CHC50113 Diploma of Early Childhood Education and Care
CHCECE024 Design and implement the cu
iculum to foster children’s learning and development
Student Name: XXXXXX
Student Number: XXXXXX
Assessment number: 31877/02
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Open Colleges Project Assessment
CHCECE024 Design and implement the cu
iculum to foster children’s learning and development Page 1 of 4
Getting started
The assessment tasks for this unit have been designed to allow you to provide evidence that demonstrates your competence in the unit CHCECE024 Design and implement the cu
iculum to foster children’s learning and development.
Your trainer will:
· answer any questions that you might have about the assessment
· assess your competence as required by the unit of competency, by making judgments about the evidence you have presented in line with the rules of evidence: validity, authenticity, cu
ency and sufficiency
· provide feedback on the outcomes of the assessment process.
Introduction
You are required to complete an online quiz and a project for CHCECE024 Design and implement the cu
iculum to foster children’s learning and development.
In completing the final assessments, you will show evidence of your ability to:
· develop appropriate settings and environments
· design and implement cu
iculum in consultation with others
· design learning experiences to foster children’s learning and development
· implement learning experiences to foster children’s learning and development
· assess and evaluate planned and unplanned teaching and learning.
Assessment numbe
Assessment deliverables
31877/01
Online quiz
31877/02
Project
31877/02 Project
Student instructions
To complete this assessment task, you need to create a format for monitoring and assessing children’s learning (both planned and unplanned) that reflects the principles and practices of the Early Years Learning Framework (EYLF). Your format must also include a way of recording feedback from children and families about the cu
iculum and learning environment.
Your format may be a table, grid or a pictorial image that represents a thorough and adaptable process for monitoring and assessing children’s learning.
The following reading comes from the Learner Guide for this Unit and shows examples of formats that could be used to document information about children’s learning, and to measure learning against the ELYF outcomes:
EYLF PLP e-Newsletter no XXXXXXXXXX, ‘Documenting learning 2’, The Early Years Learning Framework Professional Learning Program, http:
www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No10.pdf
Within your format, you also need to include one example of how your format could be completed by an early childhood educator in practice. The example formats in the reading above may assist you in how to provide an example.
The following must be shown in your format for monitoring and assessing children’s learning:
a) Children’s cu
ent progress/learning (planned and unplanned)
) How children’s learning will be evaluated
c) How children’s learning will be assessed against the five learning outcomes of the EYLF
d) How feedback from children and families would be included
e) Strategies for providing children with opportunities to learn and grow based on the evaluation
f) An example of how each area of your format could be completed in practice.
(Enter Response for a-f Here)
Office use only
Assessor Feedback
a.
.
c.
d.
e.
f.
Trainers Name, Date
Office use only
Assessment Feedback
Trainer & Assesso
Date
Result
Assessor Comments and Marking
Withheld or Incomplete comments ONLY section:
Open Colleges Project Assessment
CHCECE024 Design and implement the cu
iculum to foster children’s learning and development Page 1 of 5
Assessment Helper for Design and implement the cu
iculum to foster children’s learning and development
Hello
I hope you find this feedback supportive as you prepare to complete this assessment.
All the best
Georgina, from The Early Childhood Team
One day you will find yourself in a position as Room Leade
Educational Leader , where you will be responsible for keeping track of every child's learning.
How will you do this?
This assessment is asking you to create a template or format that you can use to monitor and assess each child's learning.
How you want to represent this – is up to you
Be sure to include a section for feedback from children/families
I personally like to use a table format.
It can be a great way to visually present your information.
It is easy to read, easy to track, and best of all easy for other members of your team to follow when they need to know about the whole child.
In your Learner Guide, there are readings you can refer to, to help you and even provide you with examples of how to do this.
Start here:
READ EXAMPLE 1:
Walker, L, Miller, S & Tansey, S 2016, The early childhood educator for Diploma, McGraw-Hill Education (Australia), North Ryde, NSW, pp. 245–248.
REFER TO TOPIC XXXXXXXXXXDesign learning experiences to foster children’s learning and development
READ EXAMPLE 2:
This newsletter from the Early Years Learning Framework Professional Learning Program focuses on different ways of documenting information about children’s learning, and measuring learning against the ELYF outcomes. Connor, J 2011, ‘Documenting learning 2’, EYLFPLP e-Newsletter, no. 10, Early Childhood Australia.
http:
www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No14.pdf
READ EXAMPLE 3:
REFER TO TOPIC XXXXXXXXXXPlan for ways to monitor and assess children’s learning, consistent with the principles and practices of the approved framework, ensuring that both planned and unplanned experiences are considered for assessment
REFER TO
EYLF PLP e-Newsletter no XXXXXXXXXX, ‘Documenting learning 2’, The Early Years Learning Framework Professional Learning Program
http:
www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No10.pdf
READ EXAMPLE 4: Online reading 12
‘Child Australia’, the Professional Support Coordinator in Western Australia and the Northern Te
itory.
It would be useful for you to read the entire document, paying particular attention to the ‘Partnership in Action’ section, starting on page 22.
Child Australia 2012, ‘“How To” series: Build Strong Partnerships with Families’.
https:
www.ecrh.edu.au/docs/default-source
esources/ipsp
uild-strong-partnerships-with-families.pdf?sfvrsn=6
Consultation is only possible when positive relationships have been formed between educators and families.
This reading covers establishing relationships with families, supporting children’s learning and development in partnership with families, and practical ideas for educators and families working together.
LINK: http:
www.ecrh.edu.au/docs/default-source
esources/ipsp
uild-strong-partnerships-with-families.pdf
YES, it looks like a lot of reading.
AND you will be challenged by this –
THIS IS A GOOD THING
(This is Piaget’s theory at work here)
It has been my experience that every educator will create her own format - you have to find one that works for you.
Here is just another example for you to consider – please note, only 1 LO has been included here.
All the best
Georgina
Page 4 of 4
Jackson
DOB 07/07/2014
Outcome 2: Children are connected with and contribute to their world.
WHAT DO WE KNOW?
An observation
WHERE DO WE WANT TO GO?
STRATEGIES:
EVALUATION OF LEARNING.
FEED-BACK FROM FAMILY & CHILDREN
Today Jackson noticed a new crayfish
ought in by the one of our educators.
He said with excitement, “Can I feed him! And look after him!”
Jackson displayed a great sense of respect for other living creatures in his environment.
With Jackson I would like to:
· extend on his interest of living creatures in the environment and
· become more socially responsible in regard to others in the way of fairness and respect for the environment.
I will:
· introduce more environmental aspects into our outdoor environment.
· plan to start a veggie garden where all the children can take turns in planting, watering and maintaining the veggie garden.
· Explore and spark Jackson’s curiosity with living creatures in the garden
· encourage children to listen to others, respect each other and the environment, by role modeling
Jackson shows an interested in nature and the environment.
He was interested to learn more about the crayfish.
Jackson always gives ve
al feedback to his educators when learning of things of interest.
His mother was very surprised at his interest with crayfish, as he has no pets at home.
Jackson’s parents would like to see him taking turns with the other children.
Spontaneous/Unplanned Learning: