CHCECE022
Promote children’s agency – Assessments
CHCECE022
Promote children’s agency
Assessment Tasks
(Learner Copy)
Student Name
Unit Date Started
Unit Date Submitted
Traine
Assessor Name and Signature
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CHCECE022
Promote children’s agency
Student Name
Unit Submission Date
Unit Submission Date (2nd)
Unit Submission Date (3rd)
Assessor Feedback
To be returned with feedback to student after marking
Australian Careers College Pty Ltd
37, Gregory Street, Parap, NT- 0820
Ph: : XXXXXXXXXX
1/48 Woods Street, Darwin NT- 0800
XXXXXXXXXXParamatta Road, Petersham NSW- 2049
CHCECE022 Promote children’s agency
Written by Aspire Training and Consulting Copyright © 2018
Authorised use: Australian Careers College
This book is protected by copyright and may not be reproduced or copied in part or in whole nor used for financial gain without the express approval in writing of the owner (Australian Careers College) of the copyright
TERMS AND CONDITIONS
Submitting your evidence portfolio
You are recommended to seek the advice of your assessor when putting together your evidence portfolio in order to confirm that you have provided sufficient evidence of competency.
You should note that your evidence portfolio must be retained by the Registered Training Organisation for audit purposes and will not be returned to you. If you wish to keep any evidence, you should make a copy prior to submission for assessment. You are advised to make sure you clearly label each answer and task and complete all sections of each assessment.
If possible, you should also submit copies of any workplace documents that may be relevant to this unit of competency. In this case you will need to gain approval to provide the copies from your employer.
Ownership and plagiarism
You are advised by accepting these terms and conditions you have declared the evidence that you submit is your own work or the result of your own research. By signing the declaration below you acknowledge your assessment is your own and contains no material written by another person except where due reference is made.
Note that if you quote any source in your evidence, you must provide a reference to the source in order to ensure that you do not
each Copyright legislation. You need to be aware that a false declaration may lead to the withdrawal of a qualification.
Re-submission of your evidence portfolio
If your evidence meets the requirements of the unit of competency you will be assessed as Competent (C) in this unit. If your evidence does not meet the requirements of the unit of competency you will be assessed as Not Yet Competent (NYC). If you are assessed NYC, it is important to discuss your re-submission with your assessor as you will be given two opportunities only to revise and re-submit your evidence portfolio.
Declaration by Learne
I confirm that the evidence that I have presented is my own work and/or the result of my own research. It contains no material written by another person except where I have stated the source. I am aware that a false declaration may lead to withdrawal of a qualification.
Learner name (please print)
Learner signature
Date
Heade
© Aspire Training & Consulting
2
Elements and Performance Criteria
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish a learning environment that reflects children’s interests
1.1 Provide opportunities for children to plan and/or modify their indoor and outdoor environments
1.2 Design indoor and outdoor environments that are vi
ant, flexible and support children’s learning
1.3 Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child
1.4 Provide materials and resources that are natural and familia
1.5 Give children access to materials and resources that provoke interest
2. Provide opportunities that stimulate learning and development
2.1 Allow children to direct their own play and leisure experiences with peers
2.2 Create possibilities for peer scaffolding
2.3 Encourage children to gain skill and competence by persevering with a developmentally significant activity
2.4 Create opportunities for learning through play and intentional teaching
2.5 Support play experiences initiated by children
2.6 Organise routines in ways that maximise opportunities for each child’s learning
3. Design, implement and evaluate learning experiences for children
3.1 Use children’s observations and their views to guide the program
3.2 Develop the cu
iculum in consultation with educators and stakeholders
3.3 Design and implement learning experiences to foster learning and development, and to reflect children’s interests
3.4 Ensure the program is sufficiently flexible to respond to unplanned children’s interests
3.5 Assess and evaluate planned and unplanned teaching and learning
3.6 Ensure the program provides opportunities to follow-up activities of high interest
4. Support children to participate
4.1 Consult with children about the experiences and materials to be made available
4.2 Acknowledge each child’s uniqueness in positive ways
4.3 Support children’s efforts, assisting and encouraging as appropriate
4.4 Develop awareness and respond to children who may require additional support or attention
4.5 Encourage each child to participate in a variety of experiences
4.6 Demonstrate respect for a child’s choice not to participate
Recognition of Prior Learning (if applicable)
RPL Evidence Guide
Students who require RPL or accelerated progression must produce verifiable documentary evidence of their competence in the following competency standards:
CHCECE022 Promote children’s agency
Student’s name
Assessor’s name
Date enrolled
Please see your assessor for an RPL kit, to be completed and presented to your assessor with required evidence. An appointment will then be set for a competency conversation. Your assessor will explain all evidence requirements for this unit of competency.
Suggested evidence
· Letter from cu
ent/previous employe
· Answers to written questions
· Answer to oral questions
· Practical demonstration
Action
Assessment plan agreed
Student handbook supplied
Support materials provided
Invoice supplied
Language / Literacy / Numeracy needs discussed
Special/particular needs discussed
Appeals process explained
Overview on assessment procedure explained
Pre-evaluation of job conducted
Copy of evidence provided
RPL Evidence Guide
Additional requirements
Student’s signature
Date
Assessor’s signature
Date
Learning checkpoint 1
Establishing a learning environment that reflects children’s interests
Part A
Read the case study, then answer the questions that follow.
Case study
Keira, three years old, attends your service. She is interested in numbers and letters, and has a high level of counting and pre-reading skills due to her interest. She enjoys including numbers and letters in most of her activities and can recognise the numbers 1 to 99. She knows the letters of the alphabet and recognises some marketing symbols, such as Coles and Big W. Keira is now reading simple words and provides a story with her drawings.
Until recently, Keira had been grouped with children that are not as advanced as she is in numeracy and literacy. You have spoken to your supervisor because you feel that Keira’s indoor and outdoor activities may need to be adjusted.
Question 1
Describe four experiences you could create for Keira that would provoke her interest, be responsive to her abilities and support her learning. Include:
one indoor experience
one outdoor experience
one experience that includes natural materials
one experience that includes familiar materials.
Question 2
Choose one of the experiences you described. Explain how you would ensure it was presented in a vi
ant way.
Question 3
Choose one of the experiences you described in question 1. Explain what you might say and do to let Keira know she is able to modify the experience.
Part B
Choose one of the following learning theories:
ehaviourist
social cognitive
cognitive
constructivist.
Describe how the theory influences the way you design indoor and outdoor environments. Reflect on how the theory:
encourages you to be responsive to children’s interests and abilities
encourages you to allow children the opportunity to plan and/or modify their environment.
Learning Checkpoint One
Learner
name
Student Numbe
Unit
CHCECE022 Promote children’s agency
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me
Yes No
I have received information about the unit of competency
Yes No
I understand the type of evidence to be collected
Yes No
The appeals system has been explained to me
Yes No
I have informed my assessor of any special needs that may need to be considered during the assessment
Yes No
Learner signature
Date
Result of assessment - Assessment 1: Written Test
Attempt No 1: S NYS
Attempt No 2: S NYS
Attempt No 3: S NYS
The learner’s overall performance was XXXXXXXXXXSatisfactory Not Yet Satisfactory
Feedback to learner on overall performance
Assessor signature
Date
I intend to lodge an appeal on the above decision
Yes No
Learner signature
Date
Learning checkpoint 2
Providing opportunities that stimulate learning and development
Part A
Consider the routine of snack time, including preparation, eating and cleaning up.
Question 1
Provide one example of how each of the following are considered during snack time to promote children’s learning and development.
1. Time
1. Space
1. Materials and equipment
1. People
1. Safety
Question 2
How might peer scaffolding occur during this routine?
Question 3
List the tasks in this routine that may require a child to persevere.
Question 4
Choose one task that requires children to persevere during this routine and describe one way you might support them.
Part B
Describe a time when you have supported children to implement an idea they have initiated. Include:
the original activity children were involved in
how the children expressed their ideas
the materials or resources you gathered for the idea to occu
the resulting activity or experience.
Part C
Demonstrate how you have made changes to existing activities or experiences to stimulate learning and development.
Question 1
Describe a time when you have allowed children to direct their own play and leisure experience with their peers. Include:
the original activity or experience
what the children did
what the outcome was.
Question 2
Describe a time when you have implemented intentional teaching. Include:
the original activity or experience
what happened to initiate your intentional teaching
the intentional teaching that you provided
why you decided to apply the intentional teaching.
Learning Checkpoint Two
Learner
name
Student Numbe
Unit
CHCECE022 Promote children’s agency
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me
Yes No
I have received information about the unit