CHC30113-Subject 7-AWB-F-v4.5

Assessment Workbook 7
CHC30113 Certificate III

in Early Childhood
Education and Care
Skills Workbook
Version 4.5 Produced 17 September 2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than
pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources.
Version control & document history
Date Summary of modifications made Version
2 June 2016 Version 1 final produced following 1.0

assessment validation.
5 July 2016 Major amendments made following 2.0

assessment validation.
10 August 2016 Added assessment items in subject 1 for 3.0

CHCECE016
22 August 2016 Clarified instructions for tasks in Subject 4.0

5
9 March 2017 Updated units of competency in course 4.1

structure; updated Intranet logins;
minor changes in the wording
20 March 2017 Updated unit of competency: 4.2

CHCCS400C in course structure
23 March 2017 Updated links under Vocational 4.3

Placement Section
19 April 2017 Inserted Self-Evaluation Form for 4.4

Subject 3 Project 1 Step 2
17 September 2018 added statement to Vocational 4.5

Placement log, Subject 4
Skills Workbook Version No. 4.5 Produced 17 September 2018

Page 2 © Compliant Learning Resources
TABLE OF CONTENTS
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COURSE STRUCTURE ................................................................... 4

VOCATIONAL PLACEMENT ............................................................ 7
COMPETENCY BASED ASSESSMENT ...............................................10
SUPERVISOR’S GUIDELINES......................................................... 11
PLACEMENT GUIDELINES ............................................................ 13
ACCESS AND EQUITY .................................................................. 14
SKILLS LOGBOOK COVER SHEET .................................................. 15
INSTRUCTIONS TO STUDENTS ....................................................... 16
VOCATIONAL PLACEMENT LOG .................................................... 17
SUBJECT 1: CHILDREN’S HEALTH AND SAFETY ..............................18
SUBJECT 3: WORKPLACE EFFECTIVENESS .................................... 23
SUBJECT 4: PLAY AND DEVELOPMENT ......................................... 39
SUBJECT 5: PHYSICAL AND EMOTIONAL WELLBEING ..................... 49
SUBJECT 6: CULTURE AND COMMUNITY ...................................... 56
EVIDENCE CHECKLIST ................................................................ 57
FEEDBACK ............................................................................... 68
Skills Workbook Version No. 4.5 Produced 17 September 2018Page 3

© Compliant Learning Resources
COURSE STRUCTURE
Students will complete their learning through both distance learning and a practical
placement. Within the duration of the course, you will required to complete 120 hours
of workplace-based experience to demonstrate the performance evidence in working
within the Early Childhood Education and Care sector.
The CHC30113 Certificate III in Early Childhood Education and Care certificate course
contains 18 units of competency clustered into 6 subjects. Students will be provided
with 5 learner guides, 6 assessment workbooks, and 1 skills workbook. The assessment
workbooks focus on assessing the student’s knowledge in each subject. The Skills
Workbook focus on assessing the students’ practical skills in the context of the relevant
work role. The Skills Workbook is to be completed in an approved registered education
and childcare service.
The unit HLTAID004 Provide an emergency first aid response in an education and
care setting must be completed with an external provider prior to your vocational
placement start date.
To be deemed competent in each unit of competency, you need to complete the
relevant Learner Workbook Questions including Case Studies and/or scenarios plus
complete your Skills Workbook. Your will be asked to periodically submit sections of
your Skills Workbook to your assessor so that progressively you will complete the
majority of your units before you finish your Vocational Placement.
Learner Vocational
Competence Workbook Placement
for each Activities Skills
unit Workbook
The following table indicates which workbooks need to be completed for each unit of
competency.
If you have any questions as you are working through the learning materials you can
contact your trainer and they will be more than happy to provide you with guidance.

Assessment Items For Each Unit
Cluster Units of Competency A B C D E F
HLTWHS001 Participate in workplace health and safety

CHCECE002 Ensure the health and safety of children
1) Children’s Health
CHCECE004 Promote and provide healthy food and drinks   
and Safety
CHCECE016 Establish and maintain a safe and healthy environment
for children
HLTAID004 Provide an emergency first aid response in an education Credit Transfer - Completed by external
2) First Aid and care setting provider
CHCLEG001 Work legally and ethically

3) Workplace CHCECE009 Use an approved learning framework to guide practice  
Effectiveness
CHCPRT001 Identify and respond to children and young people at risk
CHCECE006 Support behaviour of children and young people

CHCECE007 Develop positive and respectful relationships with
children
4) Play and CHCECE010 Support the holistic development of children in Early
Childhood  
development
CHCECE011 Provide experiences to support children's play and
learning
CHCECE013 Use information about children to inform practice
Skills Workbook Version No. 4.2 Produced 20 March 2017

© Compliant Learning Resources Page 5
5) Physical and CHCECE003 Provide care for children
Emotional  
Wellbeing CHCECE005 Provide care for babies and toddlers
CHCDIV001 Work with diverse people

6) Culture and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural
safety  
Community
CHCECE001 Develop cultural competence
All units indicated in this TAS, except HLTAID004 Provide an emergency

Skills Workbook first aid response in an education and care setting 
Key
A) Gather Documents D) Project

B) Written Questioning E) Case Study
C) Skills Workbook F) Observation

VOCATIONAL PLACEMENT
To complete the CHC30113 Certificate III in Early Childhood Education and
Care a practical placement is required in the education and child care sector.
Information regarding vocational placement can be found in the Vocational Placement
Student Information booklet.
 The Early Childhood Education and Care service must be
accredited. This ensures that the centre has adequate resources, including
supervisory staff and equipment to allow you to complete all assessment
tasks.
 The supervisor who observes your performance and signs your skills
assessment workbook must have a qualification equivalent to or above a
CHC50113 Diploma of Early Childhood Education and Care and
be in a position of authority higher than the role you will fulfil.
Resources required for assessment include:

We will provide:
 Simulated environment for case studies
 Workplace documentation for the simulated environment including job
descriptions and sample care plans.
o Includes sample Policies and procedures and information manuals
relevant to the workplace, etc.
o Includes sample WHS, evacuation, fire safety and security procedures.
 Risk assessment and other templates
 Information about accreditation standards.
 Anatomical diagrams where required.
 Access to the following:
o Guide to the National Quality Framework
o Guide to the National Quality Standard
o Guide to the National Law and National Regulations
o Belonging, Being and Becoming - The Early Years Learning
Framework for Australia
o Educators Guide: Belonging, Being and Becoming - The Early
Years Learning Framework for Australia
o My Time, Our Place - Framework for School Age Care in
Australia
o Educators Guide: My Time, Our Place - Framework for School Age Care
in Australia
o Victorian Early Years Learning and Development Framework

The student to provide:
 Computer with Internet access with MS Word, Adobe Acrobat Reader,
Google Chrome or Mozilla Firefox
 Recording devices (video or audio recorder), if needed
 Printer
Vocational Placement Provider to provide:

(Vocational Placement Coordinator must ensure the Vocational Placement Provider
will provide the following):
 Workplace in an Early Education and Care service which must include:
o Access to play and learning centres to complete activities as per the
Assessment Skills Workbook
o Access to supervisory staff who will observe and mentor the student
during placement
o Job descriptions
o Information about accreditation standards
o Access to relevant centre policies, procedures and protocols necessary to
perform the function and role of an Assistant Educator
o Access to relevant Learning Framework documentation as it pertains to
the role and functions of the student
o Access to relevant resources to ensure WHS requirements including PPE
where required
Before starting your vocational placement, check that you have:

 Completed the first six (6) Assessment Workbooks
 Completed the unit HLTAID004 Provide an emergency first aid response
in an education and care setting with an external provider
 Submitted the Language, Literacy and Numeracy Evaluation
 Submitted the Vocational Placement Agreement (Completed and Signed)
 Received back a copy of the Vocational Placement Agreement signed by all
parties.
If the Vocational Placement Agreement is not completed and submitted, you will not
be covered by insurance. If we receive an incomplete Vocational Placement
Agreement, we usually post it back to you so that you can complete it. Please make
sure that you keep us updated on any changes to your postal address, so that no postal
correspondence is lost.

During your Vocational placement:
While on your Vocational placement, you will be required to undertake tasks that your
vocational placement supervisor will observe and make comments on.
You will need to work on the activities in the Skills Workbook.
Familiarise yourself with the content of each Assessment section before starting your
placement, so that you don’t miss out on documenting any information that is
required. On the first day of your vocational placement, show and discuss this skills
workbook with your vocational placement supervisor.
SKILLS WORKBOOK (This workbook)

To complete your skills workbook, you will be required to complete a variety of
assessment methods:
1. Undertake a task, describe how you completed the task to meet
requirements, enter the date and get your supervisor to sign off in
confirmation and add any comments they have as a result of their
observation of the task.
2. Third Party Reports – some tasks require the direct supervision and
observation of you completing those tasks. The Vocational Placement
supervisor or nominated educator must complete the relevant sections.
3. Projects – this workbook contains projects that require you to conduct
workplace observations, checklists, write reports, and submit supporting
documentation.
Important: Please read each section of this workbook thoroughly before attempting
to complete it. Review the assessment and consult with your Vocational Placement
Supervisor.

COMPETENCY BASED ASSESSMENT
Competency based assessment requires students to be able to demonstrate their
competency consistently.
Any task within this workbook needs to be demonstrated, observed and
recorded. Some tasks may have specific requirements such as:
 Demonstrated a certain number of times, or
 Completing a task three (3) times with three (3) children of different ages
and/or background.
Recording the performance of an assessment tasks can be done in three

ways:
1. Undertake a task, describe how you completed the task to meet
requirements, enter the date and get your supervisor to sign off in
confirmation, and add any comments they have as a result of their
observation of the task.
2. 3rd Party Reports – some tasks require the direct supervision and
observation of you completing those tasks. The Vocational Placement
supervisor or nominated educator must complete the relevant sections.
3. Projects – this workbook contains projects that require you to conduct
workplace observations, checklists, write reports and submit supporting
documentation.
Please ensure that your vocational placement supervisor is aware that

they need to include comments about their observation.
Once you have submitted your completed your skills logbook, your Assessor will assess
the evidence to determine your competence. The Assessor will look at the information
and comments that the supervisor has provided and determine whether each task has
been done satisfactorily.
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 be 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.

SUPERVISOR’S GUIDELINES
Skills Logbook/Signing Off
The Skills Logbook is designed to be used by both the student and their vocational
placement supervisor.
The Vocational Placement

The Student
Supervisor
 to help review their progress
 to provide a record of the student’s
 to provide them with a record of the progress in the work environment
skills and knowledge they have
 to help the vocational placement
gained through their industry
supervisor deliver on-the-job
placement and training in the
training
workplace
Competency based assessment requires students to be

able to demonstrate their competency consistently.
Students can demonstrate their skills by being observed
performing duties within the facility, showing their
skills in a simulated or practice style activity and
responding appropriately to questions showing
essential knowledge of the task being performed.
As a vocational placement supervisor you need to fill in
the Skills Logbook signing off when you observe the student undertaking the tasks in
a satisfactory manner. This is done by marking [S] if you believe the student’s
performance is satisfactory or [NYS] if not yet satisfactory
Satisfactory [S] or Not Yet Satisfactory [NYS]
The comments section is provided for you to comment on the performance of the
student. Please always include comments as these are critical in determining whether
a student has demonstrated competency in a task.
Once completed and signed, the student is required to submit their Skills Assessment
Booklet to their assessor to complete their final assessment.
Please Note: You are not required to assess the student, but your observations as an
industry expert form an important part of the information reviewed by the assessor in
determining the competence of the student.

If a student is not yet satisfactory at performing a task, providing them with feedback
and opportunities to practice the task will help, and positive feedback on satisfactory
tasks will increase the student’s confidence in their abilities. Should you have any
concerns or questions about completing the Skills Logbook, please contact the
Placement Coordinator, and they will assist you with any queries you may have.
If the student has been unable to demonstrate performance in any tasks during their
industry placement, we will assist the student where possible to find a way to
demonstrate their skills in this area. Some elements will be achieved through project
work and workbooks.

PLACEMENT GUIDELINES
Student Guidelines
Your key role is to learn and demonstrate competency in the units required for
CHC30113 Certificate III in Early Childhood Education and Care.
Please note:
 If you cannot attend any time during your vocational placement, you must
notify the vocational placement provider as early as possible so that they are
aware that you will not be attending.
 The duties that you are assigned during your vocational placement will
always be under the supervision of a vocational supervisor/staff member
who is available to take responsibility for the client/s.
 Remember that you are there to learn and not judge.
 You are required to behave appropriately at all times and follow the
vocational placement provider guidelines, policies, and procedures.
 You should try to become part of the team and involved in the day-to-day
workings of the vocational placement provider.
 You need to present yourself in a neat and tidy manner as per the guidelines
at the vocational placement provider you attend, and you may be required
to wear a uniform.
Industry Placement Guidelines

 Students attendance should be organised for a 7.5 hour day wherever
possible with a lunch break of half an hour (unless otherwise arranged).
 Students should attend their vocational placement on the days that have
been arranged with the Vocational placement provider and Compliant
Learning Resources.
 Students should become part of the team and assist others, as required.
 The start and finish times should vary to allow the student to experience a
variety of hours as expected in the industry.
 At the start of the vocational placement the student is required to gather
information to aid in their understanding of the philosophy and policies in
place within the service.
 The Vocational Placement Supervisor will supervise the student during their
placement, assess their competencies by signing them off in this Skills
Logbook and providing feedback.

ACCESS AND EQUITY
We are committed to providing opportunities to all people for advancement,
regardless of their background. We support government policy initiatives and provide
access to our training for all those seeking to undertake it.
We ensure that our client selection criteria are non-discriminatory and provide fair
access to training for the disadvantaged. In addition, we liaise with agencies and
government departments for assistance in matters of language, literacy, and numeracy
difficulties.

SKILLS LOGBOOK COVER SHEET
WORKBOOK: Assessment Workbook 7
TITLE: Skills Workbook
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:

INSTRUCTIONS TO STUDENTS
READ THE FOLLOWING INSTRUCTIONS

BEFORE COMMENCING THE ACTIVITIES
IN THIS SKILLS WORKBOOK!
Unless otherwise specified, all activities, projects, reports, forms, and other such
output in this skills workbook are required. Read all the instructions in each section
of this workbook to avoid missing details and requirements.
All forms and templates will be provided to you via the Sparkling Stars Childcare
Centre intranet site. They can be accessed through hyperlinks, which are presented as
such:
Sparkling Stars Childcare Centre
To access the resources, hold the Ctrl key and click on the link. Try accessing the link
above. Once the link is opened in your internet browser, it will require login details.
Please see below your username and password for all password protected downloads
provided in this document:
Username: learner Password: studyhard

VOCATIONAL PLACEMENT LOG
This course requires you to complete the outlined tasks in this workbook in a
regulated childcare centre. A minimum of 120 hours of vocational placement is
required to demonstrate successful completion of the relevant unit requirements
included in this course.
This section requires you to log the time you spend in vocational placement
performing the outlined tasks, roles and responsibilities relevant to unit
requirements included in this course.
Use the Vocational Placement Time Log provided in the link below:
Skills Workbook Templates and Forms
Download “Vocational Placement Time Log”
Once you’ve completed all the required tasks and vocational placement hours,
download the Vocational Placement Time Log Declaration Form in the link below
and complete the student declaration section:
Download “Vocational Placement Time Log Declaration”
After this, have your vocational workplace supervisor complete the Vocational
Placement Supervisor Declaration Section. Once done, scan the completed
Vocational Placement Time Log and the Vocational Placement Time Log Declaration
Form using the filename: CHC30113 Vocational Placement Log.
Note: You are required to complete at least 120 hours of work in at least
one (1) regulated education and care service.

SUBJECT 1:
CHILDREN’S HEALTH AND SAFETY
This section will assist the documentation of

your successful completion of the skill
requirements relevant to the units addressed
in this subject:
Participate in workplace
HLTWHS001
health and safety
Ensure the health and safety
CHCECE002
of children
Promote and provide healthy
CHCECE004
food and drinks
Establish and maintain a safe
*Requirements from other subjects may
CHCECE016 and healthy environment for
also be addressed, if relevant.
children
Project 1
This project will require you to complete all the subject’s skills requirements relevant to
Safe Work Practices in a childcare centre.
Step1: Participate in workplace safety meeting

Attend and participate in at least one (1) of the centre’s workplace safety meetings.
Document your attendance and participation by recording the minutes of the meeting using
the form provided in the link below:
Download “Subject 1: Meeting Minutes”
Once complete, save and submit the document using the filename: S1Project1-WSM.
Step 2: Participate in workplace safety inspection and consultative process

Conduct a workplace safety inspection in the centre using the form provided in the link
below:
Download “Workplace Safety Inspection Checklist”
Once complete, save and submit the document using the filename: S1Project1-WSI.

Project 2
Step 1. Prepare and/or maintain safe and healthy environment documents
This task requires you to prepare and/or maintain the following documents:
1. Written procedures and schedules for washing children’s toys and
equipment
(save document as: S1Project2-Doc1)
2. Develop and maintain a written process for monitoring who enters and
leaves the premises at all times
3. A portable record of emergency contacts of the children under your care
4. A copy of the centre’s evacuation plan
5. A copy of the centre’s health and safety procedures and policies for:
 food-handling (save document as: S1Project2-Doc5.1)
 travel (save document as: S1Project2-Doc5.2)
 medication administration (save document as: S1Project2-Doc5.3)
You may choose to gather these documents using any of the following methods:
 secure a copy of the existing document from the centre, i.e. if the centre already has
an existing written process for emergency procedures and incident management
plans, you may submit a copy of that.
 develop a new document that is compliant with the centre’s existing standards,
policies and procedures, i.e., if the centre does not have an existing portable record
of emergency contacts of the children, you may create one

Third Party Report
This section outlines all the tasks, skills, and performance requirements relevant to the units
included in this subject.
You are required to complete the task outlined below according to the quality standards set
by your vocational workplace in compliance with the industry standards relevant to your
role as a childcare educator. Make sure you document your successful completion of each
task by recording the details of your performance in the log included in the Third Party
Report Template provided in the link below:
Download “Subject 1: Third Party Report Template”
Once complete, save and submit the document using the filename: S1-TPR.
Tasks included in this report are divided into five (5) sections:
1. Tasks relevant to healthy meal practices
2. Tasks relevant to hygiene
3. Tasks relevant to maintaining privacy and confidentiality
4. Tasks relevant to safe work practices
5. Tasks Relevant to Health and Safety Management
To ensure successful completion of each task, make sure to include as much details as
necessary to document your performance as well as to provide your workplace supervisor
sufficient guidance to evaluate the skill requirements relevant to each task.

1. Tasks relevant to healthy meal practices
a. Engaging children in experiences (including meal planning and
preparation), conversations, and routines that promote relaxed and
enjoyable mealtimes and promote healthy lifestyles and good nutrition.
b. Modelling, reinforcing, and implementing healthy eating and nutrition
practices with children during mealtimes.
c. Carrying out food-handling, preparation, and storage according to service
policies and procedures and regulatory requirements.
d. Following food safety procedures when preparing food.
e. Providing food and drink for children on at least three (3) occasions.
2. Tasks relevant to hygiene

a. Consistently implementing hygiene practices that reflect advice from
relevant health authorities.
b. Supporting children to learn personal hygiene practices.
c. Implementing the service health and hygiene policy and procedures
consistently.
d. Discussing health and hygiene issues with children.
3. Tasks relevant to maintaining privacy and confidentiality

a. Communicating with families about children’s health needs.
b. Maintaining confidentiality in relation to children’s individual health needs.
c. Respecting children’s needs for privacy during any toileting and dressing and
undressing times.
4. Tasks relevant to safe work practices

a. Following workplace policies and procedures for safe work practices.
b. Consistently applying workplace safety procedures in the day-to-day work
activities required by the job role.
c. Following service procedures for the safe collection of each child, ensuring
they are released to authorised people.
d. Assisting in the supervision of every person who enters the service premises
where children are present.
e. Discussing sun safety with children and implementing appropriate measures
to protect children from over-exposure to ultraviolet radiation.
f. Contributing to the provision of a clean and safe environment.
g. Developing children’s awareness of safety.

5. Tasks Relevant to Health and Safety Management
a. Communicating hazards and safety issues to appropriate persons within the
service
b. Coordinating emergency responses including evacuation plans
c. Planning and coordinating supervision of children
d. Promoting and monitoring safety practices, including administration of
medicines and safe handling of food
e. Coordinating appropriate procedures for handling infections and illnesses,
including communicating with families
f. Enacting strategies to support children to take increasing responsibility for
their own health and physical wellbeing

SUBJECT 3:
WORKPLACE EFFECTIVENESS
This section will assist the documentation of your successful completion of the skill
requirements relevant to the units addressed in this subject:
CHCLEG001 Work legally and ethically
Use an approved learning

CHCECE009
framework to guide practice
Identify and respond to children

CHCPRT001
and young people at risk
* Requirements from other subjects may also be addressed, if relevant.

Note:
Before you start working on this project, secure necessary permissions
from your vocational workplace supervisor for you to be able to
complete the activities under Subject 3: Workplace Effectiveness in the
vocational placement centre.

Project 1 : Self-Evaluation
Task: Development of own work performance

This task should be completed after your first week in the workplace when you have
had some experience working in the centre. The activities under this task will guide
you in reviewing and evaluating your work performance and in developing a work
plan that will help you achieve your work goals and the centre’s expectations.
1. Accomplish the self-evaluation form by following the steps below:
Step 1: Know the job quality and customer service requirements of your
position. The job quality requirements may be found in your job description
or duty statement, or you may ask your supervisor or manager in the centre.
Customer service requirements are detailed in Commonwealth and State
legislation and associated service standards or may be defined in the
organisation’s policy and procedure manual.
Step 2: In the Self-Evaluation Form, list five (5) job quality requirements
and five (5) customer service requirements for your position.
Step 3: Look closely at the way in which you complete the tasks expected of
you and those that are included in your job description in the centre. Reflect
whether you are able to meet the requirements for job quality and customer
service on these practices that you implement on a day-to-day basis.
Step 4: Evaluate your first week in the centre. Assess whether you are still
working on meeting these requirements, you are able to meet them most of
the time or you always meet a requirement in the performance of a task.
Step 5: For those requirements that you have assessed as M (met most of
the time) and A (always met), give an example on how you meet this
requirement in your day-to-day tasks.
Step 6: Answer the self-assessment questions in Part B of the Self-

Evaluation form.
Step 7: Create a short report, addressed to your supervisor, summarising the

findings of your self-evaluation. Include a brief discussion of details of unmet
requirements and, if applicable, the need for additional support and training
to improve work performance. Use the report template provided below.
Guidance: The report must be written in the space provided in this
workbook. There is no need to submit an actual report.

Self-Evaluation Form
Name:
Position
Child Care Centre:
Supervisor/Team
Leader:
Date
Part A: Evaluating work according to job quality and customer

service requirements
Instructions:
1. List five (5) job quality requirements and five (5) customer service requirements of your
position in the centre.
2. Assess whether you are still working on meeting a requirement (W), you are able to meet it
most of the time (M) or you always meet a requirement in the performance of a task (A). Tick
the option that corresponds to your assessment.
3. For those requirements assessed as M and A, give one (1) example on how you meet each
requirement in your day-to-day tasks.
Give one(1) example on how

Job quality requirements A M W you meet each requirement
in your day-to-day tasks
Client support requirements A M W Give one (1) example on

how you meet this

requirement in your day-to-
day tasks
PART B: Self-assessment questions
1. What do you think are your strengths that enable you to always meet those
requirements that you have listed?
2. For those requirements that you assessed as met most of the time and still
working on it, what do you think are the potential areas of development (i.e.,
skills, knowledge and/or competency) that should be addressed for you to be able
to always meet a job quality and/or customer service requirement? Include work
activities and/or trainings you wish to be involved in, in order to achieve
individual objectives and organisation expectations.
3. Are there other skills, knowledge and/or competency that you wish to develop
further in your job role? (Answer this only if you have marked all requirements
as always met.)

Date:
To:
From:
Subject:
Attachments: Self-evaluation form
(Body of Report)

Project 2: Learning Framework Familiarisation
Task: Investigate the approved learning framework applied in the

service
You need to ask your supervisor what approved learning framework is used in the
service and you also must seek the guidance of one (1) educator in your vocational
placement in order to accomplish the succeeding activities.
1. Consult your supervisor and an educator or co-ordinator in the vocational

placement. Ask them about the importance of using an approved learning
framework to their practice in childcare service and the framework’s
relationship to other laws and regulations. Provide a brief summary of their
responses in the space provided.
Guidance: Your summary must include the importance of the learning
framework to your supervisor’s and the educator/co-
ordinator’s practice and the learning framework’s relationship
to other laws and regulations.
Your supervisor’s response:
Educator or co-ordinator response:

2. Investigate how the framework is applied to support children’s learning in the
centre. Do this by asking educators or co-ordinators how the learning
framework is demonstrated in the centre and document two (2) examples in
the space provided.
i.
ii.
3. Research how the principles and pedagogical practices are reflected in the
service and fill out the table below with examples.
i. Provide one (1) example how each principle of the learning framework is
reflected in the service.
Approved learning framework used in the service:

Principles Example
*Add rows as necessary.

ii. List three (3) pedagogical practices of the relevant framework used in the
centre and provide an example of your own involvement in the application of
each practice during your vocational placement.
Approved learning framework used in the service:
Pedagogical Practice Example of your involvement

Project 3: Implementing Strategies
Part 1: Planning
Review the two (2) nationally approved learning frameworks described in the learning
reference linked below:
Learning Frameworks
Outline three (3) major differences between the learning frameworks using the table
provided below:
Learning Framework 1: Learning Framework 2:

Early Years Learning Framework School Age Care Framework

Fill up the table below. On the left column, list the five (5) learning outcomes from the
Early Years Learning Framework. These learning outcomes will be used as a measure of
your successful implementation of the EYLF in your practice. On the right column, provide
a brief description of your strategy to achieve each of the five (5) learning outcomes
you’ve listed.
You may use the document linked below for reference:

The Early Years Learning Framework for Australia
Learning Outcome Strategies

How does the EYLF help in maintaining the effective teams operations within a childcare
centre?
Part 2: Implementation
Work with other educators in the centre to ensure you apply the principles and practices of
the learning framework to all aspects of your role as an educator. At the end of this project,
you will be required to document your successful implementation of the learning outcomes
you’ve outlined in Part 1.
In preparation for that, seek support and assistance from your supervisor and at least one
(1) other educator in the centre to ensure proper implementation of your selected learning
outcomes. Use the document below to provide guidance to your supervisor and your fellow
educator on how they could assist you in the completion of this task:
Download “EYLF Implementation Plan”
Once complete, save and submit the document using the filename: S3Project1-EYLFI.
Part 3: Evaluation
Once you have completed the implementation of all the strategies you’ve outlined in your
EYLF Implementation Plan, have your supervisor and your peer educator complete the
evaluation form below.
Download “EYLF Evaluation Form”
Once complete, save and submit the document using the filename: S3Project1-EYLFE.

Case Study
This case study outlines scenarios that would help you demonstrate performance
evidence and skills relevant to situations in the childcare centre that do not typically
happen on a regular basis. The assumption in this case study is that the scenarios
described below are all taking place in your vocational workplace. Thus, all
organisational standards, policies and procedures of your vocational workplace apply
here.
This case study is divided into two (2) scenarios. A case study form is provided for you
to document your successful completion of the skills and performance requirements
relevant to the tasks you are required to complete in each scenario. The case study form
is divided into two (2) parts: one part for each scenario.
You can download the case study form in the link provided below:
Download “Case Study in the Vocational Workplace Form”

The form is divided into four (4)sections:
1. Instructions to the supervisor
- Provides detailed instructions to the supervisor explaining the context of the
assessment, and the supervisor’s role as an observer of the required tasks.
2. Case study scenarios
- Provides the supervisor the scenarios against which conditions and
assumptions you will be basing the completion of each task described.
3. Observation form
- The observation form is divided into two (2) sections: one (1) section for each
scenario. The observation form has the following parts:
a) Guide questions
- Questions you are required to answer before having your supervisor
review the form. This will provide your supervisor further guidance
on how to assess your performance relevant to the skill requirements
relevant to each task for each scenario.
b) Documentation of consultation (for scenario 1 only)
- This task requires you to consult with your supervisor and a peer
educator in the centre. This section allows you to document
completion of this requirement.
c) Observation checklist (for scenario 1 and scenario 2)
- These are observable performance descriptors that you are required
to demonstrate in your completion of each task for each of the
scenarios. This section outlines these criteria for your supervisor to
observe in your performance.
4. Supervisor declaration
- This section includes your supervisor’s declaration that he has observed you
complete the described tasks according to the set standards and protocols of
the centre.
Specific steps to be followed are outlined in Follow the steps below:

Scenario I
During your vocational placement practice, you met other ECE candidates who are also completing
their vocational requirements in the centre: Antonina,
Viktoriya, and Vera. Antonina, Viktoriya, and Vera are best
friends from from a small town in Russia. They moved to
Australia together a few years ago to pursue a career in
childcare.
You’ve spent a couple of years in Russia when you were
young, and could understand Russian quite well. Although
you get along well with the three of them, you noticed that
they sometimes speak in Russian to talk inappropriately
about other staff and clients in the centre.
Scenario 2
One of the activities in your workbooks requires you to work with
other educators in pairs to design and implement learning plans for
a group of kids assigned to your care by the centre.
Antonia and Viktoriya paired together, while you paired with Vera.
You sat with them over lunch and they asked you questions about
one of the children in the centre that “looked different” from the rest.
You realized that they were talking about Adoni, a 4-year old toddler
of aboriginal decent. One of the tasks in the activity was to speak with
the children’s parents to involve them in the design of the learning plan. Antonia and Viktoriya
openly expressed their frustration, because they are having a hard time communicating with Adoni
and Adoni’s parents due to some language barrier, causing the delay for the completion of their
project.
As a result, they often just ignore Adoni and just made up the information for him in his learning
plan. Adoni’s mum noticed that the other educators are not as helpful and supportive with her and
her son and comlplained to you about it.

Follow the steps below:
- Step 1. Answer section 1 of the form. These guide questions will give you
further guidance on how you can complete the tasks in compliance with the
relevant organisational standards and protocols.
- Step 2. Consult with a fellow educator and your workplace supervisor and
seek advice on how to best handle the given situation should it occur in your
vocational workplace. Share your strategy with them and document their
advice and feedback on section 2 of the form.
- Step 3. Print a copy of the form and give it to your supervisor. Instructions
are provided for your supervisor on page 1 of the form. However, you may also
explain the context of the assessment to ensure that your supervisor
understands his role in the assessment activity.
- Step 4. Have your supervisor complete the form and provide as much
feedback as possible on your performance. Make sure your supervisor
completes the supervisor declaration on the last page of the form.
- Step 5. Once the form is complete, scan a copy and save it using the filename:
S3 Project 3 CS
- Step 6. Along with the Vocational Workplace form, submit a copy of the
centre’s policies and procedures relevant to staff behaviour in the workplace
(among fellow staff and towards students) and grievance procedures
(regarding staff behaviour).

Third Party Report
This section outlines all the tasks, skills, and performance requirements relevant to the
units included in this subject that have not yet been addressed in the workbooks, case
studies and projects.
You are required to complete the task outlined below according to the quality standards
set by your vocational workplace in compliance with the industry standards relevant to
your role as a childcare educator. Make sure you document your successful completion
of each task by recording the details of your performance in the log included in the Third
Party Report Template provided in the link below:

SUBJECT 4:
PLAY AND DEVELOPMENT
This section will assist the documentation of your successful completion of the skill
requirements relevant to the units addressed in this subject:
CHCECE006 Support behaviour of children and young people
CHCECE007 Develop positive and respectful relationships with children
Support the holistic development of children in Early

CHCECE010
Childhood
CHCECE011 Provide experiences to support children's play and learning
CHCECE013 Use information about children to inform practice
*Requirements from other subjects may also be addressed, if relevant.
Note:
Before you start working on this project, secure necessary permissions from
your vocational workplace supervisor to plan, prepare and facilitate learning,
and play activities for children in the centre as part of your vocational
training.
At the end of this project, you must secure your supervisor’s signature to
confirm completion of the project in the workplace.

Project 1
This project will assist you in the completion of the skill requirements relevant to
providing experiences to support children’s play and learning as part of your role as an
educator in the centre.
You are required to complete this project within your vocational workplace.
This project is divided into three (3) parts:
1. Prepare
- Outlines the tasks you are required to complete to prepare the children’s
environment for play as well as to plan appropriate play, learning and physical
activities.
2. Support
- Outlines the tasks you are required to complete to support the children’s play
and learning experience.
3. Facilitate
- Outlines the tasks you are required to complete to facilitate the planned
activities for play and learning.
Download the form provided in the link below to document your successful completion
of the tasks relevant to this project:
Download “Subject 4: Project 1 Form”

Part 1: Prepare
Complete the preparation checklist provided the first part of the form. This checklist will
assist you in completing all the required tasks relevant to this step:
1. Plan three (3) the different kinds of play that
a. stimulate children and aid learning;
b. appropriate for the children under your care;
c. support the emerging physical skills of each child ;
d. provide experiences that allow children to explore a range of concepts; and
e. supports the different areas of children’s development (physical, creative,
social, emotional, language, and cognitive).
Guidance: Three (3) different kinds of play must include group play
activities and individual play activities, as well as indoor play activities
and outdoor play activities.
2. Plan the areas, resources, and materials you will require to facilitate the kinds of
play you have identified.
a. Select resources and equipment that will develop fine and gross motor
skills;
b. Select a variety of resources that would challenge and encourage choice
and spontaneity in physically active play;
c. Provide a range of materials, resources, and technologies that promote
exploration and problem solving to stimulate cognitive development;
d. Provide resources and materials that offer challenge, intrigue, and
surprise;
e. Provide challenging elements of outdoor and indoor environments that
allow for experiences which scaffold children’s learning and development
and offer chances for appropriate risk-taking;
f. Provide a balance of natural and artificial lighting, good ventilation and
fresh air; and
g. Organise indoor and outdoor spaces that ensure children are not always
dependent on adults to do things for them and are supported to create
their own games and experiences.

As you complete the checklist in the Project 1 Form, provide a brief description of how
you will implement your plan in the centre. This will provide your supervisor with
guidance on how to evaluate your implementation of these plans. You will also be
required to provide supplementary evidence to demonstrate completion of the following
requirements:
- Photo evidence demonstrating that you have completed setting up the areas,
resources and materials for the three (3) play activities you have included in
your plan (at least one (1) indoor and one (1) outdoor):
 The photos should demonstrate effective selection and placement of
equipment and resources, with consideration for safety of the children;
 The photos should show an environment setup that allows for
individual and collaborative experiences; and
 The photos should show an environment setup that provides
opportunities for children to allow exploration of natural materials,
environments, and experiences.
Part 2: Support
You are required to demonstrate successful completion of each of the tasks outlined
below. These are tasks relevant to providing support to the children’s play and learning
experiences as you execute the plan you prepared in part 1:
1. Talk with the children about their play and learning experience, supporting their
efforts, assisting and encouraging as appropriate;
2. Talk with the children about how their bodies work and the importance of physical
activity to people’s health and wellbeing;
3. Follow a routine that provides opportunities for intentional teaching as well as
seeking opportunities for spontaneous learning;
4. Demonstrate the use of shared or familiar experiences, resources and materials to
meet the children’s individual preferences and to prompt extensions of play;
5. Encourage children to participate in play and learning activities and to choose
those which support their competency and confidence;
6. Demonstrate respect for children’s choice not to participate and encourage
participation where an experience is new or unknown; and
7. Create opportunities for one-on-one interactions.
For each of the task described in Part 2, on the second part of the Project 1 Form, you
will be asked to provide a brief description of a specific instance within your vocational
work practice where you have demonstrated successful completion of the given tasks.
You will then be required to have your vocational workplace supervisor initial your
documentation to confirm the information you have provided in the Project 1 Form.

Part 3: Facilitate
Apart from completing the outlined tasks in this project, you are also required to meet
a required level of performance set according to the industry standards and the internal
standards set by childcare centres.
The third part of the form is an observation checklist for your supervisor to complete.
The observation checklist will document your successful performance of the following
tasks:
1. Ability to follow a child’s lead in play and participate when invited using children’s
cues to guide the level and type of involvement;
2. Ability to initiate play and effectively encourage children to participate;
3. Ability to encourage enthusiasm, playfulness, and enjoyment through interaction
with the children;
4. Ability to respond effectively to children’s reactions to play environments;
5. Ability to keep the children motivated to persevere, interested, and challenged but
not frustrated;
6. Ability to establish an effective routine with children to support them in acquiring
and practising their skills and ensuring their safety;
7. Ability to use safe, supportive, and equitable practices appropriate to the
development stage and needs to each child; and
8. Ability to provide instructions in a manner appropriate to the children and the
context of the work environment and activities.
Once you have completed the form, have your vocational workplace supervisor validate
the accuracy of your documentation by initialling the tasks observed and signing the
supervisor declaration section at the end of the form.
Once complete, save and submit the document using the filename: S4Project 1.
Before you begin Project 2, make sure to secure all the necessary
permissions
to complete the task described below.
Project 2 is divided into three (3) parts. Use the form provided below to document your
completion of all the tasks required for each part:
Download “Subject 4: Project 2 Form”

Project 2
This project requires you to plan, prepare and facilitate a story-telling activity for a
group of children. You have the option to complete the task in the centre, provided you
secure all the necessary permissions required by the centre. (Consult with your
vocational supervisor accordingly.) Should this option be unavailable, you may
complete this task via a video recording submission, provided you still meet the relevant
requirements outlined below:
1. You must have an audience of at least three (3) children and one (1) family
member each (or volunteers who will play the part of the children and family
members, in case of a video submission);
2. You must demonstrate (or simulate) interactions with the children according to
the parameters that will be specified in the checklist provided below; and
3. You must use the materials you developed in Project 2 of the Subject 6 Culture
and Community Workbook.
Should you be completing this task via video recording submission, save the video file
using the filename: S4-VR

Part 1: Planning
- Identify the children who will be participating in the activity. Use the child
records to gather relevant information about the children. Take note of their
ages and developmental stages. This will help ensure that thestudents you
select are the appropriate audience for your story.
- Use the materials you developed in Project 2 of the Subject 6 Culture and
Community Workbook.
 You may print the story and pictures to be able to use them in the
session.
 Make sure that the pictures are big enough so that the group can see
the images clearly.
 You may modify the questions you have developed, to integrate the
children’s family members into the activity.
- (Optional) Use puppets from your centre to assist in the storytelling. Select
the existing puppets closest to the characters in your story.
Preparation
Prepare the venue and the resources you will need for your story-telling sessions.
Schedule when you intend to facilitate the story-telling session. If you are completing this
task in the centre, invite your workplace supervisor to observe your session.
For video-recording submissions, the observation will be conducted by your RTO’s
assessors.

Part 2: Facilitation
Hand the observation form to your supervisor before you begin your story-telling session.
Facilitate your story-telling session for the children. To ensure successful completion of
this task, follow the guidelines provided below:
- Use the pictures to stimulate the children’s enjoyment of language and
literature;
- Demonstrate observing, listening and talking with children. Pay close
attention to what they are saying and doing, and use this as cue to identify
their interests, ideas, knowledge, and skills;
- Ask students “what if” questions;
 Demonstrate how you support children to understand and accept
responsibility for their actions by providing them a range of strategies
to make informed choices about their behaviours appropriate to their
level of understanding;
- Demonstrate how you encourage children to respect and regard each other’s
individual differences;
- Model and encourage two-way communication through questions and careful
listening;
 Use the questions you have previously developed in Project 2 of the
Subject 6 Workbook;
 Encourage the family members to interact with their children;
- Model language and encourage children to express themselves through
language in a range of contexts and for a range of purposes;
- Model language that children can use to express ideas, negotiate roles, and
collaborate to achieve goals;
- Engage children in sustained shared conversations to extend their thinking;
ask and answer questions during the reading and discussion of books or other
text; and encourage them to share their stories and ideas;
- Encourage opportunities to express feelings and emotions appropriately by
communicating, listening, and treating others with respect;
- Encourage children to explore symbols, patterns, and their relationships; and
- Consistently respond positively, sensitively, and appropriately to all children’s
effort to communicate and to all children who require attention.
These guidelines are also outlined in your supervisor’s observation form for him to
check and validate your performance against.

Part 3: Feedback
Collect the completed form from your supervisor. Scan and save a copy of the completed
feedback form using the filename: S4Project 2
To ensure successful completion of the unit requirements relevant to this step, you must
demonstrate performance of the following tasks:
- Assist and support children when they are having difficulty understanding or
communicating with each other; and
- Model language that children can use to express ideas, negotiate roles, and
collaborate to achieve goals.
Note:
If you are completing this task via a video submission, you will still be
required to complete “Subject 4: Project 2 Form”. However, you will no
longer be required to secure verification signature from a vocational
workplace supervisor.

Third Party Report
This section outlines all the tasks, skills, and performance requirements relevant to the
units included in this subject that have not yet been addressed in the workbooks, case
studies, and projects.
You are required to complete the task outlined in the Third Party Report Template
according to the quality standards set by your vocational workplace in compliance with the
industry standards relevant to your role as a childcare educator. Make sure you document
your successful completion of each task by recording the details of your performance in
the log included in the Third Party Report Template provided in the link below:
IMPORTANT:
To be able to verify that you have adhered to workplace policies and procedures, submit a
copy of the relevant policies and procedures of your vocational workplace, as
they relate to planning and facilitating classroom activities, use of classroom/ centre
resources, dealing difficult behaviour among children, and other relevant concerns.

SUBJECT 5:
PHYSICAL AND EMOTIONAL WELLBEING
This section will assist the documentation of
your successful completion of the skill
requirements relevant to the units addressed
in this subject:
CHCECE003 Provide care for children
CHCECE005 Provide care for babies and toddlers

*Requirements from other subjects may also be addressed, if relevant.
NOTE:
Before you start working on this project, secure necessary permissions from
your vocational workplace supervisor to:
 Facilitate safe sleep practice for three (3) children* in the centre;
 Facilitate nappy nappy-changing and toileting practice for three
(3) children* in the centre; and
 Facilitate meal time for three (3) children* in the centre.
At the end of this project, you must secure your supervisor’s signature to
confirm completion of the project in the workplace.

Project
This project requires you to complete and document your successful performance of all the
skill requirements relevant to providing care for babies and toddlers as part of your
vocational placement training in the childcare centre.
This project is required to be completed in an actual childcare centre. Before you proceed
read the details of the project and make sure to secure all the necessary permissions to
complete the project in your vocational workplace.
This project is divided into three (3) tasks:

Task 1: Promote safe sleep
Task 2: Provide positive nappy-changing and toileting experience
Task 3: Promote quality mealtime environments
Each task requires you to follow a set of instructions according to a set performance
guidelines. Each task also requires you to have your vocational workplace supervisor
complete an observation form to document the details of your performance.
These forms are available on the link provided below:

Download “Subject 5: Project Form”

Task 1: Promote Safe Sleep
1. Identify 3 children in the centre that you will be assisting for this task. At least one
of them must be within the age range of a baby (0 to 12 months), and at least one
must be within the age range of a toddler (1+ to 2 years old). Record their
information below:
Full Name Age
2. Check the centre for the children’s agreed upon plan with the families on how sleep
and rest will occur. Document your findings below:
Name Sleep and rest plan
3. Facilitate safe sleep by ensuring you perform the following tasks:

a. Check that cots, bedding and equipment meet approved standards
b. Implement safe sleep practices and explore and implement quality sleeping
environments
c. Ensure bedding is clean, using appropriate hygiene practices
A checklist is provided for you in section 1 of the form to document your completion
of these tasks. Document at least three (3) instances of you completing these tasks
in the centre.
4. Have your vocational workplace supervisor initial your completion of the tasks as
confirmation that you have been observed performing the said tasks in the centre
and in a manner that is in compliance with the centre’s standards and protocols.

Task 2: Provide positive nappy-changing and toileting experiences
1. Identify three (3) children in the centre that you will be assisting for this task. At
least one of them must be within the age range of a baby (0 to 12 months), and at
least one must be within the age range of a toddler (1+ to 2 years old). You may work
with the same children you assisted in task 1. Record their information below:
Full Name Age
2. Check if the children have a prescribed nappy-changing and toileting practice

according to the families’ preferences and the centre’s relevant standards and
protocols. Document your findings below:
Name Prescribed nappy-changing and toileting practice
3. Facilitate nappy-changes and toileting for the three children. Make sure to complete
the following tasks:
a. Change nappies using appropriate hygiene practices
b. Adapt experiences to meet the individual child’s routines
c. Support children sensitively and positively when they are learning to use the
toilet
d. Work with families to support children’s toilet learning
e. Manage toileting accidents in a manner that protects the child’s self-esteem
and provacy
in the centre.

4. Have your vocational workplace supervisor initial your completion of the
tasks as confirmation that you have been observed performing the said tasks
in the centre and in a manner that is in compliance with the centre’s
standards and protocols.
Task 3: Promote quality mealtime environments

1. Identify three (3) children in the centre that you will be assisting for this task. At
least one of them must be within the age range of a baby (0 to 12 months), and at
least one must be within the age range of a toddler (1+ to 2 years old). You may work
with the same children you assisted in task 1 or task 2. Record their information
below:
Full Name Age
2. Check if the children have a prescribed mealtime practice according to the families’
preferences and the centre’s relevant standards and protocols. Document your
findings below:
Prescribed nappy-changing and toileting

Name
practice

3. Facilitate mealtime for the three children. Make sure to complete the following
tasks:
a. Promote positive mealtime environments that are adapted to meet the
individual child’s routines and needs
b. Ensure babies are fed individually
c. Follow approved standards for safe storage and heating of formula and
breast milk and for cleaning equipment and utensils
d. Assist in providing a supportive environment for mothers to breastfeed
e. Prepare formula and other food according to recommended food safety
standards
Assess and respond appropriately to the children’s needs, including hunger,
distress, tiredness and pain.
in the centre.
4. Have your vocational workplace supervisor initial your completion of the tasks as
confirmation that you have been observed performing the said tasks in the centre
and in a manner that is in compliance with the centre’s standards and protocols.
Third Party Observation Checklist

The last section of the form is a third-party observation checklist for your supervisor to
complete to evaluate your overall performance in this project. The checklist is divided
into three (3) categories:
1. Creating a healthy and safe supporting environment
2. Developing relationships with babies and toddlers
3. Developing relationships with families
You are required to provide details of your completion of the tasks described in each
category, which will be verified by your vocational workplace supervisor.
Once complete, save and submit the document using the filename: S5Project 1.

Third Party Report
This section outlines all the tasks, skills and performance requirements relevant to the units
included in this subject that have not yet been addressed in the workbooks, case studies and
projects.
role as a childcare educator.
IMPORTANT: The tasks outlined in this Third Party Report that entail working
with children refer to at least three (3) children aged 2 to 5 years old. These
must NOT be the same children you have worked with in the Project required
in this subject.
Make sure you document your successful completion of each task by recording the details
of your performance in the log included in the Third Party Report Template provided in the
link below:

SUBJECT 6:
CULTURE AND COMMUNITY
This section will assist the documentation of your successful
completion of the skill requirements relevant to the units
addressed in this subject:
CHCDIV001 Work with diverse people
Promote Aboriginal and/or Torres

CHCDIV002
Strait Islander cultural safety
CHCECE001 Develop cultural competence
*Requirements from other subjects may also be
addressed, if relevant.
Third Party Report

Mapping: Elements are mapped to each item in the Third Party Report Form.
This subject covers skills and performance requirements related to culture and community.
role as a childcare educator.
Make sure you document your successful completion of each task by recording the details
of your performance in the log included in the Third Party Report Template provided in the
link below:

EVIDENCE CHECKLIST
Check when
Document Not Yet Assessor has confirmed
Task Description Description submitted Competent
Filename Competent the task with Supervisor

Check Yes/No if completed
Vocational Yes No
Candidate has Placement
completed at least Attendance Remarks:
120 hours of Log
CHC30113
vocational
Vocational and
placement
Placement Log
attendance as Vocational
confirmed by Placement
Supervisor. Time Log
Declaration
Subject 1
Yes No
Candidate attended and Remarks:

participated in at least one Subject 1: Meeting
S1Project1-WSM
(1) of the centre’s Minutes
workplace safety meetings

Document Check when Not Yet Assessor has confirmed
Task Description Description submitted  Competent
Yes No
Remarks:
Candidate conducted a
Workplace Safety
workplace safety inspection S1Project1-WSI
Inspection Checklist
in the centre
Yes No
Written procedures Remarks:

Prepare and/or maintain
and schedules for
safe and healthy S1Project2-Doc1
washing children’s
environment documents
toys and equipment
Yes No
Develop and
maintain a written Remarks:
process for
monitoring who
enters and leaves the
premises at all times

A portable record of Yes No
emergency contacts
of the children under
care
Yes No
Remarks:
Prepare and/or maintain A copy of the
safe and healthy S1Project2-Doc4 centre’s evacuation
environment documents plan
Yes No
A copy of the
Remarks:
Prepare and/or maintain centre’s health and
safe and healthy S1Project2-Doc5.1 safety procedures
environment documents and policies for food
handling
A copy of the Yes No

Prepare and/or maintain centre’s health and
safe and healthy S1Project2-Doc5.2 safety procedures
environment documents and policies for
travel

Yes No
A copy of the Remarks:

centre’s health and
safety procedures
safe and healthy S1Project2-Doc5.3
and policies for
medication
administration
Remarks:
Yes No
The workplace supervisor
Remarks:
must confirm that the
Subject 1: Third Party
candidate has successfully S1-TPR
Report
demonstrated required
skills for Subject 1

Subject 3

Yes No
Candidate sought support
and assistance from their
Remarks:
supervisor and at least one EYLF
(1) other educator in the S3Project1-EYLFI Implementation
centre to ensure proper Plan
implementation of their
selected learning outcomes
Yes No
The supervisor and peer
Remarks:
educator has evaluated the
EYLF Evaluation
candidate’s implementation S3Project1-EYLFE
Form
of the strategies they have
planned out

Task Description Description Competent
Filename submitted  Competent the task with Supervisor
Yes No
Candidate demonstrated
performance evidence and Remarks:
Case Study in the
skills relevant to situations
S3 Project 3 CS Vocational
in the childcare centre that
Workplace Form
do not typically happen on a
regular basis
Yes No
Remarks:
Subject 3: Third
Party Report
demonstrated required
skills for Subject 3

Subject 4

Yes No
Candidate has successfully

prepared, supported, and Remarks:
Subject 4: Project
facilitated a play and S4Project 1
1 Form
learning experience in the
centre
Yes No
Candidate prepared, Remarks:

facilitated, and sought Subject 4: Project
S4Project 2
feedback for a group story- 2 Form
telling activity

Yes No
Video recording of
Remarks:
candidate’s completion of
Project 2 S4-VR Video recording
(optional)
Yes No

must confirm that the Remarks:
Subject 4: Third
Party Report
demonstrated required skills
for Subject 4

Subject 5

Yes No
Candidate has successfully

demonstrated skill Remarks:
Subject 5: Project
requirements relevant to S5Project 1
Form
providing care for babies
and toddlers
Yes No

must confirm that the Remarks:
Subject 5: Third
Party Report
for Subject 5

Subject 6

Yes No
Remarks:
Subject 6: Third
Party Report
for Subject 6

Assessor’s Declaration
I declare that I have contacted the candidate’s Vocational Placement Supervisor to confirm that the candidate has satisfactorily performed all of the tasks
included in this Skills Workbook. The Supervisor further affirms that they have observed the candidate perform the tasks outlined above according to the
descriptions provided by the candidate.
The Supervisor’s name, qualification details, and signatures affixed which appear on all Third-Party Reports accompanying this Skills Workbook are true and
accurate.
Note: The fields below are to be completed by the assessor.
Vocational Placement Supervisor Details
Name of Organisation:
Supervisor’s Name:
Qualified Observer’s Name (if other than the Supervisor):
Phone Number: Email Address:
Supervisor Qualifications:
Supervisor Comments (optional feedback to student):

FEEDBACK
Well done for finishing this workbook. We hope that what you learn with
us will open up new pathways of success in your life. At Compliant
Learning Resources, we continually strive to improve our courses and
heighten the learning experience for you. One way we do this is by seeking
feedback. Your experience is important to us and we are very keen to hear
any suggestions or complaints you may have. Click on the button below to
let us know what you think of us and our course.
CLICK HERE
End of Document


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Assessment Workbook 7

CHC30113 Certificate III

Date Summary of modifications made Version

2 June 2016 Version 1 final produced following 1.0

5 July 2016 Major amendments made following 2.0

10 August 2016 Added assessment items in subject 1 for 3.0

22 August 2016 Clarified instructions for tasks in Subject 4.0

9 March 2017 Updated units of competency in course 4.1

20 March 2017 Updated unit of competency: 4.2

23 March 2017 Updated links under Vocational 4.3

19 April 2017 Inserted Self-Evaluation Form for 4.4

17 September 2018 added statement to Vocational 4.5

Skills Workbook Version No. 4.5 Produced 17 September 2018

COURSE STRUCTURE ................................................................... 4

Skills Workbook Version No. 4.5 Produced 17 September 2018Page 3

Skills Workbook Version No. 4.5 Produced 17 September 2018

Cluster Units of Competency A B C D E F

HLTWHS001 Participate in workplace health and safety

CHCLEG001 Work legally and ethically

CHCECE006 Support behaviour of children and young people

Skills Workbook Version No. 4.2 Produced 20 March 2017

CHCDIV001 Work with diverse people

All units indicated in this TAS, except HLTAID004 Provide an emergency

A) Gather Documents D) Project

Skills Workbook Version No. 4.5 Produced 17 September 2018

Resources required for assessment include:

Skills Workbook Version No. 4.3 Produced 23 March 2017

Vocational Placement Provider to provide:

Before starting your vocational placement, check that you have:

Skills Workbook Version No. 4.5 Produced 17 September 2018

SKILLS WORKBOOK (This workbook)

Skills Workbook Version No. 4.5 Produced 17 September 2018Page 9

Recording the performance of an assessment tasks can be done in three

Please ensure that your vocational placement supervisor is aware that

Skills Workbook Version No. 4.5 Produced 17 September 2018

The Vocational Placement

Competency based assessment requires students to be

Skills Workbook Version No. 4.5 Produced 17 September 2018Page 11

Skills Workbook Version No. 4.5 Produced 17 September 2018

Industry Placement Guidelines

Skills Workbook Version No. 4.5 Produced 17 September 2018Page 13

Skills Workbook Version No. 4.5 Produced 17 September 2018

WORKBOOK: Assessment Workbook 7

TITLE: Skills Workbook

FIRST AND SURNAME:

Please read the Candidate Declaration below and if you agree

Skills Workbook Version No. 4.3 Produced 23 March 2017

READ THE FOLLOWING INSTRUCTIONS

Skills Workbook Version No. 4.5 Produced 17 September 2018

Skills Workbook Version No. 4.3 Produced 23 March 2017

This section will assist the documentation of

Step1: Participate in workplace safety meeting

Step 2: Participate in workplace safety inspection and consultative process

Skills Workbook Version No. 4.3 Produced 23 March 2017

 medication administration (save document as: S1Project2-Doc5.3)

Skills Workbook Version No. 4.3 Produced 23 March 2017

Skills Workbook Version No. 4.3 Produced 23 March 2017

2. Tasks relevant to hygiene