Assessment Workbook 10 - Compliant Learning Resources · Assessment Workbook CHC50113 Diploma in...

Assessment Workbook

CHC50113

Diploma in Early Childhood Education & Care Children’s behaviour and

inclusion

V2.0 Produced 13 February 2015

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pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources.

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Assessment Workbook 10 Version No. 2.0 Produced 13 February 2015 © Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

16 May 2014 Version 1 final produced following assessment validation. 1.0

16 October 2014 Revised benchmark answers – Q1, 2, 3, 7, 10, 11 Revised question – Q7, 9

Mapping to Learner Guide

1.1

13 February 2015 Version 2 final produced following second assessment validation

2.0

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TABLE OF CONTENTS

This is an interactive table of contents if you are viewing this document in Acrobat clicking on a heading will transfer you to that page. If you have this document open in Word you will need to hold down the Control key while clicking for this to work.

TABLE OF CONTENTS ................................................................... 3

INSTRUCTIONS ........................................................................... 4

Requirements for satisfactory completion ................................................................. 4

COMPETENCY BASED ASSESSMENT ................................................ 4

Obtaining Competency ............................................................................................... 4

THE UNIT OF COMPETENCY .......................................................... 4

CONTEXT FOR ASSESSMENT .......................................................... 6

REASONABLE ADJUSTMENT .......................................................... 6

PRESENTATION .......................................................................... 8

Things to Consider:..................................................................................................... 8 If submitting your assessments please ensure that ................................................... 8 Answering the Questions: ........................................................................................... 8

ASSESSMENT WORKBOOK COVERSHEET ......................................... 9

WRITTEN QUESTIONS ................................................................10

PROJECT 1: ESTABLISH AND IMPLEMENT PLANS FOR DEVELOPING

COOPERATIVE BEHAVIOR............................................................ 34

PROJECT 2: PROMOTE INCLUSION AND RESPECT DIVERSITY ............. 42

PROJECT 3: PLANNING THE INCLUSION OF CHILDREN WITH ADDITIONAL

NEEDS ..................................................................................... 47

ASSESSOR CHECKLIST ............................................................... 53

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INSTRUCTIONS

The questions in this workbook are divided into two categories.

These questions are all in a short answer format. The longer questions requiring

creative thought processes are covered in the case studies assessment. You must

answer all questions using your own words. However you may reference your

learner guide to complete this assessment.

Requirements for satisfactory completion

For a ‘satisfactory’ result for each component of this workbook, all tasks must be

addressed to a ‘satisfactory’ standard. It is important you;

a) Provide responses using complete sentences, making direct reference to the

question.

b) Specifically address all parts of the question providing examples where

appropriate.

COMPETENCY BASED ASSESSMENT

Competency based assessment focuses on whether you are able to perform the task

to the standard expected in the workplace. It relies on you providing evidence that

supports your claim of competence. This evidence is in the form of your completion

of the assessments set for each unit.

Obtaining Competency

Once you have submitted your completed assessments, your Assessor will judge the

evidence to determine your competence. To be deemed competent in each unit, you

are required to achieve a satisfactory result for all of the assessment components that

make up that unit. Where a ‘not yet satisfactory’ judgement is made, you will be given

guidance on steps to take to improve your performance and provided the opportunity

to resubmit evidence to demonstrate competence. Once a ‘satisfactory’ judgement

has been made on all components for a unit, you will be deemed ‘competent’ in that

unit.

THE UNIT OF COMPETENCY

Each unit of competency can be unbundled to reveal two key assessment

components:

1. the performance criteria SAM

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a. specifying the required level of performance

2. the evidence guide

a. Describing the underpinning knowledge and skills that must be

demonstrated to determine competence. It provides essential advice for

assessment of the unit of competency in the form of:

i. critical aspects of evidence

ii. the essential skills

iii. the essential knowledge

The associated assessment tool in this kit covers all of these components as detailed

in the matrix to follow.

Competency standards

Assessments

Un

it 1

Un

it 2

Un

it 3

Un

it 4

Assessment 1

Assessment 2

Assessment 3

Assessment 4

Assessment 5

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CONTEXT FOR ASSESSMENT

Students are required to have access to a training organisation to meet assessment

requirements completed in actual training environments with real vocational

learners within specific training contexts.

Evidence should be gathered in the workplace as specified in projects requiring

candidates to facilitate or participate in assessment practices with actual vocational

learners and training organisation personnel in real training environments.

REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning and assessment for learners

with a disability - November 2010 - Prepared by - Queensland VET Development

Centre

Reasonable adjustment in VET is the term applied to modifying the learning

environment or making changes to the training delivered to assist a learner with a

disability. A reasonable adjustment can be as simple as changing classrooms to be

closer to amenities, or installing a particular type of software on a computer for a

person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability

have:

the same learning opportunities as learners without a disability

the same opportunity to perform and complete assessments as those without a

disability.

Reasonable adjustment applied to participation in teaching, learning and

assessment activities can include:

customising resources and assessment activities within the training package

or accredited course

modifying the presentation medium learner support

use of assistive / adaptive technologies

making information accessible both prior to enrolment and during the course

monitoring the adjustments to ensure learner needs continue to be met. SAM

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Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been

specifically designed to assist people with disabilities in carrying out daily activities’

(World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice

recognition software, alternative keyboards, devices for grasping, visual alert

systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not

impact on the standard expected by the workplace, as expressed by the relevant Unit(s)

of Competency. E.g. If the assessment was gathering evidence of the candidates

competency in writing, allowing the candidate to complete the assessment verbally

would not be a valid assessment method. The method of assessment used by any

reasonable adjustment must still meet the competency requirements.

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PRESENTATION

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have

any questions regarding your assessments, or not understand what is required for

you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read

the question after you have drafted up your response just to be sure you have

covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not

adhered to. To ensure your assessment is processed as quickly as

possible, please follow these instructions.

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ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK: WORKBOOK 10

TITLE: Children’s behaviour and inclusion

FIRST AND SURNAME:

PHONE:

EMAIL:

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space

provided.

By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : Signature: Date:

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WRITTEN QUESTIONS

INSTRUCTIONS TO STUDENT

The questions in this workbook are divided into two categories.

Written Questions: These questions are all in a short answer format.

Case Studies: These are longer questions requiring creative thought processes are

covered in the case studies assessment. You must answer all questions using

your own words. However you may reference your learner guide, and other online

or hard copy resources to complete this assessment.

You must attempt all assessments satisfactorily to achieve an overall award of

competent.

Re-read the section on Plagiarism and Copying in the front of your

Assessment Workbooks.

If you are currently working as part of an Early Childhood Education/Child Care

team, you may answer these questions based on your own workplace. Otherwise

consider what you should do if you were working as part of an Early Childhood

Education/Child Care team you may refer to Sparkling Stars as an example.

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1. Access a copy of the NQF (National Law & National Regulations), the NQS and the EYLF. Identify two (2) relevant

sections/standards/elements/principles/practices/outcomes of the NQF, NQS and the EYLF that relate to:

Developing cooperative behaviour plans

Strategies for the inclusion of all children

Work in partnership with families to provide appropriate education and care for children

Plans for developing cooperative

behaviour Inclusion of all children

Work in partnership with families to provide appropriate education and

care for children

National Quality Framework

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National Quality

Standards

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The EYLF

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2. For each age group shown below, list one (1) behaviour expectation and one (1) strategy to support that behaviour.

Age Group Expectations of Behaviours Strategies to Support Behaviour

Infants

(0 - 12 months)

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Babies

(12 - 24 months)

Toddlers

(2 - 3 years)

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Preschoolers

(4 - 5 years)

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“Educators avoid reinforcing inappropriate/undesirable behaviour. For

example, they might ignore the behaviour if there are no direct or immediate

dangers associated with the behaviour. Alternatively, they might remove

children who are behaving inappropriately from situations that have triggered

that behaviour.”

Source: Guide to the EYLF pg54.

3. In approximately 200-250 words, reflect upon and describe how your own values

impact upon your viewpoint and attitude towards appropriate and inappropriate

behaviours in Early Childhood Education and care environments.

Guidance: Describe your own stance on, and attitude towards appropriate

and inappropriate behaviours. You may consider questions such as:

What do you think is appropriate and what isn’t? Why?

What do you consider to be correct methods for encouraging appropriate

behaviour and discouraging inappropriate behaviour? Why?

Consider your cultural or family norms, and how your family’s child-rearing

practices may differ from that of others. You may also wish to refer to specific

appropriate and/or inappropriate behaviours in your answer.

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4. Different family styles of discipline and beliefs about behaviour in different

cultures and social groups affect you in your role as an educator at an Early

Childhood Education and Care centre.

a) Explain how you may be affected within your role.

b) Describe one (1) approach to minimising the negative effects of cultural

difference.

c) Describe two (2) cultural/family differences in relation to styles of discipline

and beliefs about behaviour.

Guidance: You may wish to refer to the Child Care in Cultural Context study

to inform your response.

a)

b)

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c)

5. Describe two (2) relationship-based strategies you can use to help children learn about behaviour.

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6. Behaviours of concern.

a) List two (2) different factors that can contribute to a child’s behaviours of

concern.

b) Why is it important to identify the factors that contribute to behaviours of

concern?

a)

b)

7. When developing behaviour management plans for children you will need to

consider the Early Childhood Australia (ECA) Code of Ethics and the United

Nations Convention on the Rights of the Child (CROC). Explain in your own

words how each of the following will affect your approach to developing

behaviour management plans:

a) Early Childhood Australia (ECA) Code of Ethics

b) United Nations Convention on the Rights of the Child (CROC)

Guidance: Identify specific parts of the Code of Ethics and CROC that will

affect your approach, and explain how you will incorporate these into the

development of behaviour management plans.

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a)

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b)

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Assessment Workbook 10 Version No. 2.0 Produced 13 February 2015 © Compliant Learning Resources Page 47

PROJECT 3: PLANNING THE INCLUSION OF

CHILDREN WITH ADDITIONAL NEEDS

For this project, you will need to develop and implement one (1) Inclusion Support

Plan for a child attending your vocational work placement.

Before beginning this project, discuss with your supervisor which child with

additional needs would be best to observe and to develop an inclusion support plan

for.

Discuss with your supervisor whether a “Permission to Observe” form will be

necessary. If it is, ensure you complete the form from the service with the

parent/guardian of the child before starting with the project. Submit this

requirement to your assessor together with your assessment.

Is there a need for a Permission to Observe form from the child’s

parent/guardian?

☐ Yes

☐ No

If yes, submit the form together with the rest of the requirements for this project.

Provide the file name of the uploaded Permission to Observe form:

Filename:

Important:

There may be steps in each of the tasks below that require the consent of the

child’s parent/guardian, as well as the staff in the centre. Coordinate with your

supervisor to ensure that consent is provided by relevant people as necessary.

Names of the child and his/her parent/guardian and/or the staff may be

changed to protect their privacy and maintain confidentiality of the child,

his/her family and/or the centre’s staff.

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Assessment Workbook 10 Version No. 2.0 Produced 13 February 2015 Page 48 © Compliant Learning Resources

Task 1: Develop a plan for support and inclusion

Before commencing this task, consult your supervisor regarding children having

additional needs attending your vocational work placement. Additional needs

include any of the following:

Children having additional needs may include needs due to:

o Language difficulties

o Physical, sensory or developmental disability

o Health problems

o Behavioural or psychological disorders

o Family circumstances and needs

o A child recently arrived in Australia from a different culture

o A child whose culture is different from the culture at the centre

o Child at risk

o Unknown diagnosis

o Known diagnosis

o Cultural/religious practices

o Communication difficulties

o Giftedness

Children experiencing communication difficulties which may be due to:

o Trauma, violence and crises

o Disabilities (e.g., hearing, visual, speaking)

o Health problems and disorders

o Learning problems

o Deprivation of sensory stimulation

Additional needs relating to behaviour and emotions

o Level and type of social interaction with adults and other children

o Anxieties and aggression

Download the Inclusion Support Plan template in Sparkling Stars website (Username:

learning Password: studyhard).

A. Investigate a child’s barrier to learning

Step 1: Investigate the child’s barrier(s) to learning. Barriers include

environmental, attitudinal and individual challenges that the child faces. Review

relevant files and conduct short interviews with people in the centre who are

involved in the care of the child to be able to gather relevant and current

information and establish the child’s background, which may include:

Family information, including cultural background

Health needs

Services accessed by the child

Child’s strengths, interest and abilities SAM

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http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/course-resources-chc30113-certificate-iii-in-early-childhood-education/

Assessment Workbook 10 Version No. 2.0 Produced 13 February 2015 © Compliant Learning Resources Page 49

Additional needs

Step 2: Use data gathered to form an accurate and holistic understanding of the

child’s barrier to learning and his or her needs. Summarised the information

gathered in the Background Information section of the Inclusion Support

Plan and fill out the sub-sections.

Also, include a brief description of the investigation you have undertaken, i.e.,

Who are the people consulted? What are the files reviewed? Etc.

B. Develop a plan for support and inclusion

Step 1: Based on the background information you have gathered, set at least two

(2) goals that are realistic and achievable within the time the child is in the

service. In setting the goals, consider the child’s abilities, his or her personal

goals, interests and health status in the context of the child’s cultural values,

needs and requirements.

Step 2: Once you have set the goals, consult with other professionals and the

family in designing strategies to meet the child’s needs, address the identified

barriers and achieve the goals. Each goal must have a set of strategies to be

implemented.

Determine who should be responsible for the implementation of the strategies.

Follow the service’s policy and procedure with regard to consultation with family

members.

All throughout the consultation ensure that communication occurs within a

culturally and linguistically responsive framework.

Step 3: Identify the resources available in the service, as well as additional

resources needed for the implementation of strategies.

C. Review and suggest adaptations to service delivery to meet the needs

of the child

Step 4: Describe how the service adapt its environment and routines to provide

inclusion and support of children. Review the service’s procedures and/or

practices on inclusion and suggests how these procedures and/or practices can be

made more specific to ensure the inclusion of the child.

Include in your suggestions additional resources or sources of information that

will assist early childhood educators in developing and adapting the centre’s SAM

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