CHCECE019
CHCECE019
Facilitate compliance in an education and care service
Please note:
· This unit requires students to implement activities outlined in the unit outline over a period of not less than 120 hours of work in an ACECQA approved service.
· Spaces provided are for TYPED ANSWERS ONLY. Insufficient space has been provided for handwritten answers. Please attach additional paper for handwritten answers.
· Prior to attempting this assessment, please ensure you have read the Learning Guide for this unit and/or have completed training with an ACCCO Traine
Assessor.
© ACCCO 2018
This publication is copyright to ACCCO, Brisbane Queensland, Australia. With the exception of fair dealing for the purpose of private study, research, criticism or review as permitted under the Copyright Act 1968, no part may be reproduced without written permission.
About this assessment
This Unit of Competency forms a part of the CHC Community Services Training Package. All components of this document meet the defined requirements by both the Australian Skills Quality Authority (ASQA) and the CHC
Training Package. If you would like additional information about this unit…
· To access the Unit of Competency details, type the unit code in… https:
training.gov.au/Search
· For ACCCO’s mapping documents against the Unit of Competency criteria, contact ACCCO Head Office.
ACCCO’s approach to assessment
General information about assessment is found in the Student Handbook. This includes details about:
· Types of assessment
· Copyright and plagiarism, including action taken if this is
eached
· Access and equity, including adjusting assessment for students with disabilities
· Appealing results, including the process to be taken
Please ensure you have a full understanding of the information in the Student Handbook before commencing this assessment.
If there is additional information specific to this assessment, it will appear in this document under the specific assessment item.
Resources needed for this assessment
Access to documentation or resources may be required for assessment of this Unit of Competency. This list is outlined in the beginning of the Learning Guide or provided in class for this unit. All documents selected are available for free download from various recognised authorities.
To complete the on the job requirements, students will need to be working in or completing vocational placement in an approved workplace with an appropriate supervisor. Please consult the ‘Instructions for on the job assessment” page in this document for specific information.
Obtaining additional assistance
If you need help at any time, please contact your ACCCO Traine
Assessor. Where this person isn’t available, please contact head office on phone 1300 139 406 or email
[email protected]Additional information about obtaining help is outlined in the Learning Guide for this unit.
CHCECE019 Facilitate compliance in an education and care service
© ACCCO 2018
CHCECE019 Assessment v3
p 2 of 18
Instructions for assessment tasks – general information
Combined Assessment
Assessment of this unit is a project involving assessment of knowledge and skills in the workplace.Please note: Every assessment task must be marked as satisfactory in order for overall competency to be achieved.
No formal recognition can be awarded for partial completion of the unit eg just completing theory.
Details of your assessment items are included in the pages to follow. Please ensure you read these carefully, complete all sections as directed. This will include…
· Part A and B: Complete these task/s described in the workplace. You will be demonstrating your ability to understand what to do (theory) as you complete the workplace tasks (practice).
· Part C: Your Supervisor will complete this report while observing what you complete in parts A and B
· Part D: Your ACCCO Trainer will complete this report when observing you after completion of parts A, B and C.
Once all parts of your assessment are complete, it is your responsibility to:
1. Keep the copy of your assessment until you graduate from this qualification. ACCCO has strict measures to protect all assessment items, however acknowledges circumstances which cannot be controlled (such as postal loss, technical, fire or accidental damage) contribute to the loss of student work. Due to meeting legislative and/or contract requirements, ACCCO may ask for a copy of an assessment item at any time until graduation, and students will need to comply with that request. Students who did not keep a copy of assessment items for any reason will need to re- complete the assessment to meet their assessment obligations.
2. Sign the “Declaration of Authenticity” found on the “Overall Assessment Report” (last page of this document) and ensure you include this when submitting your assessment. Your ACCCO Traine
Assessor will not accept your assessment unless this has been provided. Signing this form indicates:
a. The assessment is your own work (please read the policy on “Plagiarism” in our Student Handbook for details of what happens if it isn’t your own work)
. That a copy has been kept by you as per point 1 above. Please also…
· Maintain confidentiality at all times. Use first names of children only; refer to Educators by the role they hold rather than by name; and say “at the workplace” rather than specifically naming the title of the workplace.
· Appropriately acknowledge other people’s work by using a Harvard referencing style. For example when quoting work, say “Smith (2000:11) states….” and then place the full reference at the end of your assessment: Smith L., (2000) Children at Play, 4th edition, Lang Publishing Australia. Plagiarism is not acceptable in any form.
· Abide by copyright legislation in reproducing work.
Submitting this assessment:
Please ensure you have completed the box at the top of the “Overall Assessment Page” (the last page of this document) and sign the declaration, then submit this entire document to your ACCCO Traine
Assessor for marking at the next training session or…
· post to: ACCCO, 161 Brunswick Street, Fortitude Valley, QLD 4006
· email to:
[email protected]Assessment task
Your task for this assessment is to facilitate compliance in an ACECQA Approved Service. Please note: It is a requirement of this unit to implement practice over 120 hours, so this assessment will take some time to complete. Ensure you have read the entire assessment before commencing. Early decisions made in this assessment will impact on later tasks.
Choose one Quality Area of the cu
ent National Quality Standards to work with throughout this entire assessment. The choice of Quality Area should be made in consultation with your supervisor and it must be a Quality Area where you are allowed access information about practices that exist (including documentation) to guide a Quality Improvement process for the entire service. Where possible, it should also be a Quality Area where you can implement the Quality Improvement Plan you will develop. However if the Quality Improvement Plan cannot be implemented for any reason, then you can still proceed but additional assessment tasks will apply.
What Quality Area have you chosen? 1 2 3 4 5 6 7 Ensure you have a thorough understanding of the Quality Area before continuing.
Part A – Training session
Develop, implement and evaluate a face to face training session for other staff on the Quality Area you have chosen. This session must be for no less than 15 minutes and may be presented with either…
· A whole group of staff – for example, at a staff meeting where all staff attend; o
· A small group of staff – for example, with the two staff members in one room; or with the staff who hold a common role such as the lead educators; or those that only work with children under 2; o
· One on one with a staff member – for example, for a new staff member commencing at the service; where someone has requested or needs additional training; or where only one person is effected by a particular part of the Quality Area.
How you design and implement the training session can be up to you and you may use whatever strategies are most appropriate to the audience’s needs and topic of the Quality Area. For example, you may include demonstrations, a PowerPoint presentation, discussions, checklists, activities, resources, handouts and/or similar. Regardless of the strategies used, the session must be as interesting and informative as possible, and needs to provide:
· An overall picture of how the Quality Area fits within the National Quality Framework. This can include links with the National Law, National Regulations and/or the Approved Learning Framework/s as appropriate
· Information about any other legislation that impacts on the implementation of that Quality Area eg Child Protection legislation, or Work Health and Safety legislation
· The overall picture of what the Quality Area aims to address
· How the Quality Area impacts on the day to day operation of the service and their job role. For example, the service’s philosophy, policies, procedures and practices that are addressed by the Quality Area and/or how the staff that will need to be involved in its delivery.
· A method to confirm the staff’s understanding of the Quality Area requirements.
Please note: Your ACCCO trainer will be assessing your ability to interpret the requirements of the NQS and the Quality Area though your presentation, as well as your ability to provide information effectively to other staff. Ensure you have made this very clear as you continue.
1a) Provide a
ief plan of your training session. If you prefer, you may attach your own plan.
Learning goal
Educational programs and practice
Audience
All the staffs
Day/time/location for session
School premises
Brief description of what you will do during the session
An overview of the Quality Area's position within the National Quality Framework. Information on any other laws that has an influence on the implementation of that Quality Area, such as Child Protection legislation, the goal of the chosen Quality Area, how it affects daily performance, and a mechanism to ensure that all employees are aware of the cu
ent procedure.
Resources
1b. Deliver your training session to the staff involved, then provide a description of what occu
ed. Also include any evidence of implementation. For example, you can provide a transcript of what you said; an explanation of how you went about demonstrations; a copy of the presentation with a description of how you presented it; completed checklists or activities and how/when they were used; copies of handouts with a description of how they were used and what you said. This should be in enough detail so your ACCCO Trainer can understand exactly what occu
ed during your session. Remember to ensure you show your understanding of the NQS and Quality Area.
Tell the trainees what you will be covering. Begin your session by giving a quick summary of the major elements of the training topic. Inform them of the facts. Explain essential points, go over policies, show processes, and communicate any other information learners need to know throughout the major section of the session. Tell them what you have said. Finish with a recap of your initial overview. To aid trainees in grasping and remembering knowledge, use repetition. Before showing a multimedia segment, always describe what the trainees will see. By advising trainees on what to look for and remember, this technique improves the learning environment. Explaining the multimedia's aim ensures that its information is received effectively. Make use of as much hands-on experience as feasible. The most effective training affects learning via all of the senses. Demonstrate and apply teaching ideas to help students have a better understanding of the subject. Testing should be done periodically. When students are aware that they will be questioned, they are more likely to pay attention to the subject. Testing is an objective method of determining if training objectives were met.
Trainees should be involved. For instance, invite participants to offer their thoughts on the training topic. Many of the trainees are seasoned professionals with great information to share. Hearing about their coworkers' experiences with the subject, rather than simply the trainer's lecture points, can help all trainees get more out of sessions. Hearing a variety of voices adds variety and interest to the sessions. All of your sessions should include time for interaction. Before responding to a question, repeat it. This approach guarantees that all participants are aware of the question so that they can comprehend the response. Analyze the session as it progresses. Always be on the lookout for the most effective solutions. When you find a new approach or method that the group likes, make a note of it in your training materials so it may be added to the training outline and utilised in future sessions.
Maintain the flow of your session. Begin on time and end on time. Do not cause a disruption in class by waiting for latecomers. Maintain a strict timetable for the lesson and do not stray too far from it. Allowing people to talk about anything they want may lead to some interesting tangents, but do not allow them take over. Ask whether there is enough interest in that issue to...