Diploma of Early Childhood Education and Care
ASSIGNMENT COVER SHEET
Instructions:
- Before you start your assessment task, please read the student declaration below.
- All assignments must be submitted with this attached cover sheet.
- Assignments submitted without this cover sheet or declaration completed, will be returned to the student for resubmission.
- Please keep a copy of your assignment. Your assignment will not be returned to you.
Please submit your assignment by hard copy or email the assignment cover sheet with your assignment to [email protected]
| Email to | {email protected} |
| Qualification Code/Title | CHC50113 Diploma of Early Childhood Education and Care |
| Competency Code/Title | CHCECE019 Facilitate compliance in an education and care service |
| Student Name | |
| Student Email | |
| Trainer Name | |
| Assessment start date | |
| Assessment Due date |
| Student Declaration | ||
| I confirm: | Yes | No |
| I understand the assessment requirements to achieve competence. | ☐ | ☐ |
| I am ready for assessment. | ☐ | ☐ |
| I understand the appeals, complaints and grievance procedure (refer to Student Handbook). | ☐ | ☐ |
| (only complete if you have special needs). I have advised of my special needs and any changes to the assessment process have been taken into consideration. | ☐ | ☐ |
| The work in this assignment is my own work. I declare that this assessment item is my own work unless otherwise acknowledged and referenced. | ☐ | ☐ |
| I agree: | ||
| This assessment may be accessed by the government (Australian Skills Quality Authority, Government Funding Agencies) or representatives chosen by Alana Kaye Training (eg. Trainers, Consultant, Industry Representatives) to review the quality and marking of this assessment. | ☐ | ☐ |
| I have read, understood and accept the above conditions of this assessment.
Signature: Click or tap here to enter text. Date Submitted: DD/MM/YY |
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Cheating and plagiarism: All work submitted must be your own. If a trainer suspects that you have been involved in plagiarism, the matter will be referred to the Branch Manager or CEO. If two students submit the same or very similar assessment both students will need to resubmit their assessment.
COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
- This document is used by the Assessor to record their feedback about your assessment.
- This competency judgement record will be returned to you. If you do not agree with the judgement, students can access Alana Kaye’s complaints and appeals process.
| Qualification Code/Title | CHC50113 Diploma of Early Childhood Education and Care |
| Competency Code/Title | CHCECE019 Facilitate compliance in an education and care service |
| Student Name | |
| Assessor Name |
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
| ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable) |
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| Assessment Task Result (S = satisfactory; NS = not yet satisfactory) | S | NS |
| Assessment Task 1 – Interpreting the National Quality Framework | | |
| Assessment Task 2 – Facilitating an organisation self-assessment | | |
| Assessment Task 3 – Facilitating the development of a quality improvement plan | | |
| Assessment Task 4 – Coordinating the service for a site visit | | |
| Feedback
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| Assessment Task 5 – Workplace tasks | | |
| Feedback
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| Assessment Task 6 – Project | | |
| Feedback
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| Work Placement Assessment Component | Initial | Date |
| 120 hours Work Placement completed and verified | ||
| Third Party Report completed and verified | ||
| Assessor Observation Report completed and verified | ||
| Overall Assessor Comments:
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| Final assessment result: Resubmission result:
☐ COMPETENT ☐ COMPETENT ☐ NOT YET COMPETENT ☐ NOT YET COMPETENT
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| Assessor Name | |||
| Assessor Signature | Date | ||
| Administration Resulted | VETtrak & tracking spreadsheet updated
ACS & CJ scanned & saved Copy sent to student |
Initial:
Date: |
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| Version number: | V1 | ||
| Created by: | Catherine Bradley | Date: | March 2017 |
| Validated by: | Tanya Thomson | Date: | |
| Modification history: | |||
CHCECE019 Facilitate compliance in an education and care service
This document comprises of 2 sections:
- Section One – Unit and Assessment Overview
- Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you need to demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information about the assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment procedure that can be made to accommodate your needs and instructions to students including how to submit your assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies and work based activities. These tasks are used to demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
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SECTION ONE: UNIT AND ASSESSMENT OVERVIEW Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:
- checked and maintained compliance in an education and care service, including:
- interpreting and applying the requirements outlined in the National Quality Framework in at least one education and care service
- facilitating a self-assessment process in at least one education and care service
- developed at least one quality improvement plan, including:
- documenting and checking information for accuracy and completeness
- consulting with at least one other educator or service coordinator to review the plan
- performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of:
- how to access:
- the National Quality Framework
- the National Quality Standards
- the relevant approved learning framework
- how to interpret the relevance of framework and standards documents in guiding work in this unit of competency
- other legislation, standards and regulations relevant to the children’s services industry
- processes for engaging stakeholders in the planning and consultation stages of quality assurance
- support systems, including government and non-government consultants, resources and personnel
- best-practice principles and emerging trends in service delivery area.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
- National Quality Framework for Early Childhood Education and Care
- the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Topics Covered
The topics covered in this unit include:
- Interpreting the National Quality Framework
- Facilitating an organisation self-assessment
- Facilitating the development of a quality improvement plan
- Coordinating the service for a site visit
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the assessment task. Additional resources that you may find useful include:
- earlychildhoodaustralia.org.au
- ecareconciliationsymposium.com.au
- education.gov.au/early-years-learning-framework
- aussiechildcarenetwork.com.au
- ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are a distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
- Educational and Student Support Services
- Trainer Support
- Assessment Strategy
- Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
- answer any questions you might have about the assessment
- negotiate assessment activities if reasonable adjustment is required
- inform you of any variations to the assessment which may be required if you have any special needs or if you are a distance based learner
- assess your competency by making judgements about the evidenced presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
- give you feedback on the outcomes of the assessment process
- counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the assessment decision
- help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
In order to successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of these assessment tasks may have a series of activities or questions that you are required to complete.
Please note that at Diploma level it is expected that the questions will be answered in a manner that reflects significant understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
As a guide – each question will generally require 1 – 2 paragraphs to effectively address requirements. In some cases, this may be more. If you, in the course of answering a question, rely upon a text, document, webpage or other source of information, you must make reference to where this information came from.
- Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the assessment requirements of this qualification including:
- Student Work Placement Third Party Report
- Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum 240 hours of mandatory work placement.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 4 weeks of submission. Your Trainer will provide you with feedback about your assessment. Your result for the Student Assessment Workbook will either be:
- Satisfactory – you have successfully passed the workbook requirements OR
- Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform you of the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or redo the practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given a ‘Not Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer verbal questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements your results will be either:
- Competency Achieved – you passed OR
- Not Yet Competent.
Work Placement Guidelines
All students are required to complete 240 hours of work placement in a regulated education and care service, students must have a minimum Diploma trained staff member supervising them throughout the 240 hours.
Students need to be aware that Family Day Care can only be used as a work placement setting if the Family Day Care supervising them holds a Diploma and there are at least 3 different children aged 0-2 and 3 different children aged 2-6 enrolled on the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC50113 Diploma of Early Childhood Education and Care includes a mandatory work placement of 240 hours to cover the range of activities as outlined in the evidence requirements of the following units:
- CHCECE003 Provide care for children (if not completed in Certificate III)
- CHCECE005 Provide care for babies and toddlers (if not completed in Certificate III)
- CHCECE007 Develop positive and respectful relationships with children (if not completed in Certificate III)
- CHCECE010 Support the holistic development of children in early childhood (if not completed in Certificate III)
- CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
- CHCECE019 Facilitate compliance in an education and care service (min 120)
- CHCECE024 Design and implement the curriculum to foster children’s learning and development
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility they will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably qualified member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the candidate in the completion of their tasks.
Working with Children card (Ochre card) NT
It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to hold a Working with Children Clearance Notice. States and Territories may have different requirements and it is best to check.
For further information on NT requirements contact: Email: safent.police@pfes.nt.gov.au
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 – Australia wide callers only) or (08) 8985 8985
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed efficiently and effectively. Should you wish to lodge an appeal or complaint in relation to your assessment, please follow the Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you talk with your Trainer.
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SECTION TWO: ASSESSMENT TASKS
Before you commence this assessment, please read the student declaration on the front page. It is important that you are ready for assessment and understand the assessment process. Please speak with your Trainer if you have any questions.
Assessment Task 1
Interpreting the National Quality Framework
Purpose
This assessment task is designed to assess your skills and knowledge in interpreting the National Quality Framework.
Requirements
To complete this assessment task, you need:
- access to a children’s services environment
- access to the National Quality Framework and National Quality Standard, including the seven quality areas, the assessment and rating process, legislation and regulations relevant to the service
- access to the relevant approved learning framework to answer the questions and submit responses as directed by your trainer/assessor/training organisation.
| 1. Consider the 18 standards (1.1 to 7.3) that make up the seven quality areas of the NQS. Conduct an individual SWOT (strengths, weakness, opportunities and threats) analysis to confirm your understanding of the components of the NQF. Choose three of the 18 standards and rate how they are demonstrated in your service using the SWOT analysis framework. Provide an example to support your rating decision. For example:
Standard: 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing. Rating: Strength – this is a strength because our service always ensures that child–educator ratios are adhered to. It is a standard that is strictly adhered to and was demonstrated when additional children wanted to participate in an unplanned activity. The group of children were divided into two groups so the correct ratio of educators to children was maintained. |
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| 2. Choose one of the three standards used in the previous question. Use a method of inquiry that will confirm that staff in your service are aware of the standard and the implications relating to their roles. Provide a summary that includes:
· the standard you will address · the implications of the standard · how you will obtain feedback from staff regarding their understanding of the standard · the resulting feedback. |
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| 3. Develop a factsheet that can be displayed in the staffroom or inserted in the staff communication book to promote understanding of the standard from question 2. Include:
· the name of the standard you are focusing on · the service policies and procedures this standard links to · the Education and Care Services National Regulations this standard links to · other legislation this standard links to (check your policies). |
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| 4. Develop a portfolio of information to help other staff understand compliance in your service.
Use a variety of materials such as fact sheets, meeting plans or a frequently asked questions (FAQ) sheet. The following information must be included: · An outline of the components of the NQF with an explanation of their relevance to the service · A brief explanation of ACECQA, describing who they are, what their role is and three reasons why you may seek advice or clarification from them as the highest authority relating to the NQF · An outline of service requirements regarding the assessment and rating process, and the responsibilities of staff in the process · How to find out more information Any material you do not develop yourself must include a reference stating where it was taken from. |
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Assessment Task 2
Facilitating an organisation self-assessment
Purpose
This assessment task is designed to assess your skills and knowledge in facilitating an organisation self-assessment.
Requirements
To complete this assessment task, you need:
- access to a children’s services environment
- access to the National Quality Framework and National Quality Standard (in particular, the assessment and rating process)
- access to appropriate documentation for recording a self-assessment
- to answer the questions and submit responses as directed by your trainer/assessor/training organisation.
| 1. Choose one quality area and the corresponding elements from the NQS. Then, choose two people to interview (for example, a staff member, parent, child or community member) where your objective is to seek information about:
· whether the service is meeting the quality area you have chosen · how the service meets stakeholder needs in this quality area · how the service can be improved · what skills and knowledge are required for improvement (all of which helps you self-assess the service)? Personalise your questions so they are relevant to each individual and encourage them to provide positive and constructive information. When gathering the information, document: · who the person is · what their connection is to the service · what their comments are. Collate, analyse and document the responses according to the area of strength or weakness for this quality area. |
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| 2. Prepare and present an information display that reflects the feedback summaries and the self-assessment information you collected in Part A. The display may be a poster including photographs, a handouts or information sheet, etc. and should be suited to all stakeholders.
Include the following in your display: · Information about the quality area and element you reviewed · Results of the feedback in relation to the quality area and elements in an easy-to-read format that is appropriate to the varied audience; the display should show results against the level of performance required by the NQF, what the service is doing well and how it plans to improve · A set of interview questions that can be used to collect further information from stakeholders once they have seen the display and to add to the feedback you have already collected |
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Assessment Task 3
Facilitating the development of a quality improvement plan
Purpose
This assessment task is designed to assess your skills and knowledge in facilitating the development of a quality improvement plan.
Requirements
To complete this assessment task, you need:
- access to a children’s services environment
- access to the National Quality Framework and National Quality Standard, including the assessment and rating process
- a service’s template/proforma for a quality improvement plan
- examples of a completed quality improvement plan to use as a model
- to answer the questions and submit responses as directed by your trainer/assessor/training organisation.
Access the ACECQA QIP template at: www.acecqa.gov.au/quality-improvement-plan_1 or use the template used in your service.
Refer to your responses for Assessment Activity 2 and focus on the quality area and elements that you chose.
| 1. Complete the QIP template using the quality area and elements you focused on in Assessment Activity 2. |
| ATTACH TO THIS ASSESSMENT. |
| 2. Include:
· a summary of strengths for this quality area · key improvements sought for this quality area including the standard and/or element number and the identified issue/s · an improvement plan that includes the goal or outcome you seek, the priority this plan has, how you will achieve the goal or outcome (steps) and a success measure (how you know you have succeeded). Ensure you include best practice principles and emerging trends when focusing on key |
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| 3. Consult with your service’s educational leader and/or your supervisor to confirm that your QIP:
· correctly lists strengths · accurately identifies improvements · applies best practice principles and emerging trends in service delivery. Record the comments and feedback you receive. |
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Read the two scenarios. For each scenario, answer the three questions that follow.
Scenario 1
| Part of a QIP relates to the children’s menu. It addresses the need for a dietitian to develop a new menu and consult with parents to identify each individual child’s needs. The plan is expected to take four weeks to implement.
The parents have identified their children’s individual needs and the dietitian has been given this information to add to the menu plan. Unfortunately, she has other commitments and five weeks later has not yet provided the new menu. When the director contacts her, she says the menu will be complete within a week, and also asks for staff to let her know their individual dietary needs. |
Scenario 2
| Part of a QIP relates to the development of a new timetable for cleaning the bathroom; by the time educators are able to fit in this task during their work day, the bathroom often presents safety hazards such as slippery floors. The educators are involved in developing a more appropriate routine/timetable that meets everyone’s needs.
The next day a junior educator comes to you. She is upset as she thinks she hasn’t been cleaning the bathroom correctly and doesn’t understand how the procedure has changed. |
| 4. Identify what action you would take in each situation. Clarify if you would:
· stop the QIP in this area and reconsider the goal or steps · adjust the QIP to address any new information · use discussion, clarification, professional development and training to continue the QIP. |
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| 5. Explain why you chose this option. |
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Assessment Task 4
Coordinating the service for a site visit
Purpose
This assessment task is designed to assess your skills and knowledge in coordinating the service for a site visit.
Requirements
To complete this assessment task, you need:
- access to a children’s services environment
- access to the National Quality Framework and National Quality Standard, including the assessment and rating process that describes a site visit
- a completed quality improvement plan
- to answer the questions and submit responses as directed by your trainer/assessor/training organisation.
| 1. Undertake online research, ask experienced practitioners and use your own experience and knowledge of the assessment and rating process to assist you in developing a hints and tips brochure or leaflet to support an educator who is about to experience the assessment and rating process for the first time.
The brochure or leaflet should include: · the reason for a site visit · what educators are expected to do during a site visit · three examples of the type of questions the assessor may ask · why it is important to be prepared. |
Read the scenario, and then answer the questions that follow.
Scenario
| Your service is receiving an assessment and rating visit by an authorised officer in one week.
You are the health and safety representative and have been asked to prepare to talk for the authorised officer about health and safety in the service (addressing Standard 2.1 in particular). |
| 2. How would you inform the following stakeholders about this visit?
· Staff · Parents and families · Community members |
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| 3. Why is it important to inform all stakeholders about the visit and their responsibilities during the visit? |
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| 4. Create a schedule for a meeting you would hold to let stakeholders know about the visit. Explain when you would hold this meeting, who would attend and an agenda listing what you would discuss. |
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| 5. List the documentation you would provide to the authorised officer in relation to Standard 2.1. How would you check the documentation for accuracy and completion? How should this information be organised for the assessor to examine it? |
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| 6. What may be the consequences if documentation provided to an assessor is incomplete, poorly presented or not immediately available? |
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Assessment Task 5
Workplace Task 1
Read your services philosophy and then answer the following questions.
| 1. Identify whether it reflects the NQS, EYLF or MTOP. How do you think these components add depth to the philosophy? |
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| 2. Research the role of an educational leader. What qualification must this person hold? Are there experience requirements? Explain how you found your answer |
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Workplace Task 2
| 1. Locate the services latest assessment rating, were there areas that needed improvement? If so, discuss with a colleague what they were, and if those improvements were implemented.
Record your findings. |
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Workplace Task 3
| 1. Find out when the last organisation self-assessment was, who was involved and how was their involvement determined? |
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| 2. What were, if any, were identified as areas for improvement and how would you communicate these required improvements to staff? |
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Workplace Task 4
| 1. For this task you need to choose an area of service performance that could be improved. Record the quality area and element that are relevant to the service performance you have chosen and then complete a QIP.
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| Quality improvement plan | |
| Quality area: | |
| Strengths |
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| Element/s of weakness |
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| Identified issue |
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| Key improvement sought |
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Assessment Task 6
PROJECT
CHCECE019 Facilitate compliance in an education and care service
Purpose
The following activity forms part of your assessment of competence. You may also need to provide various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment activity is designed to assess your skills and knowledge across the whole unit CHCECE019 Facilitate compliance in an education and care service.
Requirements
To complete this assessment activity, you need:
- access to a children’s services environment and its policies and procedures
- access to the National Quality Framework for Early Childhood Education and Care
- access to relevant equipment and resources
- to complete the tasks outlined and submit responses as directed by your trainer/assessor/training organisation.
| 1. Develop an information handbook or noticeboard posters to assist staff, parents, children and/or community members to understand the National Quality Framework and the self-assessment process. Include the following information:
· The components of the NQF · Other legislation and regulations that are important to the NQF and the service · A brief description of a service self-assessment · A brief description of the assessment and rating process and its role · Who can be contacted to find out more about the NQF or if support is required |
| Students this may need to be added as an attachment. |
| 2. List three ways you can confirm that staff understand the NQF and other legislation and regulations they must comply with. |
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| 3. Using a range of methods, collect information for a self-assessment to determine the service’s strengths and areas for improvement in relation to each element of NQS Quality Area 6: Collaborative partnerships with families and communities.
Information should: · be collected from educator, a parent, a child and a community member · include both strengths and areas needing improvement · be presented in dot-point form and include any quotes made by the person. |
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| 4. Develop a schedule or plan that would explain all the actions to take when you receive notification that your service has begun the assessment and rating process.
Concentrate only on NQS Quality Area 6: Collaborative partnerships with families and communities, as detailed in your QIP. Include the actions you take: · prior to sending your quality improvement plan to the regulatory authority · prior to the assessment and rating visit, planned for four weeks’ time · on the day of the assessment and rating visit. |
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