Candidate’s Name
Qualification	CHC50113 Diploma of Early Childhood Education and Care
Cluster	Providing care and building relationships
Units	CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE005 Provide care for babies and toddlers CHCECE009 Use an approved learning framework to guide practice
Assessment Tasks	Mapping	Satisfactory	Assessor Initials
All units		Satisfactory (S)	Not Yet Satis- factory (NYS)
Task 1	X		S	NYS
Task 2	X		S	NYS
Task 3	x		S	NYS

Candidate’s Declaration

I confirm that all evidence submitted by me for assessment is the product of my own work, (unless otherwise stated), and contains no material previously published or written by another person, except where due reference is given in the text.

Reasonable Adjustment

Is there any Reasonable Adjustment applied according to Skilled Up Reasonable Adjustment Policy?

No	Yes (provide detail below)

Student Signature:	Trainer’s Signature:

Assessors Feedback



Overall Assessment Outcome	Competent
Competent (C)	Not Yet Competent (NYC)
	C	NYC
	C	NYC
	DD	MM	YY
Resubmission arrangements if NYC	Date

Assessor’s declaration

I confirm that the above-named candidate has satisfied all requirements of this unit of competency. I have informed the participant of the assessment decision.

Assessor’s Name:
	DD	MM	YY
Assessor’s Signature	Date

*Results can now be entered into VETtrak

Key Information

Qualification/s

Code & Title

CHC50113 Diploma of Early Childhood Education and Care

Prerequisites

None applicable

Units of Competency

Providing care and building relationships addresses the following units of competency.

Code & Title

CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE005 Provide care for babies and toddlers CHCECE009 Use an approved learning framework to guide practice

Audience

Job seekers volunteering in the industry, and individuals already in the industry.

Information relating to assessment tasks in this cluster

This is a summative assessment tool. Your completed assessment tasks will provide evidence for your assessor to determine whether you have successfully performed and satisfied all of the requirements to achieve competency.

Each task has clear, explicit instructions on where, when and how to perform the criteria indicated, and what evidence must be submitted by when to be successful. The task will indicate how you will need to prepare, the resources you will need use, how long the task will take and the support that is available.

Assessment tasks should only be completed after the workshop/training related to this unit/cluster/topic has been completed.

Questions and Answers
For which units do I need to demonstrate competency?	Code & Title CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE005 Provide care for babies and toddlers CHCECE009 Use an approved learning framework to guide practice
How do I demonstrate competency?	Complete the assessment tasks in this assessment kit. Assessment tasks may include knowledge questions, demonstration, projects, case studies, gathering workplace documents into a portfolio of evidence, etc. Submit the evidence requested in this assessment kit and by your facilitator/assessor. If you do not understand what you are required to do, please ask your facilitator/assessor.
What will be assessed and what is the benchmark?	You will be assessed in all areas of the unit of competency to ensure you meet the objectives of the unit. Benchmarks will vary depending on the assessment. All evidence requirements will be provided in the assessment task instructions.
Do I complete all assessments at once?	Your facilitator/assessor will direct you to commence an assessment task when it relates to a unit or cluster topic.
What resources will assist me to complete the assessment tasks?	Your responses to assessment activities might be drawn from: Knowledge gained in your training The learner guide provided Additional reading and research both within and outside the workplace Practical workplace experience Personal experience

What are some tips that will help me to complete my assessment tasks?	Use a variety of resources to research and compile your responses e.g. reference material, the internet, club policies and procedures, etc Ask for feedback and clarification from your facilitator/assessor if needed Read tasks and questions carefully Keep answers succinct and to the point Review your work – go back and read your responses after you have finished
What is reasonable adjustment?	Reasonable adjustment is the adjustments made to an assessment task by a facilitator when required, to accommodate the diverse needs of students. Reasonable adjustment can only be made if it does not affect the validity and fairness of an assessment. Any reasonable adjustment or alternative tasks will be outlined in the assessment tool. Guidelines will be provided as to what is permissible and under what conditions.
Who is the assessor?	A qualified assessor determines whether you have the required skills and knowledge to be deemed competent in each of the units of competency.
Who will assess me?	A qualified assessor determines whether you have the required skills and knowledge to be deemed competent in each of the units.
Where will the assessment take place?	This will vary depending on the assessment. Assessment may take place in the classroom, in the workplace and may be completed in your own time. This information will be included in each assessment task and can be clarified by your facilitator.
What is the assessment process?	Carefully read the instructions for each assessment task. Make sure you understand what is required. Complete each assessment task as directed by your assessor. Once you are satisfied with your assessment and are ready to submit your work: Sign and date the Candidate Declaration page. Submit the completed task to your facilitator/assessor by the designated date.

Assessment Checklist

As part of the Cluster assessment, you must complete the following:	Tick
All assessment tasks in this assessment kit	r
The Candidate Declaration	r

Assessment Task 1: Written Questions

Purpose of the task To progress towards demonstrating application and competency in the unit: CHCECE003 Provide care for childrenCHCECE007 Develop positive and respectful relationships with childrenCHCECE005 Provide care for babies and toddlersCHCECE009 Use an approved learning framework to guide practice

Criteria The assessment task will demonstrate your ability to: Provide physical care and activities to stimulate babies, toddlers and children Settle and comfort babies, toddlers and children in various situations Create a healthy and safe supporting environment which caters for the needs of all babies, toddlers and children Develop relationships with babies, toddlers and families maintaining their respect and dignity Access, interpret and apply learning frameworks

Time frame This task will take you approximately 1-2 hours. Assessment conditions This assessment is an open book assessment You may ask for clarification on any question, but the facilitator may not provide you with any hints or the answers. Assessment task To demonstrate the skills and knowledge required to support and encourage children’s oral communication skills in an inclusive classroom you are required to undertake the following: Answer the series of questions in the task Each question will require no more than 2 or 3 sentences to answer.

Assessment Task 1 – Written Questions

List three (3) things you need to take into consideration when selecting language styles for working with children.

Explain the importance of communicating positive and realistic behavioral expectations to children and their families.

Why is it important to involve children in learning limits for inappropriate behavior?

List three (3) ways in which you would encourage a child to consider new ideas and interests?

Explain how you would consult and interact with a child regarding their interests.

How would you encourage a child to respect similarities and differences in other children?

List three (3) ways in which you can support a child’s decision making process.

Rest is an important part of a child’s care. Explain how you would establish an environment to encourage rest or sleep.

List three (3) things you can do to assist children with hygiene.

What do you need to take into consideration with toilet accidents and why is this important?

List three (3) nutritional needs of a child and how these can be met.

How can you as an educator provide opportunities for children to develop health and hygiene practices?

Explain the importance of involving children in the food preparation process.

List three (3) important things you should do to encourage children to complete tasks themselves.

Kayla, will often start crying when told it is nearly pack up time for the morning or afternoon activities. What are three (3) things you need to take into consideration when responding?

List three (3) things the Childhood Code of Ethics’ states that you should do to build a strong

relationship with children’s families.

Explain why it is important to create a welcoming atmosphere and invite families to join in from time to time.

a. What communication do you need to have with children’s families?

b. How often should this happen?

If a family member has a concern about a child how would you handle it?

All childcare centres have policies and procedures in place to ensure the correct care is given to children. Explain how you would reach an agreement with a family member who may not agree with centre policies.

Explain how you can meet the nutritional and physical needs of a baby.

How can you tell if a baby is:
- In pain

Hungry

Tired

b. Why does this have a positive impact for a baby/infant?

25. All babies have routines, explain two (2) ways in which you would familiarise yourself with these.

Explain three (3) things you would do to create a safe and secure environment for a child to play safely without always relying on adults to assist them.

How would you settle a distressed baby?

What temperatures should hot and cold food be stored at?

Why is it important to use only licensed and approved equipment?

What is the definition of a baby / infant?

How should you dress a child when they want to go outside on a hot day?

Which websites and sources can you find information on the frameworks relevant to your role as an educator?

Explain the difference between the Early Years Learning Framework and the Victorian Early Years Learning Framework.

Explain one way in which the framework can be implemented to support children’s learning, and

if you were unsure of anything how you could find out?

Explain one of the principles and one of the practices from the EYLF and how they assist in

children’s learning.

Explain how the principle and practice selected in question 36 can be implemented with the assistance of your colleagues.

How would you encourage physical movement in children?

Why is it important to participate with children in physical play?

Where would you access the National Quality Standards?

Where would you access the National Quality Framework (NQF)?

Where would you access the relevant approved learning framework for your state?

How would navigate the frameworks to find the information you are looking for?

Briefly explain the United Nations convention on the rights of children.

Explain why it is important to create an environment that is similar to children’s home lives and

their local community?

Explain the steps to changing a baby’s nappy.

List three (3) safe food handling practices?

How can we stop infections spreading?

Name two (2) key stakeholders in the implementation of the Early Years Learning Framework.

Assessment Task 2: Projects

Assessor instructions

Criteria The assessment task will demonstrate the participant’s ability to: Provide physical care and activities to stimulate babies, toddlers and childrenSettle and comfort babies, toddlers and children in various situationsCreate a healthy and safe supporting environment which caters for the needs of all babies, toddlers and childrenDevelop relationships with babies, toddlers and families maintaining their respect and dignityAccess, interpret and apply learning frameworks

Timeframe Your assessor will provide you with a due date: Assessment task To demonstrate the skills and knowledge required to create a safe working environment for themselves and others the participant is required to undertake the following: Create the information postersComplete the incident report formComplete a self-review

Assessment conditions

You are to complete all parts of the assessment.
- You can be as creative as you want with posters
- You may produce the poster electronically if you prefer but must attach a printed copy
- You may ask the assessor for clarification on the tasks
- You must submit the task on or before the due date

Project 1

This assessment task requires you to create a PowerPoint presentation or staff handbook. This handbook/PowerPoint is to be given to new staff in the centre and should assist them in carrying out their job effectively. It will need to be detailed enough for them to be able to carry out a range of tasks and it should also refer them to other sources to gain further information.

There is a large volume of information that is needed to care for children, and it should all be included where possible in the presentation/handbook. You may give overviews of particular aspects, but you will then need to refer them to further resources to gain deeper understanding.

The presentation can include pictures, websites, and words to educate the new worker but remember you are being assessed on the content rather than the creativity.

Your presentation/handbook will need to cover at a minimum all of the following important information. You can present the information in the format of your choice, paragraphs, lists, tables or bullet points are all acceptable. You do not need to write pages and pages of information, but you need to demonstrate your understanding of each of the following points and why they are important in the childcare centre.

Tips for completing Certificate III commercial cookery logbook

Give a brief overview of the following categories and their subcategories: ROUTINES

Assisting children with toilet training
- Supervising and engaging with children at mealtimes
- Settle new arrivals and cater for family’s needs too
- Assisting children transitions in and out of childcare, e.g. moving from one experience to the next and moving from play to lunch time.
- Meeting children’s routines

CHILDREN’S EXPERIENCES/ACTIVITIES

Frameworks and their implementation
- Incorporating local community traditions and ways of living
- Give an overview of the following:
- Involving yourself in play and interactions with children
- Importance of challenging indoor and outdoor play for children
- Involve children in construction their own play
- Encourage story sharing
- Importance of challenging indoor and outdoor play for children

ENVIRONMENT

Providing safe areas for babies indoors and outdoor
- Appropriate clothing for children
- Planning, implementing and reviewing physical activities for children in line with the National Physical Activity Guidelines for Australians
- Safety indoor and outdoor including a good balance of lighting
- Sleep and rest
- Feeding babies and accommodating breast feeding mothers

RELATIONSHIPS/COMMUNICATION

Building a relationship with babies
- Respect and consider the cultural backgrounds of children
- Guide Behaviour
- Communicating with families
- Modelling appropriate behavior and its importance
- Communicating with children and respond appropriately to their feelings
- You could use the Child Care Code of Ethics for this

HEALTH

Promoting health and wellbeing
- Oral Health
- Sudden Infant Death Syndrome
- Immunisations

The following sources of information will help you complete this project:

Participant guides for this cluster
- Industry experts
- Books
- Websites
- Early Childhood Australia Code of Ethics
- Staying healthy in childcare 5th Edition

Below are a couple of examples for you to use as a guide:

Text Box: Communication

Communication is vital in children’s development, it assists in development of their oral skills and also allows the child to feel included in the group. To communicate well with a child we need to:

• Get down to their level
• Listen to them
• Be interested in what they say
•
• For more tips and techniques: http://www.earlychildhoodaustralia.org.au/emotional_foundations_for_learning/communicati ng/communication_and_relationships.html

Project 2

You are to write a short report on how the learning framework has been used within your childcare service. Your report should be informative so that parents could read and get a better understanding of the service. Your report should be no less than 500 words. All writing must be original, copy cut and paste from the internet will not be deemed completed. Your report should address the following criteria:

At a minimum 2 examples of how the learning framework is used in the service
- Explain how the framework incorporates the United Nations Convention on the Rights of the Child
- Explain what policies and procedures have been developed to maintain the implementation of the learning framework
- Explain how the each of the following principles and practices of the framework have been applied in your service

The National Framework Principles

Secure, respectful and reciprocal relationships
- Partnerships
- High expectations and equity
- Respect for diversity
- Ongoing learning and reflective practice

The National Framework Practices

Holistic approaches
- Responsiveness to children
- Learning through play
- Intentional teaching
- Learning environment
- Cultural competence
- Continuity of learning and transitions
- Assessment for learning

Explain how you have on three separate occasions implemented three of the practices above in your service. You will need to discuss:
- Which practice you applied
- How you applied it
- Why you applied them
- How it impacted the children in your care
- What do you feel you did well when applying this
- What you would do different the next time you applied it.

Assessment Task 3: Observations

Purpose of the task

To progress towards demonstrating application and competency in the unit:

CHCECE003 Provide care for children
- CHCECE007 Develop positive and respectful relationships with children
- CHCECE005 Provide care for babies and toddlers
- CHCECE009 Use approved learning framework to guide practice

Criteria

The assessment task will demonstrate the participant’s ability to:

Provide physical care and activities to stimulate babies, toddlers and children
- Settle and comfort babies, toddlers and children in various situations
- Create a healthy and safe supporting environment which caters for the needs of all babies, toddlers and children
- Develop relationships with babies, toddlers and families maintaining their respect and dignity
- Access, interpret and apply learning frameworks

Location

In the workplace

Timeframe

Your assessor will provide you with dates and times for both observations.

Assessment task

To demonstrate the skills and knowledge required to create a safe working environment for themselves and others the participant is required to undertake the following:

Carry out their daily tasks in a safe and responsible manner in accordance to services policies and procedures.

Assessment conditions

You may ask the assessor for clarification on the requirements
- Assessor will not assist in any tasks unless there is a risk injury to the participant or others
- Assessor may ask questions to clarify participants understanding of the task they are completing

Assessment task 3 – Observations

These observations will be assessed by your assessor. You are required to carry out observation task in line with organisational policies and procedures. During your observations your workplace assessor may ask you to clarify what you are doing and why, to assist them in their observations.

During your observations they will be using the assessor checklist found below. You will need to ensure you carry out this task in line with:

All organisational policies and procedures
- Requests and information provided by other educators or family members

Observation 1

This task requires you provide care to babies and toddlers over two four-hour assessment periods. You will need to meet and greet 3 babies or toddlers (under 24 months old) when they arrive and build a nurturing relationship with them throughout the day. You will be required to feed change and play with the babies/toddlers and cater for its every need. You will need to be supervised but not be given assistance with these tasks unless there is a risk to the baby/toddler, yourself or others. On completion you are to reflect on your performance of the task and discuss this with your supervisor/assessor.

Observation checklist (Assessor)

Use the form below to record the participant’s knowledge and skills and their ability or not against the criteria listed in the record. The completed record should be used when making a decision as to their competency in this unit of competency. 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:

CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE005 Provide care for babies and toddlers CHCECE009 Use an approved learning framework to guide practice Assessment Task 3– observation 1 – Occasion 1
The participant demonstrated their knowledge and ability to:	(Y/N)	Comments including the age of the baby/toddler
Participant meet, greeted and worked with 3 different babies or toddlers under the age of 24 months. (list the babies or toddlers ages in the comments)
Participant provide adequate care for each of the 3 babies or toddlers during the observation
Participant nurtured the relationship with each of the three babies or toddlers during the observation
Participant discussed with others what they were doing and how this complied with frameworks and outcomes

Participant worked with others in implementing practices, and procedures of the frameworks
Participant helped the child transition and be connected to their family, culture and environment.
Participant communicated with the babies/toddlers appropriately for their age
Participant used both verbal and nonverbal communication techniques including active listening appropriate for the age of the babies/toddlers
Participants assessed and responded to all needs of the babies/toddlers
Participant acted in a way that protected the child’s privacy and self-esteem
Participant created a safe and nurturing environment for play, rest and sleep
Participant prepared milk and feed babies/toddlers appropriately and cleaned equipment accordingly
Participant settled babies/toddlers appropriately

Participant engaged with babies/toddlers in one- to-one interactions
Participant provide support and encouragement in attempts to gain new skills
Participants provided and environments that supported skills and knowledge development
Participant supported babies/toddlers in all developmental areas.
Participant create opportunity for physical activity on multiple occasions
Participant demonstrate a sound knowledge of services policies and procedures
Date Assessed:
Assessor Name:
Assessor Signature:
Workplace:
Outcome:	Satisfactory	Not satisfactory

CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE005 Provide care for babies and toddlers CHCECE009 Use an approved learning framework to guide practice Assessment Task 3– observation 1 – Occasion 2
The participant demonstrated their knowledge and ability to:	(Y/N)	Comments including the age of the baby/toddler
Participant meet, greeted and worked with 3 different babies or toddlers under the age of 24 months. (list the babies or toddlers ages in the comments)
Participant provide adequate care for each of the 3 babies or toddlers during the observation
Participant nurtured the relationship with each of the three babies or toddlers during the observation
Participant discussed with others what they were doing and how this complied with frameworks and outcomes
Participant worked with others in implementing practices, and procedures of the frameworks
Participant helped the child transition and be connected to their family, culture and environment.
Participant communicated with the babies/toddlers appropriately for their age

Participant used both verbal and nonverbal communication techniques including active listening appropriate for the age of the babies/toddlers
Participants assessed and responded to all needs of the babies/toddlers
Participant acted in a way that protected the child’s privacy and self-esteem
Participant created a safe and nurturing environment for play, rest and sleep
Participant prepared milk and feed babies/toddlers appropriately and cleaned equipment accordingly
Participant settled babies/toddlers appropriately
Participant engaged with babies/toddlers in one- to-one interactions
Participant provide support and encouragement in attempts to gain new skills
Participants provided and environments that supported skills and knowledge development

Participant supported babies/toddlers in all developmental areas.
Participant create opportunity for physical activity on multiple occasions
Participant demonstrate a sound knowledge of services policies and procedures
Date Assessed:
Assessor Name:
Assessor Signature:
Workplace:
Outcome:	Satisfactory	Not satisfactory

Observation 2

This task requires you provide care to a minimum of 3 children of varying ages (over 24 months) over two four-hour assessment periods. You will need to meet and greet three children of varying ages when they arrive and build a relationship with them throughout the day. You will be required to interact with the children in all tasks including mealtimes, indoor and outdoor play and rest time, you will also be required to complete all documentation including a learning story for at a minimum one of the children. You will need to be supervised but not given assistance with these tasks unless there is a risk to the children, yourself or others. On completion you are to reflect on your performance of the task and discuss this with your supervisor/assessor.

Observation checklist (Assessor)

CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE005 Provide care for babies and toddlers CHCECE009 Use an approved learning framework to guide practice Assessment Task 3 – observation 2 – Occasion 1
The participant demonstrated their knowledge and ability to:	(Y/N)	Comments including the age of the baby/toddler
Participant meet, greeted and worked with 3 different children over the age of 24 months. (list the Childrens ages in the comments)
Participant provide adequate care for each of the 3 children during the observation
Participant nurtured the relationship with each of the three children during the observation
Participant communicated positively and respectfully to all three children.

Participant discussed with others what they were doing and how this complied with frameworks and outcomes
Participant worked with others in implementing practices, and procedures of the frameworks
Participant helped the child transition and be connected to their family, culture and environment.
Participant communicated with the children appropriately for their age
Participant used both verbal and nonverbal communication techniques including active listening appropriate for the age of the children
Participants assessed and responded to all needs of the child
Participant acted in a way that protected the child’s privacy and self-esteem
Participant created a safe and nurturing environment for play, rest and sleep
Participant prepared and serve food for a child and interact with them during meal times

Participant transitioned the children into the service appropriately
Participant engaged with children in one-to-one interactions and group interactions
Participant provide support and encouragement in attempts to gain new skills
Participants provided and environments that supported skills and knowledge development
Participant supported children in all developmental areas.
Participant create opportunity for physical activity on multiple occasions
Participant create challenging play environments both indoors and outdoors
Participant discussed health and well being and they importance of physical activity with the children
Participant created a quality learning story that represents an accurate account of the child’s activity
Date Assessed:
Assessor Name:

Assessor Signature:
Workplace:
Outcome:	Satisfactory	Not satisfactory

CHCECE003 Provide care for children CHCECE007 Develop positive and respectful relationships with children CHCECE005 Provide care for babies and toddlers CHCECE009 Use an approved learning framework to guide practice Assessment Task 3 – observation 2 – Occasion 2
The participant demonstrated their knowledge and ability to:	(Y/N)	Comments including the age of the baby/toddler
Participant meet, greeted and worked with 3 different children over the age of 24 months. (list the Children ages in the comments)
Participant provide adequate care for each of the 3 children during the observation
Participant nurtured the relationship with each of the three children during the observation
Participant communicated positively and respectfully to all three children.
Participant discussed with others what they were doing and how this complied with frameworks and outcomes
Participant worked with others in implementing practices, and procedures of the frameworks
Participant helped the child transition and be connected to their family, culture and environment.

Participant communicated with the children appropriately for their age
Participant used both verbal and nonverbal communication techniques including active listening appropriate for the age of the children
Participants assessed and responded to all needs of the child
Participant acted in a way that protected the child’s privacy and self-esteem
Participant created a safe and nurturing environment for play, rest and sleep
Participant prepared and serve food for a child and interact with them during meal times
Participant transitioned the children into the service appropriately
Participant engaged with children in one-to-one interactions and group interactions
Participant provide support and encouragement in attempts to gain new skills

Participants provided and environments that supported skills and knowledge development
Participant supported children in all developmental areas.
Participant create opportunity for physical activity on multiple occasions
Participant create challenging play environments both indoors and outdoors
Participant discussed health and well being and they importance of physical activity with the children
Participant created a quality learning story that represents an accurate account of the child’s activity
Date Assessed:
Assessor Name:
Assessor Signature:
Workplace:
Outcome:	Satisfactory	Not satisfactory

Diploma Assignment Help

CHC50113 Diploma of Early Childhood Education and Care

CHCECE003 Provide care for children

CHCECE007 Develop positive and respectful relationships with children CHCECE005 Provide care for babies and toddlers

CHCECE009 Use an approved learning framework to guide practice

Record of Assessment Outcomes

Candidate’s Declaration

Reasonable Adjustment

Assessor’s declaration

Key Information

Qualification/s

Prerequisites

Units of Competency

Audience

Information relating to assessment tasks in this cluster

Assessment Checklist

Assessment Task 1: Written Questions

Assessment Task 1 – Written Questions

Assessment Task 2: Projects

Assessor instructions

Assessment conditions

Project 1

Project 2

Assessment Task 3: Observations

Purpose of the task

Criteria

Location

Timeframe

Assessment task

Assessment conditions

Assessment task 3 – Observations

Observation 1

Observation checklist (Assessor)

Observation 2

Observation checklist (Assessor)

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