Assessment Information - Overview
Assessment Information - OverviewStudent name:The assessment for this unit is split into sections.Theory QuestionsSupporting documentsObservationsEach section needs to be completed in full and deemed satisfactory before a competency decision can be made by your Assessor. All work must be your own, any plagiarism identified may affect your enrolment into the course. Each section has individual instructions so please check these carefully each time.The assessment sheets will track the satisfactory progress through each section while your competency declaration will be made directly into your electronic enrolment.Sections may be completed in any order under direction from your Assessor. One section does not have to be completed to start or continue working on another. Sections may be worked on concurrently.The information for each assessment section will be provided to you in advance. A proposed Due Date will be negotiated to guide you through to the completion of your assessment.If at any time you require additional support, please do not hesitate to speak to your Assessor or our office.Proposed Completion DatesBelow is a guide for when each section is due to be completed. Keep track of your progress by filling in the actual date your work was submitted.SectionProposed Due DateActual Completed DateNotesTheory QuestionsSupporting DocumentsObservationsTheory QuestionsStudent name:Instructions: Complete the answer for each question in your own words. Unless advised in the questions itself there is no specific word limit however all aspects of each question must be addressed. The size of the answer box provided does not necessarily indicate the length of the required answer.If you refer to a source document, please ensure that it is noted appropriately. DO NOT copy and paste information without referencing. You may provide documents (such as observation reports) that you have personally created to support your answers.You may write your answers on a separate sheet of paper, if so please ensure to include the question number for easy reference. You may also complete the assessment electronically.Your Assessor will verify the answers supplied through conversations held during monthly meetings, they may request you to orally recount or explain your answer.This section of the assessment is not complete until all questions have been answered in full and deemed satisfactory by the Assessor.Use only blue or black penQuestions / 1. Summarise the “Child Care Code of Ethics”.2. Provide an example of how you follow the Child Care Code of Ethics in your work role. 3. Summarise the “United Nations Convention on the Rights of the Child”.4. Provide an example of how the United Nations Conventions on the Rights of the Child influences your job role.5. Access the National Quality Framework and list which areas within it are relevant to supporting the holistic development of children?6. Access the National Quality Standards and list which areas within it are relevant to supporting the holistic development of children?7. What is the relevant approved learning framework for Early Childhood Education?8. Access the approved learning framework and list which areas within it are relevant to supporting the holistic development of children?9.Provide three examples of experiences that promote healthy early brain development for each age group.0-2 Years2 – 3 Years3 – 5 Years10. Explain how a child’s early years impacts their future educational success.11. What are development milestones?12. List the five development areas that are holistically supported during early childhood.13. Name three early childhood development theorists.14 How are development milestones used in early childhood education?15. In the below table, identify which aspect of poor early childhood development may be contributing to the identified behaviour.A child appears smaller than those of the same age. She is always tired with dull skin and partially rotten teeth.A child is always distressed and regularly naps. He has difficulty transitioning and prefers to be by pared to his peers, this child has immature behaviour. He has delayed language and social skills and is not toilet training as others his age.A child has 1 or 2 favourite toys and struggles to share.Easily attached easily to educators, this child becomes distressed during transition, even with the opening of the door. She becomes excessively distressed over minor injuries.A child appears scared, withdrawn, and unusually private for their age. You have noticed unusual bruises and marks on their body.16. Identify another life experience, (not listed above) which could interrupt a child’s early years development. Describe the potential long-term harmful effects.17. List three biological influences on a child’s development18. List three environmental influences on a child’s development.19. Describe how you support and encourage the use of home languages during your daily routine.20. Describe how you facilitate families to contribute to the learning environment.21. Explain the process of intentionally scaffolding children’s learning.22. Describe an opportunity you have provided for a child which has scaffolded their learning and development.23. List the symbol systems used in early childhood development.24. Outline a learning experience where you have encouraged children to explore symbols and patterns in their environment. Provide detail as to how the learning experience explored the relationships of patterns and symbols.-END OF SECTION-Student DeclarationI declare this my own work and that it was completed with integrity.Student Signature:Date:Theory Questions Feedback / NotesTheory Questions ResultOutcomeAssessor NameAssessor SignatureDateSatisfactory?Not Satisfactory?Supporting DocumentsStudent name:Instructions: Provide at least example of each document as listed below. If a certain number of examples are requested, please ensure all are provided. All documents provided must be your own work as directed by the context of the unit.This section of assessment is only complete once all documents have been supplied and deemed satisfactory by the Assessor.Supporting documents may be sent electronically or be provided in hard copy.#List of DocumentsDate PRovided1Family communicationsDemonstrate how children’s successes are shared with their familiesProvide:One record for each age group can include:ObservationsCommunication booksElectronic messages (text, IM, email)2Internal communicationsDemonstrate how children’s successes are shared with colleaguesProvide:One record for each age group can include:Meeting minutesCommunication booksElectronic messages (text, IM, email)-END OF SECTION--SEE NEXT PAGE FOR RESULTS-Trainer Marking NotesPlease note conversations and demonstrations completed for each provided document.1Identify the information that was shared with the family. Ensure it focuses on successes.Documents provided should be sufficient to cover all age groups (0-2,2-3,3-5)2Identify the information that was shared with colleagues. Ensure it focuses on child development and well-being. Documents provided should be sufficient to cover all age groups (0-2,2-3,3-5)Supporting documents ResultOutcomeAssessor NameAssessor SignatureDateSatisfactory?Not Satisfactory?Workplace Observations Student name:Instructions: Below is a list of tasks and activities that must be completed during this unit. These will either occur during the completion of day-to-day duties or as directed by your Assessor.Simulations may be used where it is not possible to see an activity in your workplace particularly where there is a safety concern. Should a simulation occur it will be in an industry approved setting and fully notated.Some activities may need to be repeated to ensure a full understanding and demonstration of the unit requirements. If an activity requirements pre-arrangement (direction) by the Assessor both the student and centre will be provided with adequate time to plan and agree a date for observation.Observations will occur over multiple visits to ensure the activities have been completed more than once and across multiple age groups. Assessors will provide dates and details, this includes what age group was involved in the activity, as to what was observed to ensure clear mapping back to the unit of competency.Assessors may pose “what if” questions to the student to expand on knowledge where the full range of experience is not viable to observe. Clear notes will be made on these scenarios.Supporting documents may be gathered which provide further clarity on observations made.A qualified supervisor, as identified during enrolment, may be required, depending on your enrolment type, to sign off on workplace tasks to confirm that continued practice if skills within the service are to the appropriate industry standard.Once all activities have been observed at the appropriate level a satisfactory result can be achieved.Location:Conditions:?WORKPLACE?SIMULATIONActivities / TasksObservation NotesUsing daily routines to support practicing and learning new skills.Should include:Good use of daily routine (planned and unplanned time)Correctly Selects and arranges appropriate equipmentDevelops fine motor skillsDevelops gross motor skillsAllows for choice and spontaneityIdentifies emerging skills and provides further opportunities to encourage these.Identifies links back to NQS/NQF and EYLFAssessor can collect copy of Daily Routine and Curriculum to underpin observations.Assessor to note dates and age groups as well as observations to ensure multiple occasions and developmental stages.Supports children to take increasing responsibility for their own health and wellbeing.Should include:Letting them have a drink of water when thirstyAllowing them to stop playing if feeling tired or “puffed out”XxxIdentifies links back to NQS/NQF and EYLFAssessor to note dates and age groups as well as observations to ensure multiple occasions and developmental stages.Supporting children to manage their own behaviours. Should include:providing a range of strategies so the child can make informed choicessupports to manage and express feelings appropriatelyguidance to understanding and accept responsibility for actionsage and development stage appropriatesupporting children who may be experiencing frustrationencouraging children to see mistakes as an opportunity to learnIdentifies links back to NQS/NQF and EYLFAssessor to note dates and age groups as well as observations to ensure multiple occasions and developmental stages.Interacting with children holistically, supporting their development and learning appropriate to the child’s age and abilityShould include:one-on-one interactions participates in social experiences with other childrenmodel language that children can use to:express ideasnegotiate rolescollaborate to achieve goalsprovide play choicesrespect child’s choice to watch and observeoffer encouragementoffer support and praise for all attempts and achievements promotes children’s sense of belonging and connectednessIdentifies links back to NQS/NQF and EYLFAssessor to note dates and age groups as well as observations to ensure multiple occasions and developmental stages.Support cognitive development.Should include:Providing a range of materials, resources technologies and experiencesResources and materials offered provideChallengeIntrigueSurpriseexperimentationOpportunity to explore new ideasexplores a range of conceptsAllows children to explore and problem solve Supports and initiates the inquiry processIdentifies links back to NQS/NQF and EYLFAssessor can collect copy of Daily Routine and Curriculum to underpin observationsAssessor to note dates and age groups as well as observations to ensure multiple occasions and developmental stages.Being a positive role model to children.Should include:Demonstrating care, empathy and respect forChildrenEducatorsFamilies and VisitorsEncourage to respect each other’s differencesChildren develop trusting relationships with educators and other adultsIdentifies links back to NQS/NQF and EYLFAssessor to note dates and age groups as well as observations to ensure multiple occasions and developmental stages.Model appropriate use of language.Should include:Supporting children to communicate effectively with their peersAsk questions and listen carefully to encourage growth of communication skillsprovide opportunities for group discussionsengage children in sustained conversations to extend their thinkingencourage exchanging opinions and viewsIdentifies links back to NQS/NQF and EYLFAssessor to note dates and age groups as well as observations to ensure multiple occasions and developmental stages.Select, read & tell developmentally appropriate stories.Should include:Use props (e.g. puppets) to stimulate storytelling and increase enjoyment.Involve children through open ended questionsAnswers questions to encourage participationencourage exchanging opinions and viewsIdentifies links back to NQS/NQF and EYLFAssessor can collect copy of Daily Routine and Curriculum to underpin observationsAssessor to note dates and age groups as well as observations to ensure multiple occasions and developmental stages.-END OF SECTION--SEE NEXT PAGE FOR RESULTS-Qualified Supervisor Declaration:This signature confirms that the student consistently completes the above-mentioned tasks and activities during their work day to the required industry standards.Workplace FeedbackName:Signature:Date:Workplace Observations Feedback / NotesWorkplace observation ResultOutcomeAssessor NameAssessor SignatureDateSatisfactory?Not Satisfactory? ................
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