CHCMGT003
CHCMGT003
Lead the work team
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 Trainer/Assessor.
© 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 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 breached
· 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 Trainer/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.
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©
ACCCO
2016
) (
CHCMGT003
Assessment
v1
) (
2
)
Instructions for assessment tasks – general information
(
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.
)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)
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 required 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 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 Trainer/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)
b. 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 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 Trainer/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
Trainer/Assessor
for
marking
at
the
next
training
session
or…
post
to:
ACCCO,
161
Brunswick
Street,
Fortitude
Valley,
QLD
4006
email
to:
[email protected])
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 Trainer/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 arrives at 7.15am and has his breakfast at the service. At about 7.30am, three more children arrive having already eaten their breakfast at home. The other 6 children arrive between 8 and 9.00am. Having all the children in the service early is new for Seiko and Megan. Until recently, they did not have any children arrive before 8, and most children didn’t arrive until between 8.30am and 9.30am.
In response to the changes in the children’s arrival 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 do. However, she said she will aim to have their group ready first at 12.45pm. Seiko and Megan are confused by this though, as the group used to have lunch by midday a year or so ago, and having lunch ready at this time was never an issue.
With the new schedule, children play indoors until morning tea, then go outside to play at 10am. They come indoors around 11.00am, have a story time and commence indoor play until around 12.30pm. However by about midday, children are restless and there are often lots of irritable behaviour though. Children seem really tired and ready for bed, however Seiko does what she calls ‘tying them over’ for another hour until they can finally eat lunch and go to bed. This involves any type of quiet activity that passes the time.
At around 12.30am, the children are taken to the bathroom where they use the toilet and wash their hands ready for lunch. However, the bathroom is also used by the younger group in the adjoining room and there is only two sinks and two toilets. This group also has a routine time involving washing hands at around this time too, so the staff and younger children are often in the bathroom at this time as well. As a result, there is often a queue outside the bathroom and quite a bit of disruptive behaviour from children waiting. When they have washed their hands, they go and sit at the table ready for lunch. Megan and Seiko often feel exhausted after the behaviours they need to manage as a result of the bathroom routine.
Only half of the children eat their lunch while others ask to go to bed, and Tien often falls asleep before lunch is served. This means that one staff member is rushing around getting beds ready and supporting children into their rest routine, while the other madly helps everyone else with lunch. There’s always lots of tears from children during this time, and often children need to be woken by family members who start pick up time at 2.30 just prior to collecting their other children from school.
OR
Case study 2
There are 20 children aged between five and twelve years in Tom and Ushi’s after school program. Both staff start work at 3pm so they can prepare for the afternoon activities, but you’ve never noticed they do this. Instead, they seem to spend this time socially chatting with each other and other staff in the service.
The school bus drops the children off at the service at 3.15pm, and Tom and Ushi insist children to do their homework before they play or begin other activities. Most of the children can complete their homework independently, except for Jessica and Bob who have additional needs. Typically Tom will work with Jessica, and Ushi works with Bob, offering any additional support to other children as need.
When children are finished their homework, they can begin playing indoors. As more and more children finish their homework and begin playing, the noise level in the room rises and this results in both Tom and Ushi reminding children
constantly to be quieter while other children finish their homework. All children generally have their homework finished by 4pm, but Jessica or Bob get so distracted with the noise, they find it harder to complete their homework.
Afternoon tea is served at 4.30pm. This seems to be the earliest that Tom and Ushi can be ready even though there often are complaints by families about how late they eat and as a result, children don’t eat their dinner. Tom and Ushi have dismissed this complaints thinking there is no way they can organise morning tea earlier.
To serve afternoon tea, Ushi pushes two long tables together so that all the children can sit around the same long table. The children help themselves to the sandwiches and drinks while Ushi takes the opportunity to write up program notes and Tom gets the next activities prepared. Once again, the children are left independently to eat, and when the noise begins to rise, then Tom or Ushi intervene to remind them to quieten. Tom comments to Ushi, “some days all I feel like I do is tell them to be quiet!’
The children have usually finished eating by 5pm and have another half an hour until they must start packing away. Generally they head outside at this time, but it does depend on the weather and season. In winter, it is often getting dark by the time they manage to finish homework and afternoon tea. Most children are collected between 5 and 5.30pm with the last child leaving at 6pm. The only exceptions are Monica and Josh whose parents work at the local school and usually pick them up about 4.20pm.
Your role is to contribute to and promote effective work practices with staff using either case study 1 or case study 2. Answer the following questions:
1. What issues have you identified that are not allowing the service to meet the philosophy statement? List as many issues as possible and include legal and ethical frameworks
The following are the issues that have been identified:
· The UN Convention on the Rights of the Child forbids this practice.
· They also contradict the EYLF, NQF, and My Time, Our Place Guidelines. Children come at 3.15 PM, and Tom and Ushi begin their turns at 3 PM.
· Tom and Ushi do not undertake any planning, set up the afternoon programs, or prepare afternoon tea.
· Children arrive to the service and immediately begin working on their assignments (they are not allowed to play until they have finished their tasks). Jessica and Bob, two children with special difficulties, require assistance with their schoolwork.
· Tom only assists Jessica and Ushi just helps Bob, with the other children receiving some assistance. When the kids finish their homework, they may only play indoors, which makes the room noisier.
· Tom and Ushi are often reminding the kids to keep quiet.
· The majority of schoolwork is finished by 4 p.m., but Jessica and Bob are distracted by the ruckus and finish later.
· At 4.30 p.m., afternoon tea is provided.
· Mothers have protested that afternoon tea is given too late and that their children do not eat supper at home.
·...