Lead the work team
© ACCCO 2016 XXXXXXXXXXCHCMGT003 Assessment v1 XXXXXXXXXX2
Please note: This document is not designed for double sided printing.
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
© ACCCO 2016
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
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:
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
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
eginning 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 XXXXXXXXXXor email XXXXXXXXXX
Additional information about obtaining help is outlined in the Learning Guide for this unit.
© ACCCO 2016 XXXXXXXXXXCHCMGT003 Assessment v1 XXXXXXXXXX3
Instructions for assessment tasks – general information
This unit is assessed both in theory and practice. This means that you will need to complete both the theoretical assessment
(assessment of your knowledge) as well as a practical assessment in an approved workplace (assessment of the application of
your knowledge and your skills)
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.
Assessment of theory
Assessment of theory is the first stage in the assessment phase. This is Part A and Part B of your assessment. You will be
equired to complete this before attempting the practical assessment.
Details of your assessment items are included in the pages to follow. Please ensure you read these carefully, complete all
sections as directed.
Once all parts of your theoretical 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
equirements, 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.
Maintain confidentiality at all times. Use first names of children only; refer to Educators by the role they hold rather 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.
Assessment of practice
Once you have completed the theory assessment, you can commence on the assessment of practice. This is Part C and Part D
of your assessment and is outlined on the ‘On the Job Assessment’ page. For many assessments, Part B of this unit will provide
tasks to be completed on the job which will lead to the On the Job assessment.
Assessment of practice includes completion of various tasks outlined on the:
1. A Supervisor Report completed by your workplace supervisor
2. The Observation Report completed by the ACCCO Traine
Assessor during his/her visits with you at the service.
Please ensure this is available to them on their visit
Depending on your training contract, a training plan report may need to be completed
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
- post to: ACCCO, 161 Brunswick Street, Fortitude Valley, QLD 4006
- email to: XXXXXXXXXX
© ACCCO 2016 CHCMGT003 Assessment v1 4
Part A – Written answers
Instructions to the student:
The following questions have been designed to obtain your knowledge in relation to the Assessment Requirements for this unit. Therefore,
please read the question carefully, and answer it in full (unless otherwise instructed by your ACCCO Traine
Assessor). Your responses
should aim to demonstrate that you have acquired the knowledge and skills required to be deemed competent in this unit.
Please refer to the Learning Guide if you need to extend you knowledge and skills to successfully answer the question.
You’ve just accepted a new job at Jorantown Children’s Service, and as part of your role you will be working in a leadership
position involved in managing the service’s operation.
Jorantown is located in the outskirts of a capital city where there is a high population of Asian families. Only half of the service
families have English as a first language, where the remainder speak Cantonese, Thai, Khmer and Korean. Half of the staff
speak one of these languages at home too. The service caters for children between 6 weeks and 12 years in centre based care.
You have been working on a range of improvements in the service. You read the philosophy which states “The service provides
a calm and relaxed environment where children can be nurtured and learn to their potential”. It also states they work “to meet the
National Quality Standards carefully through quality service practice” However this is not what you are seeing in some rooms.
Choose one of the following case studies to work with for part A of this assessment.
Case study 1
The children in Seiko and Megan’s group are between two and three years of age. Tien a
ives at 7.15am and has his
eakfast at the service. At about 7.30am, three more children a
ive having already eaten their
eakfast at home. The other
6 children a
ive between 8 and 9.00am. Having all the children in the service early is new for Seiko and Megan. Until
ecently, they did not have any children a
ive before 8, and most children didn’t a
ive until between 8.30am and 9.30am.
In response to the changes in the children’s a
ival times, Seiko and Megan spoke to the service cook and together decided
to move morning tea from 10.30am to 9.30am. They tried to move lunch earlier too, but the cook doesn’t think this can
happen much earlier than the usual time of 1pm as there’s lots for her to