CHCECE036 Provide Support To Children’s Learning :
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RTO No. 31736 | CRICOS 03010G
CHCECE036 – Provide experiences to support children’s play and learning
Student Assessment tool 2 of 3
Version control
| Date | Version | Changes made | Author |
| May 2022 | V2.0 | New development from Compliance | Jacqui Conway |
Students, please complete this cover sheet. PRINT CLEARLY using Black or Blue Ink only.
| Qualification | |||
| Student name | |||
| Student number | |||
| Student email | |||
| Assessor name | |||
| Assessment due date | |||
| Submission date | Attempt 1 Date: | Attempt 2 Date: | Attempt 3 Date: |
| Result for attempt (S or NS) |
Copyright © 2022 Malekhu Investments trading as Queensford College. All rights reserved.
Contents
Student declaration of authenticity. 3
Assessment Tool 2 of 3: Short answer 4
How to submit this Assessment Tool 4
What you must do to achieve Satisfactory for this Assessment Tool 4
Written answer question guidance. 4
Question 1 – Service standards, policies, and procedures. 6
Question 2 – Play based instruction. 7
Question 4 – Differing ages, abilities, and interests. 8
Question 5 – Requirements of the National Quality Standard and related regulations and laws 9
AT 2 of 3 Result (for use by assessor only) 11
Note: You must sign the student declaration for your submission to be accepted.
Student declaration of authenticity
| Before you submit this Assessment Tool you must declare the work is your own. Read the text below. Sign the declaration if you agree with all the statements. I declare: | |||
| Signed | Dated | ||
| Note: If you are completing this document electronically, use either a scanned and cropped jpg image of your signature or type your name in the space above. For documents submitted through Moodle, the inclusion of this declaration with any form of signature, however presented, with your submission, indicates you understand and agree the declaration is true. If you are completing this CHCECE036 Provide support to children’s learning Assessment Tool as self-marking questions on Moodle, you will be required to agree to an electronic statement of authenticity at the beginning of the Knowledge questions before being able to proceed. |
Assessment Tool 2 of 3: Short answer
Student instructions
| Purpose | This assessment provides the opportunity to demonstrate an understanding of children’s play and learning and the service standards, policies and procedures which must be adhered to. |
| Location | Your assessor will advise the due date and time for this assessment. You are to answer a series of questions. Complete this activity on Moodle. If the quiz is not available as self-marking in Moodle: Submit this document when you have completed all sections. Upload document to Moodle by clicking on the link named CHCECE036 AT 2 of 3_Submission link. You MUST keep the original of this document somewhere safe. |
| Resources supplied by your assessor | Sparkling Stars Educator Handbook |
| Resources supplied by you | Computer and internet access |
How to submit this Assessment Tool
| What? | Complete all the questions in this document and upload to Submission link |
| When? | Your assessor will advise the due date and time for this assessment. |
| Where? | On Moodle |
What you must do to achieve Satisfactory for this Assessment Tool
| This Assessment Tool is the first of three assessments for this Unit of Competency. You must achieve a Satisfactory result (correct response) for every question. You are permitted three (3) attempts at this assessment. |
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you in providing the type of response expected.
Note the following guidance is the minimum level of response required.
| Analyse | When a question asks you to analyse something, you should do so in detail, and identify important points and key features. One or two paragraphs is expected. |
| Compare | When a question asks you to compare something, show how two or more things are similar, also indicate the relevance of the consequences. One or two paragraphs is expected. |
| Contrast | When a question asks you to contrast something, show how two or more things are different, ensuring you indicate the relevance or the consequences. One or two paragraphs is expected. |
| Describe | When a question asks you to describe something, state the most noticeable qualities or features. Two to three sentences are expected. |
| Discuss | When a question asks you to discuss something, point out important issues or features and express some form of critical judgement. One or two paragraphs is expected. |
| Evaluate | When a question asks you to evaluate something, put forward arguments for and against something. One or two paragraphs is expected. |
| Examine | When a question asks you to examine something, this is like “analyse” – provide a detailed response with key points and features and a critical analysis. One or two paragraphs is expected. |
| Explain | When a question asks you to explain something, make clear how or why something happened or the way it is. Two to three sentences are expected. |
| Identify | When a question asks you to identify something, you are asked to briefly describe the required information. Two to three sentences are expected. |
| List | When a question asks you to list something you are expected to briefly state information in a list format. |
| Outline | When a question asks you to outline something, this means giving only the main points, A response two to three sentences is expected. |
| Summarise | When a question asks you to summarise something, this means (like “outline”) only giving the main points. Two to three sentences are expected. |
Question 1 – Service standards, policies, and procedures
Consider that you are an early childhood educator working for Sparkling Stars Childcare Centre. Access the Sparkling Stars Educator Handbook is found in your Student Resources. Review the contents of Sparkling Star’s Educator Handbook in the areas of educational program practice, health, safety, physical environment, and relationship with children. For each of the areas, document a standard, policy, and a procedure.
| Area | Standard | Policy | Procedure |
| Educational program | |||
| Educational practice | |||
| Children’s Health | |||
| Children’s Safety | |||
| Physical environment | |||
| Relationship with children |
| Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
| Comment if NYS | |||||
Question 2 – Play based instruction
Answer the following questions relating to play based instruction.
| Question | Response |
| What role does play based instruction have in an early learning centre? | |
| List three (3) features of play-based instruction. | |
| Explain why play-based pedagogy is important. |
| Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
| Comment if NYS | |||||
Question 3 – Type of play
| Type of play | Environment (brief explanation) | Resources (minimum of two) | Materials (minimum of two) |
| Indoor play | |||
| Outdoor play | |||
| Individual Play | |||
| Group play | |||
| Play supporting fundamental skills | |||
Question 4 – Differing ages, abilities, and interests
Read the following scenario:
| You currently have a group of eight (8) children aged between 3 and 4.5 years old in your room at Sparkling Stars Childcare Centre. There are three children in the group who loved being outdoors, being on the swings, running and climbing are their favourites things to do. Three of the children love art and crafts and are very independent, they like to choose the materials they want to use and take them from the container themselves. The two remaining children have just turned three, they possibly could still be in a younger age group class. They both love getting their hands sticky and messy, they are tactile, however do not have the independence and ability of the rest of the group. |
In your own words, write a paragraph on what should be included in the activity program for this room to adapt to each of their differing ages, abilities and interests which will both encourage and engage all the children.
Question 5 – Requirements of the National Quality Standard and related regulations and laws
Provided in the table below are elements of Quality Areas 1, 2, 3, and 5 of the National Quality Standard (NQS). Access and review each of the Quality Areas in the ACECQA website. Next, research the laws and regulations applicable in your State/Territory. You can access these sources using the following links:
Using the table provided, document:
| State/Territory | |||||
| Quality Area | Legislation | Coverage | Section | Requirement to be Met by Early Years Learning Centre | |
| State/Territory | National | ||||
| Quality Area 1: Educational Program and Practice | ☐ | ☐ | |||
| Quality Area 2: Children’s Health and Safety | ☐ | ☐ | |||
| Quality Area 3: Physical Environment | ☐ | ☐ | |||
| Quality Area 5: Relationships with Children | ☐ | ☐ |
| Assessors use only | Satisfactory | ☐ | Not yet satisfactory | ☐ | |
| Comment if NYS | |||||
AT 2 of 3 Result (for use by assessor only)
| Has the declaration of authenticity been signed, or has it been done in Moodle? | ☐ Yes ☐ No | |||||||
| Results for this Assessment Tool | Question 1 | Satisfactory | ☐ | Not Satisfactory | ☐ | |||
| Question 2 | Satisfactory | ☐ | Not Satisfactory | ☐ | ||||
| Question 3 | Satisfactory | ☐ | Not Satisfactory | ☐ | ||||
| Question 4 | Satisfactory | ☐ | Not Satisfactory | ☐ | ||||
| Question 5 | Satisfactory | ☐ | Not Satisfactory | ☐ | ||||
| Name of assessor | ||||||||
| Signature of assessor | ||||||||
| Has reasonable adjustment been made by the assessor in assessing the student’s competency in respect of this Assessment Tool? | ☐ Yes ☐ No If yes, the assessor must specify the arrangements of the reasonable adjustment. Describe here: | |||||||
| Date of marking assessment | Click here to enter a date. | |||||||
| If resubmission is required, provide date | Click here to enter a date. | |||||||
| If resubmission is required, specify requirements | Resubmission due date and time: The following must be resubmitted: | |||||||
Note to assessor: once this Result section is completed, copy the result of S or NS to the cover page and transfer result to the Student Assessment Tracker.
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