Asse

ssme
CHC50113
nt
Wor
Diploma of Early Childhood
Education and Care
kboo
k 10

Children’s Behaviour and Inclusion

Version 2.4 Produced 19 March 2018

Copyright © 2018 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

Version 1 final produced following assessment

16 May 2014 1.0
validation.

Revised question – Q7, 9

16 October 2014 1.1
Mapping to Learner Guide

Version 2 final produced following second

13 February 2015 2.0
assessment validation

25 July 2016 Minor updates made throughout document 2.1

Intranet links and logins updated; minor

9 March 2017 2.2
changes to wording

23 March 2017 Updated Sparkling Stars Link 2.3

▪ Minor changes made to wording and

 formatting
19 March 2018 2.4
▪ Updated links for document in Q4
▪ Updated response requirements for Q12a

TABLE OF CONTENTS
INTRODUCTION ​4
WHAT IS COMPETENCY-BASED ASSESSMENT ​5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING ​ 6
THE DIMENSIONS OF COMPETENCY ​ 7
REASONABLE ADJUSTMENT ​8
THE UNITS OF COMPETENCY ​9
CONTEXT FOR ASSESSMENT ​10
ASSESSMENT REQUIREMENTS ​11
ASSESSMENT METHODS ​12
RESOURCES REQUIRED FOR ASSESSMENT ​12
ASSESSMENT WORKBOOK COVER SHEET ​13
PROJECT ASSESSMENT ​14
Project 1: Establish and implement plans for developing cooperative behaviour ​14
END OF DOCUMENT ​24

INTRODUCTION
The questions in this workbook are divided into two (2) categories: Knowledge
Assessment, and Project Assessment.
The questions under Knowledge Assessments are all in a short answer format. The
longer questions requiring creative and analytical thought processes are covered in the
Project Assessments. You must answer all questions using your own words.
However, you may reference your Learner Guide and other relevant resources and learning
materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you
should be able to answer these questions based on the processes that are currently in place
in your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical
workplace setting.

Accessing Intranet Pages and External Links

There are instructions in this workbook that will refer you to intranet pages and or
external links. These intranet pages and external links are formatted in Blue Underlined
Text.

To access these, hold the Ctrl key for Windows users or the Command key for Mac
users while clicking on these links.

WHAT IS COMPETENCY-BASED ASSESSMENT

The features of a competency-based assessment system are:
▪ It is focused on what learners can do and whether it meets the criteria specified by
the industry as competency standards.
▪ Assessment should mirror the environment the learner will encounter in the
workplace.
▪ Assessment criteria should be clearly stated to the learner at the beginning of the
 learning process.
▪ Assessment should be holistic. That is, it aims to assess as many elements and/or
units of competency as is feasible at one time.
▪ In competency assessment, a learner receives one of only two outcomes: competent
or not yet competent.
▪ The basis of assessment is in applying knowledge for some purpose. In a competency
system, knowledge for the sake of knowledge is seen to be ineffectual unless it
assists a person to perform a task to the level required in the workplace.
▪ The emphasis in assessment is on assessable outcomes that are clearly stated for the
trainer and learner. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist,
the outcomes are based upon those identified in a training needs analysis.

Definition of Competency

Assessment in this context can be defined as:

The fair, valid, reliable and flexible gathering and recording of evidence to support the
judgement on whether competency has been achieved. Skills and knowledge (developed
either in a structured learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry, rather than compared with
the skills and knowledge of other learners.

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY

RECOGNISED TRAINING
Developing and conducting assessment, in an Australian vocational education and
training context, is founded on a number of basic conventions:

The principles of assessment

▪ Assessment must be valid

Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
Assessment must include the combination of knowledge and skills with their
practical application.
Assessment, where possible, must include judgements based on evidence drawn
from a number of occasions and across a number of contexts.
▪ Assessment must be reliable

Assessment must be reliable and must be regularly reviewed to ensure that

assessors are making decisions in a consistent manner.
Assessors must be trained in national competency standards for assessors to
ensure reliability.
▪ Assessment must be flexible

Assessment, where possible, must cover both the on and off-the-job

components of training within a course.
Assessment must provide for the recognition of knowledge, skills and attitudes
regardless of how they have been acquired.
Assessment must be made accessible to learners through a variety of delivery
modes so they can proceed through modularised training packages to gain
competencies.
Assessment must be mutually developed and agreed upon between assessor and
the assessed.
Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.
 (Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

The rules of evidence

When collecting evidence, there are certain rules that apply to that evidence. All evidence
must be valid, sufficient, authentic and current:
▪ Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills or attitudes.
▪ Sufficient

This rule relates to the amount of evidence gathered. It is imperative that enough
evidence is gathered to satisfy the requirements that the learner is competent in all
aspects of the unit of competency.
▪ Authentic

When evidence is gathered the assessor must be satisfied that evidence is the
learner’s own work.
▪ Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.

(Source: Training in Australia by M Tovey, D Lawlor)

THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance and not
only narrow task skills. The four (4) dimensions of competency are:
1. Task skills

2. Task management skills

3. Contingency management skills

4. Job or role environment skills

REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with
a disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment
or making changes to the training delivered to assist a learner with a disability. A
reasonable adjustment can be as simple as changing classrooms to be closer to amenities
or installing a particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:

▪ The same learning opportunities as learners without a disability, and

▪ the same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and
assessment activities can include:

▪ Customising resources and assessment activities within the training package or

accredited course
 ▪ Modifying the presentation medium
▪ Learner support
▪ Use of assistive/adaptive technologies
▪ Making information accessible both before enrollment and during the course
▪ Monitoring the adjustments to ensure learner needs continue to be met

Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant unit(s) of
competency. For example, if the assessment were gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally would
not be a valid assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.

THE UNITS OF COMPETENCY

The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit(s) of competency from CHC50113 Diploma of
Early Childhood Education and Care:

CHCECE020 – Establish and implement plans for developing cooperative

behaviour

1. Establish and apply limits and guidelines for behaviour

2. Identify and review behaviour as required
3. Develop a plan to guide a particular child’s behaviour where required
4. Implement and monitor behaviour plan

CHCECE021 – Implement strategies for the inclusion of all children

1. Promote inclusion
2. Respect diversity
3. Identify children with barriers to learning
4. Develop a plan for support and inclusion
5. Implement strategies to meet the child’s additional needs
6. Monitor and review strategies

CHCECE026 – Work in partnership with families to provide appropriate

education and care for children
 1. Provide families with opportunities to be involved in the service
2. Provide information to families about their child
3. Provide information to families about the service
4. Provide information about community services and resources

For complete copies of the above units of competency:

Download them from the TGA website:
CHCECE020
CHCECE021
CHCECE026

CONTEXT FOR ASSESSMENT

To complete the assessments in this workbook, students need to have access to their
learning materials and the Internet. The Knowledge Assessment may be completed wholly
at the student’s home or chosen place of study. The Project Assessment must be completed
in a workplace.

ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for assessment.
Each unit of competency can be unbundled to reveal three key assessment components:

1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to understanding the tasks
described in the elements

3. Assessment Condition
- describes the environment and conditions that assessments must be conducted
under

The associated assessment method in this kit covers all of these components as detailed in
the matrix below:

Units of Competency

CHCECE02 CHCECE02 CHCECE02

Assessment Activities
0 1 6

Knowledge Assessment þ þ þ

Project Assessment þ þ
ASSESSMENT METHODS
This workbook uses the following assessment methods:

1. Knowledge Assessment – A set of generic and workplace questions testing the

student’s general knowledge and understanding of the general theory behind the
unit.

2. Project Assessment – A set of tasks or activities completed according to set

instructions and guidelines to meet the requirements of the relevant units. These
tasks and activities require you to have access to a workplace.

RESOURCES REQUIRED FOR ASSESSMENT

Candidate will need access to:

Computer with Internet and email access and a working web browser

Installed software: MS Word, Adobe Acrobat Reader

Forms and templates, provided in the Projects as needed

A workplace that will allow you access to:

A workplace supervisor

One (1) child requiring support, including their parent and/or guardian

Two (2) people from the centre who are involved in the care of the child
requiring support

One (1) early childhood educator

Children enrolled in the service, and their families

The service’s philosophy, policy and procedures relevant to inclusion,

equity and diversity

One (1) child who requires additional needs, including their parent
and/or guardian

At least one (1) professional who can provide advice relevant to the
additional needs of the child

ASSESSMENT WORKBOOK COVER SHEET

To the Student: Print this coversheet and complete it by filling in all the required information
and affixing your signature in the space provided. Use the filename: Class Number_Student
Name_Student Id_Unit Code_Assessment Number_Trainer Name_Date Submitted.
Example: 1050_JoeBlog_9991234_Sub10_A4_Surinder_021282

WORKBOOK: WORKBOOK 10

TITLE: Children’s Behaviour and Inclusion

FIRST AND SURNAME: Namgay Pelden

PHONE: 0452462665

EMAIL: S9990944@skillsaustralia.edu.au

Please read the Student 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 Student, 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 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.

Signature:
Name: Namgay Pelden Date: 16/02/2020

​
Document Name: CHC50113_S10_A4_PRO(A) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.1 Approved on: 04 Dec 2019 Review Date: 04 Dec 2020 Page 13 of 24

PROJECT ASSESSMENT
Project 1: Establish and implement plans for developing cooperative
behaviour

For this project, you will need to develop and implement one (1) Behaviour Support
Plan for a child attending your vocational work placement.
Before beginning this project, discuss with your supervisor which child requiring
support would be best to observe and to develop a behaviour support plan for. Discuss
with your supervisor whether a “Permission to Observe” form will be necessary. If
it is, ensure you complete the form from the service with the parent/guardian of the
child before starting with the project. Submit this requirement to your assessor
together with your assessment.

Is there a need for a Permission to Observe form from the child’s ☒ Yes
parent/guardian?

☐ No

If Yes, submit the form together with the rest of the requirements for this project.
Provide the file name of the uploaded Permission to Observe form:
Filename:      

Important:
• There may be steps in each of the tasks below that require the consent of the
child’s parent/guardian, as well as the staff in the centre.
• Coordinate with your supervisor to ensure that consent is provided by relevant
people as necessary.
• Names of the child and his/her parent/guardian and/or the staff may be changed
to protect their privacy and maintain confidentiality of the child, his/her family
 and/or the centre’s staff.

Task 1: Identify and review behaviour

Download the Behaviour Management Plan Template from the link below:
CHC30113 and CHC50115 Skills Workbook Templates and Forms
(Username: skillsaustralialearner Password: SkillsAustralia@123)

A. Gather relevant information to establish a baseline of the child’s

behaviour.
Step 1: Undertake a background assessment by reviewing relevant files and
applicable information related to the child’s behaviour. These may include:
• family background and/or information
• family structure and culture
• health records/issues
• developmental delays
• earlier behaviour assessments or management plans
• discipline records
• attendance records
• academic records
• support/influences outside of school

Step 2: Write a summary of your review and include information relevant to the
child’s behaviour. Use the Background Assessment section of the Behaviour
Management Plan template for the summary. Be as comprehensive as possible in
writing your summary.

B. Discuss incidents and concerns with appropriate people

Step 1: Conduct an interview with the at least two (2) people in the centre who are
involved in the caring of the child and may be able assist you in identifying the
target behaviour, as well as the causes, consequences and/or environmental factors
that may be influencing the child’s behaviour.
The following questions will serve as your guide in conducting the interview:
▪ Describe the behaviour that is causing most concern.
▪ Is the behaviour a safety concern to self or others? If yes, please explain.
▪ When and where is the behaviour most likely and least likely to happen?
▪ With whom is the behaviour most likely to occur?
▪ With whom is the behaviour least likely to occur?
▪ What activities are most and least likely to produce the behaviour (e.g., task
duration, preferred or non-preferred, difficult or easy, novel or familiar,
boring or stimulating)?
▪ Are there particular situations or events not listed above that sometimes seem
to “set off” the behaviour, such as particular demands, noises, lights,
clothing, people, etc.?
▪ Describe the ways the child is able to verbally or nonverbally ask for assistance.
▪ Does the child respond appropriately to requests or instructions (how simple
or complex are the requests/instructions)?
▪ Is the child aware of the implications of his/her actions?
▪ What are the things (e.g., food items, objects, activities, people, etc.) the child
likes and are reinforcing for him or her?
Step 2: Summarise the information you gathered from the interviews. Write it in
bullet point form in the Assessment Interview section of the template.
Step 3: Request your interviewees to review your summary and ask them to sign it
off.
C. Observe child’s behaviour
Step 1: Observe and analyse the child’s behaviour on at least three (3) different
activities in the centre that the child is involved in. During your observation, also
scan the environment for possible influences on behaviour. You may also need to
look at the centre’s curriculum for other influences.
Step 2: After observing the child in different situations and/or contexts, identify
triggers/warning signs, behaviour of the child and the consequence of the
behaviour.
Step 3: Record your observations in the Event Sample (Observation) section
of the template:
▪ Setting of the activity
▪ Antecedent (these are the triggers, warning signs)
▪ Behaviour
▪ Consequence of the behaviour, include the frequency of the behaviour (how
often or how long)
Be as specific as possible in recording the triggers, behaviour and consequence(s).

D. Reflect and analyse the child’s behaviour

Step 1: Analyse the data you have gathered from the background assessment,
interviews and observations undertaken. Identify the target behaviours and rank
them according to priority. Provide the known warning signs and triggers of
impending behaviours for each identified target.
Step 2: Record these in the Behaviours in Need of Support section of the
template.

Task 2: Develop a behaviour management plan

Step 1: Before developing the plan, which will support the child’s behaviour, review
the service’s philosophy and policies and ensure that you will develop the plan in
accordance to these.

Step 2: Present your analysis and consult colleagues, family members and others who
may be caring for the child. Discuss with them about options on how to respond to the
child’s behaviour. Follow the service’s policy and procedure with regard to consultation
with family members.

Step 3: Based on the consultation, identify one (1) long-term and at least two (2)
short-term objectives of the behaviour management plan. Make sure these objectives
are developed according to the child’s abilities, age and developmental stage. Take note
that your objectives must be SMART (specific, measurable, attainable, realistic and
time-bound).

Step4: For each of the ranked target behaviour, provide preventive strategies and
techniques to be implemented in anticipation of known triggers.

Step 5: Clearly outline replacement/alternative behaviours. Keep in mind that your

strategies and techniques must be specific and must assist the child to learn the
replacement behaviour and unlearn the less acceptable behaviour.

Step 6: Specify person or persons responsible for the implementation of the identified
preventive strategies and techniques. If possible, be specific and use staff member’s
names rather than their position/designation.

Step 7: Record the resources (i.e., specific persons, learning resources, material
resources, etc.) that are needed for the implementation of the identified strategies and
techniques. Resources may also include referral bodies and appropriate authorities to
whom you could liaise or seek advice necessary if the child’s behaviour is extreme or
out of the ordinary.

Step 8: Identify the intervention timeline—how long will the strategy be in place;
when will it begin and when will it end.
Guidance: Your timeline should be based on your length of stay in the placement.
Make sure that the timeline you will provide will enable you to monitor and review
the result of the plan.

Step 9: All throughout the development of the plan, ensure that the plan is realistic
and that resources are available. Also make sure that the plan considers relevant
cultural practices and values for responding to behaviour.

Step 10: Fill out the Behaviour Management Plan section of the template and
answer the succeeding questions on Good Behaviour Recognition and Consequences.
Your answers to the questions should be parallel to the preventive strategies and
techniques that you have provided in the plan.

After you have completed your plan, answer the follow-up questions below. These
questions will assist you in determining whether you have thoroughly developed the
plan in accordance to the steps and requirements provided.

•​
Task 2 Follow up Questions

1) Briefly describe the service’s philosophy and policies on developing a plan and
providing behaviour management to children.
Clear guidelines about acceptable behaviour will be developed with input from
children, parents, staffs and management. Parents/guardians will be made aware of
expected child behaviour at the centre via the sparking stars intranet.
All sparking stars staff will use voice intonations, facial expressions and
explanations as methods of discipline used to encouraged desired behaviour.
Positive behaviour will be encouraged by diverting children to more appropriate
activities, showing appreciation for appropriate behaviour and building on each
child’s strengths and achievement.

2) Explain the consultation that you had with colleagues, family members and others
who are involved in caring for the child. The following must be reflected in your
explanation:
• Their recommendations about options on how to respond to the child’s
behaviour
• The service’s policy and procedure with regard to consultation with family
members
The parents are the main source to all the information about the child so after
consultation with parents they shared what are the likes and dislikes of the child,
child is sensitive with new atmosphere and need to give him to settle down with
calm and encouragement. Parent shared that the child cooperates well, giving
 positive feedback when he achieves his goal but need to keep an eye that he
becomes excited playing outside or doing things by himself which may hurt himself
due to his clumsy movement. There is changes of falling down on the hard surface
while trying to run.

Sparking stars communication policy is a framework for all communication within

all operations and guiding children’s behaviour policy.
A ‘ Behaviour Management Program’ will be designed with the family of the child.

3) Describe how you developed the behaviour management plan in relation to the
child’s abilities, age, and developmental stage.
• Before developing any behaviour management plan for a child in relation to
child’s abilities, age and developmental stage, it is essential for us to know
the background and medical history to implement strategies to support the
child’s behaviour. For that I have collected relevant information about the
chid by going through the enrolment form, family feedbacks, gather
information from the child’s parents and care givers and consult with
specialist. By doing observation of a child’s behaviour, triggers leading to
behaviour, how often and how it occurs and how it ends.

4) Explain how you ensured that the plan is realistic and that resources are available.
I ensure plan is realistic by involving parents, other staff members and
communicating with the specialist to get more information. Asking the parents to
follow same routine at home also for consistency to prevent confusion of the child.
And providing more options of toys and activities to distract the child when he is
feels bored.

5). Describe how you considered and respected family expectations and their cultural
values in the development of the plan.
By encouraging parents and families to contribute their ideas and experiences about
children’s behaviour. Demonstrating awareness, recognise and incorporate diverse
cultures, languages beliefs and values of a family. Learning more through google to get
more knowledge about their cultural background.

Task 3: Implement and monitor the behavioural plan

Step 1: Implementation
Implement your plan in coordination with your colleagues. Inform all those involved in
implementing and reinforcing the plan of its rationale, limitations and strategies
developed. Provide support and assistance to everyone involved to ensure that the plan
is implemented effectively and consistently.
All throughout the implementation ensure that you support the child so that he/she
understands the specific expectations for his/her behaviour. Minimise as far as
possible, factors that may lead to or maintain inappropriate behaviour.
Make sure your vocational work placement supervisor is able to witness and observe
you complete this project as you will be requesting his or her signature to confirm your
successful completion this task in the workplace.
To document your supervisor’s confirmation, have your supervisor complete the
Project 1: Observation Form found in the Sparkling Stars website:

CHC30113 and CHC50115 Skills Workbook Templates and Forms

(Username: skillsaustralialearner Password: SkillsAustralia@123)

Request him or her to sign off the supervisor declaration after you have completed this
task.
Step 2: Monitor and review the behaviour plan
Monitor and review the child’s behaviour against the plan. Modify the plan where
necessary in consultation with colleagues, family members and others caring for the
child. Follow the service’s policy and procedure with regard to consultation with family
members.
Complete the Review and Monitoring section of the Behaviour Management Plan
template. Request your supervisor to sign off the plan.

Assessment 4 Feedback Sheet

Namgay Pelden S9990944

Student Name: Student ID:

Unit Code And

Name:
S 10- Children’s Behaviour and inclusion

Class Number 1597

Assessment Outcome: ☒ Satisfactory ☐ Not Satisfactory

Task 1 Outcome ☒ Satisfactory ☐ Not Satisfactory

Task 2 Outcome ☒ Satisfactory ☐ Not Satisfactory

Task 3 Outcome ☒ Satisfactory ☐ Not Satisfactory

Assessor’s Feedback:

Has the student been informed of the assessment outcome and the reason for the decision?

☒ Yes ☐ No

How was the student informed of the assessment outcome? Date:

3/27/2020

☐ In Person (Student to sign)☒ Via Email (Copy of email to be kept)

Student’s Signature:
Date:
2/16/2020
(If Applicable)

Trainer/Assessor
Date:
3/27/2020
Signature:

END OF DOCUMENT

Document Name: CHC50113_S10_A4_PRO(A) RTO Code: 52010 CRICOS Code: 03548F

Version: 1.1 Approved on: 04 Dec 2019 Review Date: 04 Dec 2020 Page 24 of 24