CHCECE022 Promote children’s agency – Assessments CHCECE022 Promote children’s agency Assessment Tasks (Learner Copy) Student Name Unit Date Started Unit Date Submitted Trainer/Assessor Name and...

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CHCECE022 Promote children’s agency – Assessments CHCECE022 Promote children’s agency Assessment Tasks (Learner Copy) Student Name Unit Date Started Unit Date Submitted Trainer/Assessor Name and Signature This page is left intentionally blank 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: : 08 8981 9619 1/48 Woods Street, Darwin NT- 0800 586-590 Paramatta 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 breach 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 Learner 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 Header © 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 1.1Provide opportunities for children to plan and/or modify their indoor and outdoor environments 1.2Design indoor and outdoor environments that are vibrant, flexible and support children’s learning 1.3Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child 1.4Provide materials and resources that are natural and familiar 1.5Give 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 2.6Organise 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 curriculum 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 current/previous employer · 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 vibrant 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: behaviourist 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 Number 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 Satisfactory 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 occur 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 Number 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