for some food at lunch time.
One day, when you took the group swimming, Erica did not have
her swimming costume with her. When you asked her about it, she
responded “My Dad says I’m too fat to swim”.
The next morning when Erica arrived at the centre with her
father, her eyes were red and puffy. You thought she looked like
she had been crying. That same morning, you noticed what might
have been some bruises on Erica’s upper arms when she was
playing in home corner.
Later that day, as you were preparing afternoon tea, Erica
approached you shyly, speaking very quietly. You bend down to
hear her better and she says “My Dad hurt me.”
Answer the questions that follow.
a. Record a short video, in which you must demonstrate your
response to Erica. Follow these instructions:
i. Ask a friend to act as Erica in this scenario.
ii. Set up a camera to record you and ‘Erica’ acting out the
scenario.
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iii. Begin the video recording with ‘Erica’ telling you “My Dad
hurt me”.
iv. Respond to ‘Erica’ as if you were responding to an actual
child at a childcare centre.
a. Ask open and non-leading questions that would help
you identify in what way Erica was hurt.
v. Save the file as “CHC30113-Subject3-CaseStudy2.” Use a
file format that is compatible to most computers, such
as .mp4.
vi. Submit the video file to your assessor as part of your
assessment.
vii. There is no minimum time limit, but your video must not be
more than three (3) minutes in length.
Note: If a video recording is not possible, an audio recording is
also acceptable. If you opt for an audio recording, follow
theseadditional guidelines:
viii. The tone of voice of inyour response must be appropriate.
ix. The dialogue must mention the environment or location
where your conversation with Erica takes place.
x. Use a file format that is compatible to most computers, such
as .mp3.
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b. As an assistant educator, is it appropriate for you to conduct your
own investigation into the matter?Select either yes or no, then
explain why you chose that answer.
Guidance: Refer to theSparkling Stars Procedure for
Disclosures.Click here.
(username: learner password: studyhard)
√ Yes No
Explanation:
I have the rights to investigate into the matter but to a limited
extent. It is my responsibility being the assistant educator to enquire the
actual scenario behind the issue but with prior consent from her father. I
can approach to the case within the specified limit. This is an ethical
issue and I have the rights to look into the matter to resolve it at the
earliest. If it is beyond my scope or the Erica’s father does not cooperate
to me then I would seek the help of my school principal. They might do
some significant in this case.
c. Read the Sparkling Stars Procedure for Disclosures. Then,fill out
the “Sparkling Stars Recording Form for Disclosures, Observations
of Child Abuse and Actions” form.
Click here to access the form.
(username: learnerpassword: studyhard)
Guidance: Ensure your writing is non-judgmental.
Your nominated supervisor is Jan Grant.
Assume that the date Erica spoke to you is the date today.
Submit this form along with this answered workbook.
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d. In the spaces provided, write T if the statement about mandatory
reporting is true and F if it is false.
T
i. In New South Wales, an educator has the duty to report
any sexual abuse if they suspect on reasonable grounds
that a child has suffered such.
T
ii. In Victoria, any school staff must report that a child is
suffering from physical abuse if they have reasonable
grounds to do so.
T
iii. Neglect is a form of abuse, and some states and territories
require educators to report to their nominated supervisors
if they suspect a child is being neglected.
F iv. Exposure to family violence is not a form of abuse if the
child is not being physically harmed.
F v. Suspected abuse in any form must be reported
immediately to the police.
T
vi. Early Childhood Education and Care centres will need to
work closely with a diverse range of practitioners, across a
broad array of professional disciplines.
T
vii. Early Childhood Education and Care centres will need to
work as independently as possible, to make sure that
information about their students are not disclosed.
T
viii. Consent about information regarding a child’s condition is
not essential where it is likely to further jeopardise the
child or young person’s safety, welfare, or wellbeing.
T
ix. In considering the most effective response that will ensure
the child’s safety and wellbeing, you may need to gather
information and facts. One way to do this is continued
observation.
T x. The perpetrator of abuse must be confronted immediately.
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e. Identify the steps you must take when there is suspicion that a
child is suffering from abuse. In the spaces provided, write the
numbers 1 to 4 to identify the steps to making a child protection
report.
Steps that are not relevant to making a report must be left blank.
1 i. Assess the child’s circumstance and consult your findings
with appropriate stakeholders.
ii. Regularly interview all students to find out if they are
experiencing abuse or neglect.
2 iii. Identify if there is concerns of possible child abuse and
neglect.
iv. The supervisor must call the police immediately once they
have been informed of suspected child abuse.
4
v. Further assessments may be made by Early Childhood
Education and Care workers after your supervisor has
notified them of the case of abuse.
3 vi. Notify your supervisor immediately so they can notify the
relevant Child Protection authorities in your state.
f. Fill out the “Early Childhood Education and Care Reporting Form
for Child Abuse”. Ensure the name and address of the relevant
agency is correct for your state/territory.
Click here to access the form.
(username: learnerpassword: studyhard)
Guidance: Ensure your writing is non-judgmental.
Compute Erica’s birth year so that she is presently 10
years old.
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Submit this form along with this answered workbook.
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g. In the spaces provided, write T if the statement about privacy,
confidentiality, or disclosure is true and F if it is false.
T
i. It is essential that all of your dealing and interactions
regarding the suspected child abuse is treated as
confidential.
F
ii. Unless anything is proven or there is clear physical
evidence, a disclosure from a child cannot be held with
importance.
T iii. It is lawful for two authorised bodies or agencies to
exchange confidential information with each other.
T
iv. Should two authorised agencies exchange information
concerning sensitive matters with each other, a written
record of the information must be produced.
F v. Children have no right to privacy until they are the age of
12.
T vi. Standard forms are an acceptable method of
communicating abuse information to relevant agencies.
F vii. A child needs to fill up a form first before their concerns
can be processed.
T
viii. One can uphold a child’s need for privacy by talking to
them about sensitive matters in a private place, such as a
closed office where others cannot hear the conversation.
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WORKBOOK CHECKLIST
When you have completed this assessment workbook, review the
candidate’s assessment against the checklist below:
√ The candidate has completed all the assessments in the
workbook:
√ Knowledge Assessment
√ Case Study 1
√Case Study 2
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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