Supporting Children's Development - Student Assessment Theory

STUDENT ASSESSMENT
BOOKLET
CHC3012 1
C ERTIFICATE III IN E ARLY C HILDHOOD
E DUCATION AND C ARE
SUPPORTING CHILDREN’S DEVELOPMENT
CHCECE034 U SE AN APPROVED LEARNING FRAMEWORK TO
GUIDE PRACTICE
CHCECE035 S UPPORT THE HOLISTIC LEARNING AND

DEVELOPMENT OF CHILDREN
CHCECE036 P ROVIDE EXPERIENCES TO SUPPORT

CHILDREN ' S PLAY AND LEARNING
CHCECE038 O BSERVE CHILDREN TO INFORM PRACTICE
Student Name:
_________________________________________________________________________
Date Commenced: ________________________________ ______________________________________
SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 1
Table of Contents
Assessment Overview...................................................................................................................................... 4
Assessment Task Summary........................................................................................................................ 4
Assessment Documents................................................................................................................................... 5
Required Additional Documents.................................................................................................................. 5
Assessment Task Cover Sheet.................................................................................................................... 5
The Assessment Process and Your Rights....................................................................................................... 5
Submitting your Assessment Tasks............................................................................................................. 5
Assessment Attempts and Resubmissions.................................................................................................. 6
Assessment Outcomes................................................................................................................................ 6
Plagiarism, Cheating and Collusion............................................................................................................. 6
Assessment Appeals................................................................................................................................... 6
Reasonable Adjustment............................................................................................................................... 7
Information about Assessment......................................................................................................................... 7
Dimensions of Competency......................................................................................................................... 7
Principles of Assessment and Rules of Evidence........................................................................................ 7
Principles of Assessment............................................................................................................................. 7
Rules of Evidence....................................................................................................................................... 8
Glossary of Instructional Task Words.......................................................................................................... 8
Assessment Plan............................................................................................................................................ 10
Assessment Task Cover Sheet – Assessment Task 1....................................................................................12
Assessment Task 1: Written Questions ............................................................................................................

14
Assessment Task Cover Sheet – Assessment Task 2 ..................................................................................... 45
Assessment Task 2: Focus Children Folder .....................................................................................................
47
Part A: Gathering Information About Focus Children ............................................................................ 48
Part B: Questioning and Analysing Information .................................................................................... 56
Part C: Planning for Children’s Learning ...............................................................................................
61
Part D: Implement Experiences .............................................................................................................
67
Part E: Implement Children’s Learning Plans – Supervisor Report ...................................................... 70
Supervisor Report – 23 Months or Younger .....................................................................................................
75
Supervisor Report – 2–6 Years Old ..................................................................................................................
80

Part F: Review and Reflection of Children’s Learning........................................................................... 88
Assessment Task Cover Sheet – Assessment Task 3 ..................................................................................... 92
Assessment Task 3: Plan and Engage Children’s Learning and Development ............................................... 94
Part A: Planning Environments for Development and Learning ............................................................ 94
Part B: Planning and Implementing Group Time Experience for Communication Development .......... 99
Assessment Task Cover Sheet – Assessment Task 4 ................................................................................... 102
Assessment Task 4: Reflective Journal ..........................................................................................................
104 Assessment Task Cover Sheet – Assessment Task
5 ................................................................................... 125
Assessment Task 5: Case Study ....................................................................................................................
127

Assessment Overview
This Student Assessment Booklet includes all of your assessment tasks for Supporting Children’s
Development cluster, which consists of the following units:
▪ CHCECE034 Use an approved learning framework to guide practice
▪ CHCECE035 Support the holistic learning and development of children ▪
CHCECE036 Provide experiences to support children's play and learning ▪
CHCECE038 Observe children to inform practice.
Assessment Task Summary

This cluster requires you to complete five assessment tasks. You must satisfactorily complete all tasks to
achieve competency for the units in this cluster.
Assessment Task Assessment Method Task Summary
Assessment Task 1: Questions and You must answer twelve written questions in an open
Written Questions Answers book written assessment.
Assessment Task 2: Project For this assessment task, you will be required to develop
Focus Children a Focus Children Folder with a full cycle of planning
Folder completed for four focus children. Two children must be
below the age of 23 months and the other two children
must be between the ages of two and six years.
This task is divided into six parts:
▪ Part A: Gathering Information About Focus Children
▪ Part B: Questioning and Analysing Information
▪ Part C: Planning for Children’s Learning
▪ Part D: Workplace observation implementing two
experiences.
▪ Part E: Supervisor Report – Implementing four
experiences.
▪ Part F: Reflection.
Assessment Task 3: Project For this assessment task, you will be required to review
Plan and Engage and design a learning environment and facilitate a group
Intentionally in time.
Children’s Learning
and Development This task is divided into two parts:
▪ Part A: Planning Intentional Environments for
Development and Learning
▪ Part B: Planning and Implementing Group Time
Experience for Communication Development
Assessment Task 4: Journal You are required to complete the Reflective Journal
Reflective Journal provided below to demonstrate your ability to use the
learning framework to support your practice, support
holistic learning and development of children and
provide experience to support learning through play.
Case Study
Assessment Task 5: For this task you are required to read the case study and
Case Study then answer the questions and create the new employee

educational pack to demonstrate your knowledge of how
a service utilises the learning framework, observes
children’s learning and supports development holistically
through play.
Workplace Hours Log 160 hours of work logged in your Hours Log.
Student hours of work
Hours Requirements
Students are required to complete 160 hours of work, performing the activities outlined in the performance
criteria of the following units:
▪ CHCECE035 Support the holistic learning and development of children
▪ CHCECE036 Provide experiences to support children's play and learning
Students are not able to be deemed competent in these units until they have completed the 160 hours;
however, these hours can be accumulated as part of completion of the entire CHC30121 Certificate III in
Early Childhood Education and Care (that is, they are only required to complete 160 hours total for the
course).
Students have been provided with an Hours Log in which they are required to record the hours they have
worked to contribute to this requirement – they must submit this as part of the evidence requirements for
the applicable qualification.
Assessment Documents
Required Additional Documents

The following additional documents support this Student Assessment Booklet and form part of the
assessment tool for this cluster. You will require them to complete the assessments for this unit/cluster.
▪ Workplace Hours Log.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of
the Task Cover Sheet.
The Assessment Process and Your Rights
Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them, according to the instructions
provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You
may be required to apply for an extension if you require extra time, according to your RTO’s policies and
procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as
evidence and may not be able to return them to you.

Assessment Attempts and Resubmissions
You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you
have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment,
which may involve additional training and time to consolidate your skills and knowledge. When you are
required to resubmit, you may be required to:
▪ Resubmit incorrect answers to questions (such as written tasks and case studies)
▪ Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task
▪ Redo a role play after being provided with appropriate feedback about your original performance
▪ Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback
When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:
▪ Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
▪ Be provided with feedback about your performance in a role play and then being required to complete the
role play again at a future meeting with your assessor
▪ Need to complete workplace-based tasks again during the same workplace visit or additional workplace
observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must
complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of
tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent
(NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the
case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given
feedback about what needs to be addressed in your resubmission.
Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered
academic misconduct. The definitions of each of these are below.
▪ Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
▪ Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and passing them off as your own by failing to give appropriate acknowledgement. This
includes material from any sources such as staff, students, texts, resources and the internet, whether
published or unpublished.
▪ Collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may
ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge
your request for an appeal within a certain amount of time from the original decision being made. You will
need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student
Handbook for more information about our appeals process.

Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that students with recognised disabilities have the same learning opportunities and same
opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or assessment
tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can
accommodate the student’s particular needs while also taking into account factors such as:
▪ The views of the student
▪ The potential effect of the adjustment on the student and others
▪ The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation
of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it
is not likely to be reasonable.[1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability.
Information about Assessment
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of
competency ensure the person being assessed has the skills to perform competently in a variety of different
circumstances. To be competent, you must demonstrate the following:
▪ Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills, and these are usually described in the performance criteria.
▪ Task Management Skills: These are skills in organising and coordinating, which are needed to be able to
work competently while managing a number of tasks or activities within a job.
▪ Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
▪ Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills
and knowledge.
Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment
(definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
▪ Validity:

Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from
[1]
https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual
learner.’
Validity requires:
− Assessment against the unit/s of competency and the associated assessment requirements covers
the broad range of skills and knowledge that are essential to competent performance
− Assessment of knowledge and skills is integrated with their practical application
− Assessment to be based on evidence that demonstrates that a learner could demonstrate these
skills and knowledge in other similar situations; and
− Judgement of competence is based on evidence of learner performance that is aligned to the unit/s
of competency and associated assessment requirements.
▪ Reliability:
‘Evidence presented for assessment is consistently interpreted and assessment results are
comparable irrespective of the assessor conducting the assessment.’ ▪ Flexibility:
‘Assessment is flexible to the individual learner by:
− Reflecting the learner’s needs

− Assessing competencies held by the learner no matter how or where they have been acquired
− Drawing from a range of assessment methods and using those that are appropriate to the context,
the unit of competency and associated assessment requirements, and the individual.’ ▪ Fairness:
‘The individual learner’s needs are considered in the assessment process.
‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs.
‘The RTO informs the learner about the assessment process and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.’
Rules of Evidence
▪ Validity:
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in
the module or unit of competency and associated assessment requirements.’ ▪ Sufficiency:
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables
a judgement to be made of a learner’s competency.’ ▪ Currency:
‘The assessor is assured that the assessment evidence demonstrates current competency. This requires
the assessment evidence to be from the present or the very recent past.’ ▪ Authenticity:
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words

Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and ‘list.
These words will guide you as to the level of detail you must provide in your answers. Some questions will
also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the below
glossary to guide you on interpreting the words in the tasks.
▪ Analyse – This means you should break an issue down into its component parts, discuss them and show
how they relate. You should discuss the issue in detail and methodically.
▪ Describe – This means you should outline the most noticeable qualities or features of an idea, topic or
the focus of the question.

▪ Discuss – This means you must point out the important issues or features, key points, possible
interpretations, and debate through argument. You should provide reasons for and against.
▪ Examine – This means you must look at, or consider, the item or subject carefully and in detail to
discover something about it. You will need to provide a detailed response with key points and features.
You should provide a response with as much detail as possible, but a minimum of one or two paragraphs
in length. Examine is similar to analyse.
▪ Explain – This means you need to make something clear or show your understanding by describing it or
providing information about it. You will need to make clear how or why something happened or is the way
it is.
▪ Identify – You must recognise something and indicate who or what the required information is. The length
of the answer should be guided by what you are being asked to identify.
▪ List – You must record short pieces of information in a list form – with one or two words, or sentences on
each line.
▪ Outline – You must give a brief description of the main facts or sequence of events about something. The
length of the response should be guided by what you are required to outline. As long as you include the
main facts or points, then that’s enough.
▪ Summarise – You must express the most important facts or points about something in short and concise
form.

Assessment Plan
The following outlines the assessment requirements for this cluster. You are required to complete all
assessment requirements outlined below to achieve competency for this all units in this cluster.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Tasks
1. Assessment Task 1: Written Questions
2. Assessment Task 2: Focus Children Folder
3. Assessment Task 3: Plan and Engage Intentionally in Children’s Learning and

Development
4. Assessment Task 4: Reflective Journal
5. Assessment Task 5: Case Study
6. 160 hours of work logged in your Hours Log
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No
 Yes  No
Have you read and understood the RTO’s policies and procedures related to
reassessment?
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
 Yes  No
Do you have any special needs or considerations that must be made in preparation for
this assessment? If yes, what are they?
__________________________________________________________________
Do you understand your rights to appeal the decisions regarding assessment?  Yes  No
Student Name: __________________________________________________
Student Signature: _______________________________________________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________


Assessment Task Cover Sheet – Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your
work.
Name:
Date of
submission:
Cluster: Supporting Children’s Development

Units:
▪ CHCECE038 Observe children to inform practice
Assessor to complete
Is this a
Satisfactory/ reassessment?
Assessment Task Number & Title Not satisfactory Date Y/N
Assessment Task 1: Written Questions
STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
 None of this work has been completed by any other person.
 I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this
work.
 I have correctly referenced all resources and reference texts throughout these assessment tasks.
 I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken
against me.
Student Signature: _______________________________________________ Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 1: Written Questions
This is an open book written assessment.

There are 14 questions and some questions have sub-parts.
You must answer all questions and their parts correctly to achieve a satisfactory
TASK SUMMARY
outcome for this task.
▪ Access to your learning materials.

▪ Access to a computer, printer and internet.
▪ Access to Microsoft Word (or a similar program).
RESOURCES AND
EQUIPMENT ▪ Access to IT/digital media for research including access to:
REQUIRED ▪ National Quality Framework:
▪ National Quality Standard
▪ the relevant approved national learning framework
▪ the UN Convention on the Rights of the Child - Article 31
WHERE AND WHEN ▪ You will complete this task in your own time, or you may be provided with time in
THIS TASK WILL BE class to complete it (where applicable).
COMPLETED
▪ You will be advised of the due date for this task.
WHAT HAPPENS IF If your assessor marks any of your answers as incorrect or insufficient, they will
YOU GET make arrangements with you for resubmission. Your assessor may ask you some
SOMETHING questions verbally to check your understanding, or you may need to provide new
WRONG? written responses to the questions that were answered incorrectly. Your assessor will
give you a due date by which this must be provided.
SUBMISSION
REQUIREMENTS
 Your answers for each question.
▪ This is an open book written assessment – you can use your learning materials
as reference.
TASK ▪ You must answer all questions and their parts correctly to achieve a Satisfactory
INSTRUCTIONS outcome for this task.
▪ Refer to the Glossary of Instructional Task Words for descriptions of instructional
words to guide you in the level of response required in each question.

The following questions relate to the National Quality Framework, National Quality Standard and Approved
Learning Frameworks.
Research your responses by accessing the ACECQA website https://www.acecqa.gov.au/ Please
use your own words to respond to the below questions.
QUESTION 1
a) List the current approved learning frameworks in Australia for Education and Care services.
b) Identify which Quality Area, Standard and Element relate directly to the requirements to follow an
Approved Learning Framework in the National Quality Standard and ensure you document what each
state in the table below.
Number & title Explanation
Quality Area
Standard
Element
c) Research the Education and Care Services National Regulations and identify the Division and the
Regulation which relate directly to the requirements for a service to use an approved Learning
Framework. Use the link to access the National Regulations on the ACECQA website then you can use
the search function to support your research. https://www.acecqa.gov.au/nqf/national-law-regulations
d) Research and outline how the Education and Care Services National Law 2010 and Education and Care
Services National Regulations relate to the Learning Framework. Response must be in your own words.

e) In your own words, explain the purpose and function of the Learning Framework is in the early childhood
education and care sector.
Access the Introduction to the Learning Framework on pages 5 & 6 to support your research.
https://www.acecqa.gov.au/sites/default/files/2020-
05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
f) List all stages of the cycle of planning and describe in one-two sentences what each stage requires of
educators. Your answer must be in your own words.
To support your research, you may wish to review the Guide to the Early Years Learning Framework.

g) In your own words, explain how this statement can be true ‘the curriculum planning cycle is based on
child development’.
QUESTION 2
Research the vision and pedagogy of the approved Learning Framework and outline their meaning in your
own words.
QUESTION 3
Identify and list the Principles of the approved learning framework in the table below. Summarise each
Principle in your own words and describe one example of how you might observe this Principle in an
education and care service.

Principles Summarise each Principle in your own Describe one example of how you
words might observe this Principle in an
education and care service
Principles Summarise each Principle in your own Describe one example of how you
words might observe this Principle in an

QUESTION 4
Identify and list the Practices of the approved learning framework in the table below. Summarise each
Practice in your own words and describe one example of how you might observe this Practice in an
education and care service.

Practices Summarise each Practice in your own Describe one example of how you
words might observe this Practice in an


QUESTION 5
Identify and list the five Learning Outcomes of the approved learning framework and summarise your
understanding each Learning Outcome in the table below.

Outcome Identify the outcome Summary of the outcome
Outcome 1
Outcome 2
Outcome 3
Outcome Identify the outcome Summary of the outcome

Outcome 4
Outcome 5
The following questions relate to Child Development & play.

To support your research you may wish to access the Developmental Milestones Document Created by
ACECQA on the below link. https://www.acecqa.gov.au/sites/default/files/2018-
02/DevelopmentalMilestonesEYLFandNQS.pdf

QUESTION 6
a) List three major developmental milestones/stages for each developmental domain from the ages 0-
6.
Developmental area Child aged 0–1 Child aged 1–2 Child aged 2–3 Child aged 3–6
Physical


Social

Emotional


Cognitive

Language

b) Research and explain how the approved learning framework relates to and encompasses child
development.
c) The Australian Early Development Census is a reputable source of information related to development.
Access the data at https://www.aedc.gov.au/early-childhood and outline what they do and why you feel
this is a reputable source and then choose two other reputable and authoritative sources which you
could use to access information about development.
d) Explain why development varies among children and list at least three factors that might influence
development.
e) Explain developmental theory in your own words and include at least two developmental and two
learning theories within your explanation.

f) Explain how child development is supported through holistic and inclusive approaches in early childhood
education and care.
g) List at least three strategies early childhood services and educators use to support holistic development
(across all domains).
QUESTION 7
Complete the table below which will demonstrate your knowledge of impacts on early childhood
development.
Describe the aspects of each point and explain the impact this can have on children’s development.
Description of each point below. Explain the impact this can have on
Impacts on children’s development
Document the aspects associated with this potential
early childhood
impact on children’s development.
development
Limited brain
stimulation

Impacts on Description of each point below. Explain the impact this can have on
early childhood Document the aspects associated with this potential children’s development
development impact on children’s development.
Poor diet
Lack of play
Inconsistent or
non-existent
emotional
support or
comfort
Description of each point below.

Impacts on Explain the impact this can have on
Document the aspects associated with this potential children’s development
early childhood
impact on children’s development.
development

Lack of
materials and
resources
Trauma
Child abuse
Family Violence
Impacts on Description of each point below. Explain the impact this can have on
early childhood Document the aspects associated with this potential children’s development
development impact on children’s development.

Other
experiences
which influence
the child’s ability
to experience
appropriate
childhood
activities and
their potential
long-term
harmful impacts
QUESTION 8
a) Summarise why literacy development is important for children in early childhood and identify which
learning outcome in the learning framework directly relates to literacy development.
b) Describe one experience you could implement for each of the below principles of literacy development
with the two age groups within the table.
Principles of 12–18 month age children 3–4 year age children
Literacy Document one experience you would provide for Document one experience you would provide for
Development this age group to support children’s literacy this age group to support children’s literacy
development. development.
Learning sounds,
words and
language
Principles of 12–18 month age children 3–4 year age children

Literacy
Document one experience you would provide for Document one experience you would provide for
Development
this age group to support children’s literacy this age group to support children’s literacy

development. development.
Patterns and
repetition
Rhyming &
mimicking
Pre-reading skills
Early writing skills
The Early Years Learning Framework states in Outcome 5: ‘Children begin to understand how symbols
and pattern systems work’ (page 46). It states that educators promote this learning, for example, when
they: engage children in discussions about symbol systems, for example, letters, numbers, time, money
and musical notation.
For your reference you can access this here,
https://www.acecqa.gov.au/sites/default/files/202005/belonging_being_and_becoming_the_early_years_learning_framework_for_aust
ralia.pdf
c) Read the above statement and outcome 5 on the link provided and list two experiences you could
implement to support children to learn about each of the symbol systems in early childhood education
and care.

Two experiences to support children to learn about this symbol
Symbol systems
Letters
Numbers
Time
Money

Musical notation
QUESTION 9
a) Explain ‘learning’ in your own words. Ensure your response reflects how children learn in the context of
early childhood.
You may wish to read about learning in the Early Years Learning Framework on page 10 to guide your
reflections.
b) List at least three learning styles children will demonstrate including a brief description of each learning
style.

c) Analyse the difference between play-based learning and free play.
QUESTION 10
a) Research and summarise the history of play and childhood and identify some key timelines in this
history.

b) Discuss how children’s culture might influence the way they play.
c) Outline Article 31 of the UN Convention on the Rights of the Child and describe how this links to our
early childhood education and care context.

QUESTION 11
Explain why it is important to encourage children to challenge themselves physically and have choice when
it comes to physically active play.

12
Supporting children through their many emotions and situations is an important part of the role of an
educator. Consider the following situations and explain what support you would provide to the child in each
scenario to help them to understand their physiological response and their learning.
Take note of the child’s age to ensure your response is developmentally appropriate. a)
Scenario 1
Scenario 1: Crying – Part 1

A 3 year old child runs up to you and they are crying. They point over through their sobs to another
child and they are grabbing their arm. You ask them to explain what happened, but they can’t. They are
crying too heavily and are very upset.
Explain what support you would provide to the child in this scenario to help them to understand and
manage their physiological response (crying).
Scenario 1: Crying – Part 2

You have now helped settle the child. They tell you that the other child they were pointing to, took their
shovel that they were playing with and then when they asked for it back, the child with the shovel hit
them in the arm.
Explain what support you would provide to the child to help them to communicate effectively with this
other child.
b) Scenario 2

Scenario 2: Tension
You are working in the 4-5 year old room when you notice some children playing with the building
blocks become frustrated with each other. One child (5 year old) tightens their fist around a block.
They make a loud noise with their voice ‘Ahhh’, and they tense up. They look as though they are going
to either throw the block or hit another child with the block.
Outline the support you would provide to help the child understand their physiological response (tension)
and to take ownership and responsibility for their own actions.
Ensure your response is developmentally appropriate.
c) Scenario 3
Scenario 3: Increased heart rate & Shortness of breath

The 3-4 year old room is having a visit from the police to talk with the children about being safe and
knowing when you are in danger. One of the children (4 years old) asks you why their chest bumps and
they can’t breathe properly when they get scared.
Explain how you would respond to the child to help them to understand their physiological response
(increased heart rate and shortness of breath).
13

Identify the two required National quality area(s) and all related standards that you would consider to ensure
you create safe experience for play.
QUESTION 14
Research and discuss the importance of brain development in early childhood and the impact of this on their
future learning success.
QUESTION 15
Research Vygotsky’s theory of cognitive development and answer the following questions.
a) Explain the importance of children engaging in imaginative play as identified by Vygotsky.

b) Provide two examples of how educators can support children’s imaginative play in the early childhood
sector.
QUESTION 16
Research child development theories related to creativity.
a) Identify at least two theories which refer to creativity in early childhood.
b) Outline why it is important for creative play to be supported in the early childhood sector and how this
relates to developmental theories. Explain how you can support this type of play in practice.
17
a) Research theories related to play and list the stages of play identified in at least one theory.

b) Describe how educators could apply the knowledge of the stages of play to their practice in the early
childhood sector when supporting children to play. Provide at least two examples.

work.
Name:
Date of
submission:

Units:
Is this a
Assessment Task 2: Focus Children Folder

STUDENT DECLARATION
work.
against me.
ASSESSOR FEEDBACK
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 2: Focus Children Folder
The following assessment tasks use a simulated childcare centre called Little.ly
Early Learning Centre. In order to complete the assessment tasks, you will
need to access information, templates, policies and procedures associated with
Little.ly. This can be done in one of two ways: either your assessor will provide
you with copies of the appropriate documents, or they will provide you with
login details for Little.ly’s website. Navigate to www.littlely.eduworks.com.au,
select ‘Log in’ and enter your username and password prior to completing your
assessment tasks. You should familiarise yourself with what Little.ly does, the
services it provides, the employees and organisational structure of the centre.
For this assessment task, you will be required to develop a Focus Children Folder with a full cycle of
planning completed for four focus children. Two children must be below the age of 23 months and two
children must be between the ages of two and six.
TASK SUMMARY
The purpose of the folder is to provide you with opportunity to undertake planning
for children through the whole cycle of planning with a focus on fostering holistic
development through play.
Children’s initials should be used in all documentation.
This task has six parts:
▪ Part A: This part of the assessment task is focused on gathering information
which is the first stage of the cycle of planning. You will choose four focus
children and create a Focus Children Folder.
▪ Part B: This part of the assessment task is focused on questioning and analysing
information which is the second stage of the cycle of planning. You will be
required to analyse the information gathered using the Learning Framework
outcomes, principles and practices to guide your analysis.
▪ Part C: This part of the assessment requires the student to plan to support each
child’s learning and development by setting objectives. You will plan six
experiences across your four focus children.
▪ Part D: During this part of the assessment, you will be observed by your
assessor implementing two of your planned experiences
▪ Part E: In this part of the assessment, you will implement the remaining four
experiences planned and have your supervisor(s) complete a supervisor report.
▪ Part F: For this section of the assessment task you will complete the cycle of
planning by reflecting on each of the planned experiences and learning
objectives implemented.
The instructions for each part are provided below.
PART A: GATHERING INFORMATION ABOUT FOCUS CHILDREN

▪
Your workplace supervisor to support you to choose four focus children & critical
reflection meetings.
▪
Four focus children (two children 23 months or under and two children two – six
years).
RESOURCES AND
▪ EQUIPMENT Parents of the four focus children must sign permission forms and engage in
collaboration for the parent collaboration form.
REQUIRED ▪ Educators and supervisor for collaborative activities.
▪ Access to a computer, printer and Internet.
▪ Access to Microsoft Word or a similar program.
▪ Access to a workplace environment.
▪ At least six different observation tools including the observation tool the
workplace uses.
▪ Access to learning environments, both indoors and outdoors.
▪ Access to individual portfolios of the four children.
▪ Access to group curriculum documents.
▪ Access to resources that support the learning experiences planned and
covering all developmental domains.
▪ Access to the national Quality Standard.
▪ Access to the approved learning framework.
▪ Access to information technology.
▪ Parent Permission Form (provided as Microsoft Word document).
▪ Collaboration Document (provided as Microsoft Word document).
WHERE AND WHEN

▪
THIS TASK WILL BE You will need to do this task in your workplace.
COMPLETED ▪ Your assessor will give you the due date for this assessment.
If th
fee
WHAT HAPPENS IF is task is marked as Not Satisfactory (N/S), your assessor will provide you with
Youdback about which parts of the task were deemed unsatisfactory or insufficient.
may need to submit the whole task again or only the parts of the task that were
YOU GET dee
med unsatisfactory – your assessor will advise you. Your assessor will provide
SOMETHING you with a due date by which you must resubmit. You have up to three attempts to
WRONG achieve a Satisfactory outcome.

Foc
us child folder containing:

Completed Permission form for each of the four focus children.
SUBMISSION  Completed Collaboration document for each of the four focus children.
REQUIREMENTS:  Four completed observations per child. Total of 16 observations. Three different
PART A tools must be used to observe each child.
This part of the assessment task is focused on gathering Information which is the first stage of the cycle of
planning. You will choose four focus children and begin gathering information about them with a range of
observational tools and methods,
TASK focused on learning, development, and interests.
INSTRUCTIONS: ▪ Step 1: Decide upon focus children and gain permission and information from
PART A their families.
▪ Step 2: Gather information about children.
STEP 1: DECIDE UPON FOCUS CHILDREN AND GAIN PERMISSION AND INFORMATION FROM THEIR FAMILIES
▪ Work with your workplace supervisor to choose four children to be your focus children. These children
should attend all days that you attend the service, so you are able to observe them overtime.
▪ Two children must be 23 months or younger.
▪ Two children must be between two and six years of age.
▪ Once you have appointed the focus children, seek permission from their families, on the ‘permission
form’ for each child. You will need to ensure you clearly explain to the families why you are seeking their
permission and that they understand how you will be using the information collected. These forms must
be kept in your Focus Children Folder on where you will keep all information about each child for
assessment. Divide the folder to create a section (portfolio) for each child.
▪ Engage with each family, collaborate with them by engaging in conversation about the child. Your
supervisor will need to supervise your interactions with the family. Use the ‘Collaboration’ template to
support your discussion. Prior to speaking with the families, you should plan open ended questions you
can ask to ensure you collect information on:
− Child’s interests
− Child’s strengths
− Current objectives parents have
− Skill
− Ideas
− Knowledge
− Cultural practices
− Developmental domains including communication, physical, social, emotional and cognitive.

You will need to use open-ended questions in your discussions with the family to gather the required
information. Record your questions, responses and any other important information conversations in the
template for each child and keep in their section of your Focus Children Folder.
▪ Ask your workplace supervisor to explain the workplace observation tools and processes for
documenting children’s learning.
▪ Ask supervisor’s permission to read the child’s portfolio/documentation.
▪ Ask for access to the documentation templates and tools and ensure you follow processes when
documenting children’s learning. If you cannot access your workplace’s documentation, you can use the
documentation templates in the educator hub on the Little.ly website. Ask your RTO for the login and
password.
STEP 2: GATHER INFORMATION ABOUT CHILDREN

▪ For each of the four focus children, complete at least four observations per child over a period of two –
four weeks.
▪ Seek guidance from supervisor and educators to determine observation tools appropriate to the
observations.
▪ Refer to the educational program and practice policies and procedures of the service to ensure your
documentation aligns with requirements.
▪ Refer to service policies and procedures related to relationships with children to support your
interactions with children during observations.
▪ You must use at least three different observation techniques to collect information about each focus
child. For all other observations, you should use the current format the workplace uses. Alternatively, if
you do not have access to your workplace’s templates, you can use the templates provided in the
educator hub on the Little.ly website.
▪ At least one observation per child must be recorded using digital media. Digital media may include
photographs or observations recorded on the service’s online platform.
▪ Ensure your observations of children are meaningful including, avoiding bias and labelling of children.
▪ As you observe the four focus children, ensure you capture the following points:
− knowledge
− ideas
− strengths
− interests
− aspects of child development.
▪ You will need to ensure you link each observation to at least one relevant Early Years Learning
Framework.
▪ You will need to make comments and a statement on what extension experience or further learning you
could plan for the child based on your observation.
▪ After you have completed all 16 observations, ask your supervisor/s to review them and complete the
Supervisor Observation Declaration form below. If you have had more than one supervisor, ask each
supervisor to complete the form. Submit the completed form along with your completed observations.
SUPERVISOR OBSERVATION DECLARATION

Student’s Name
Supervisor Name
Workplace Name
Initials of Focus Child

Observations you have
reviewed:
Please tick all that apply:

 I have reviewed all observations taken by the student.
 I can confirm that all observations were taken by the student under my supervision.
 Observations align with centre requirements, policies and procedures.
Comments/Feedback:
Supervisor Signature: Date:
STEP 3: COMPLETE COLLABORATION TEMPLATE

▪ Complete the remainder of the collaboration template, perspectives from other educators, the child you
are observing and their current learning documentation.
− To gather the educator perspectives, you should ask them about the following:
− Child’s strengths
− Child’s needs
− Cultural practices
− Child’s Skills
− Ideas
− Knowledge of the child
− Developmental domains including communication, physical, social, emotional and
cognitive.
− To gather the child’s perspective, you might like to ask them about who they like to play with,
what their favourite things to do are or if they have any questions or ideas they want to
share. You can capture children’s voices through play observations or discussions. You
need to ensure you take notes on the following:
− Their friends (where developmentally appropriate)
− Questions or ideas to share (where developmentally appropriate).
− Ask your supervisor to review and complete the assessor portion of the collaboration
template.

COLLABORATION TEMPLATE
Student name Child 1 Assessment task
Focus Child’s Initials Date completed

Focus Child’s Age
Cycle of planning
stage
Workplace
FAMILY
Collaboration notes from
discussion with family about
child’s learning and
development.
Discuss with the parents of the child
about some of the following and seek
their feedback about their child:
▪ child’s interests
▪ child’s strengths
▪ child’s needs
▪ current objectives the parents
have, including ideas for
planning
▪ cultural practices
▪ developmental domains
including, communication,
physical, social, emotional and
cognitive.
Document your notes beside in the
box.

EDUCATORS
discussion with educator/s
about child’s learning and
development.
Discuss with the educator/s of the
child about some of the following and
seek their feedback about the child:
▪ needs
▪ skill
▪ ideas
▪ knowledge
cognitive.
box.
CHILD
discussion or engagement
with child.
Spend time seeking the child’s voice
about their learning. Ask them or
observe them about the following:
▪ their friends
▪ questions or ideas to share.
box.

CHILD’S RECORDS
Ask supervisor’s permission to
read the child’s
portfolio/documentation and
identify information from their
current records and learning
documentation that would
support your planning for the
child’s holistic development.
Document notes that reflect the
following:
▪ needs
▪ skill
▪ ideas
▪ knowledge
▪ child development.
Document your notes in the box.
Supervisor Confirmation
This section is to be completed by your supervisor.
 I confirm that I collaborated with student to select focus child.

 I confirm that I have supervised student’s interactions with family and child.
 I can confirm that the student completed the above, and that this is a true and accurate record of the
conversations that took place.
 Student sought and was provided with permission to access child’s portfolio/documentation for the
purposes of assessment.
Supervisor Name Date
Supervisor Signature
COLLABORATION
TEMPLATE
Focus Child’s Age Cycle of planning

stage

Workplace
FAMILY
development.
▪ child’s needs
planning
cognitive.
box.

EDUCATORS
development.
▪ needs
▪ skill
▪ ideas
▪ knowledge
cognitive.
box.
CHILD
with child.
▪ their friends
box.

CHILD’S RECORDS
read the child’s
following:
▪ needs
▪ skill
▪ ideas
▪ knowledge

COLLABORATION
TEMPLATE

stage
Workplace
FAMILY
development.
▪ child’s needs
planning
cognitive.
box.

EDUCATORS
development.
▪ needs
▪ skill
▪ ideas
▪ knowledge
cognitive.
box.
CHILD
with child.
▪ their friends
box.

CHILD’S RECORDS
read the child’s
following:
▪ needs
▪ skill
▪ ideas
▪ knowledge

COLLABORATION
TEMPLATE

stage
Workplace
FAMILY
development.
▪ child’s needs
planning
cognitive.
box.

EDUCATORS
development.
▪ needs
▪ skill
▪ ideas
▪ knowledge
cognitive.
box.
CHILD
with child.
▪ their friends
box.

CHILD’S RECORDS
read the child’s
following:
▪ needs
▪ skill
▪ ideas
▪ knowledge


FOCUS CHILD PERMISSION FORM
I, _________________________________________________________________________________
,
<parent name>
agree for my child.
____________Child1_________________________________________________________________
____,
<child’s initials>
to participate in this observation task with
__________________________________________________________________________________
.
<student name>
I understand that I can withdraw my involvement in this task at any time.
I understand that the student’s assessor will be present while the task is being completed.
I understand that the student is required to do the following during the task:
▪ Observe my child using different forms.
▪ Seek feedback from family and colleagues.
▪ Analyse development, interests and observations. ▪ Plan for my child and set up experiences
▪ Implement experiences with my child.
Name: ______________________________________________________________________
Signature: ______________________________________________________________________
Date: _______________________

I, _________________________________________________________________________________
,
<parent name>
agree for my child.
Child 2
_________________________________________________________________________________,
__________________________________________________________________________________
.
<student name>
Name: ______________________________________________________________________
Signature: ______________________________________________________________________
Date: _______________________

I, _________________________________________________________________________________
,
<parent name>
agree for my child.
Child 3
_________________________________________________________________________________,
__________________________________________________________________________________
.
<student name>
Name: ______________________________________________________________________
Signature: ______________________________________________________________________
Date: _______________________

I, _________________________________________________________________________________
,
<parent name>
agree for my child.
______Child_4______________________________________________________________________
__________,
__________________________________________________________________________________
.
<student name>
Name: ______________________________________________________________________
Signature: ______________________________________________________________________
Date: _______________________
Frequency Observation
Child Name: _______Child 1______________________ Date: ______________________
Date of Birth: ______________ Time: __________ Observer: ___________
Locations observations occurred: ____________________________________________________
Interaction or behaviour observing: ________
Time Periods Activity Frequency

Assessment of information gathered – (Include potential triggers for behaviour)
Strategies to implement moving forward

Learning Story
Child Name: Child 1______________

Observer: ___________________________________
Title Images
Our experience

What the children/child learnt along the way
Where to next?
Links to EYLF outcomes
Running Record Observation

Child Name: ________Child 1_________________________________________
Date: _________________
Date of Birth: ____________________
Time: __________________
Observer: _____________________________
Setting: ______________
Other Children present: _____________
Time Observation

Learning That Occurred
Links to EYLF Outcomes

Where to from here?
Pedagogical practices and principles applied
Time Sample Observation

Child Name __ Child 1___________________________________
Date: __
Date of Birth: ___________
Time: ________ Observer:
Setting:
Other Children Present: _____________
Area of Development to Focus on: ____________
Time Child Activity

Assessment of Information Gathered
Strategies to Implement Moving Forward


Learning Story

Observer: ___________________________________
Title Images

Our experience
Where to next?

Child Name: ________Child 2_________________________________________
Date: _________________
Date of Birth: ____________________
Time: __________________
Observer: _____________________________
Setting: ______________

Time Observation

Where to from here?

Child Name __ Child 2___________________________________
Date: __
Setting:
Time Child Activity



Learning Story

Observer: ___________________________________

Title Images
Our experience
Where to next?

Child Name: ______Child 3_________________________________________
Date: _________________
Date of Birth: ____________________
Time: __________________
Observer: _____________________________

Setting: ______________
Time Observation

Where to from here?

Child Name __ Child 3___________________________________
Date: __
Setting:
Time Child Activity



Learning Story

Observer: ___________________________________

Title Images
Our experience
Where to next?

Child Name: ________Child 4_________________________________________
Date: _________________
Date of Birth: ____________________
Time: __________________
Observer: _____________________________

Setting: ______________
Time Observation

Where to from here?

Child Name __ Child 4___________________________________
Date: __
Setting:
Time Child Activity


PART B: QUESTIONING AND ANALYSING INFORMATION
▪
RESOURCES AND Access to a workplace environment.

▪
EQUIPMENT At least six different observation tools including the observation tool the
workplace uses.
REQUIRED

▪ Analysis of children’s learning (provided as Microsoft Word document).
WHERE AND WHEN ▪

You will complete parts of this task in your own time. Some parts will be
THIS TASK WILL BE
completed in the workplace.
COMPLETED ▪
Your assessor will give you the due date for this assessment.
If th
fee
YOU GET dee
WRONG achi eve a Satisfactory outcome.
` Foc
us child folder containing:
REQUIREMENTS: 
Completed Analysis of Children’s Learning document for each of the four focus
PART B
children.
This part of the assessment task is focused on questioning and analysing information gathered
about the focus children, which is the second stage of the cycle of planning. You will be
required to analyse the information gathered using the
Learning Framework outcomes, principles and practices to guide your analysis. You
TASK will be required to complete the ‘Analysis of children’s learning’ template.
INSTRUCTIONS: ▪ Step 1: Analysis of children’s learning
PART B
▪ Step 2: Add to Focus child folder and submit.
For this part of the assessment task you must complete the Analysis of Children’s Learning template for
each focus child. You must analyse each of the observations and summarise your analysis using the
template. Add the analysis to each Focus Children Folder.

STEP 1: ANALYSIS OF CHILDREN’S LEARNING
Complete the Analysis of Children’s Learning Template for each focus child. You must use the template
provided, and follow the guidance provided within the template.
As the last step for this template, you are required to meet with other educators and discuss your analysis.
You need to ensure when you speak with the other educators, that they agree with your analysis and ask for
any feedback that they have.
Ask your assessor to complete the supervisor section of the template one you have completed all parts.
STEP 2: ADD TO FOLDER AND SUBMIT

Once you have completed the Analysis, add it to the child’s folder that you started in Part A of this task, and
submit to your assessor.
(Copy the below table for each focus child)
ANALYSIS OF CHILDREN’S LEARNING
Student name Assessment task
Focus Child’s Initials Child 1 Date completed
Cycle of planning stage
Titles of observations
Reflection of learning
Reflect on and analyse the learning
observed across the observations
including things such as:
▪ skills
▪ knowledge.
You may also like to reflect and
analyse the following.
▪ Child’s strengths
▪ Social interactions
▪ Play styles
▪ Challenges if seen in
observations.
▪ Goals/objectives
box.

Child Development
Identify each developmental domains
and how they link to the observations
taken. List all domains and
summarise with at least 1–2
sentences per domain child’s current
level of development. You must
ensure that your summary relates to
the observations taken.
Learning in the context of the

Learning Framework
Refer to the Learning Framework to
analyse and question the learning for
the observations. Consider elements
of the framework including:
▪ belonging, being and becoming

▪ specific principles
▪ specific practices
Reference all of the above.
box.
Learning objectives/goals in
the context of the Learning
Framework.
analyse and question the learning.
Reference two strengths-based
objective/goal for the child based on
the developmental domains. This
objective will support your planning
in the next part of this assessment.

Discussion with educators to
inform planning.
Discuss with educators and provide
an overview of discussion as well as
any suggestions they had for the
child’s learning and development
opportunities. You need to ensure
you gain feedback on each section
above.
SUPERVISOR CONFIRMATION
 I have reviewed and provided feedback on the above analysis

 The above summary is a true and accurate record of my discussion with the student
Focus Child’s Initials Child2 Date completed

▪ skills
▪ knowledge.
▪ Play styles
observations.
box.
Child Development

Learning Framework

box.
Framework.

inform planning.
above.


▪ skills
▪ knowledge.
▪ Play styles
observations.
box.
Child Development

Learning Framework

box.
Framework.

inform planning.
above.


▪ skills
▪ knowledge.
▪ Play styles
observations.
box.
Child Development

Learning Framework

box.
Framework.

inform planning.
above.

PART C: PLANNING FOR CHILDREN’S LEARNING
▪
RESOURCES AND Access to a workplace environment.

▪
EQUIPMENT At least six different observation tools including the observation tool the
workplace uses.
REQUIRED

▪ Planning for Children’s Learning (provided as a Microsoft Word document).
WHERE AND WHEN

▪
THIS TASK WILL BE You will need to do this task in your own time.
If th
fee
YOU GET dee

Completed Summative Assessment document for each of the three focus
SUBMISSION
children.
REQUIREMENTS: 
Completed Planning for Children’s Learning document for each of the three
PART C
focus children.
During this part of the assessment, you must decide upon a plan to support each child’s
learning and development based on their developmental learning objective identified in the
previous task. You must plan at least six experiences across your four focus children you
ensure you plan at least one experience for each child. You
TASK
will complete the Planning for Children’s Learning template for each child. Ensure you have read the
physical environment and health and safety policies
NSTRUCTIONS
I : related to curriculum and planning prior to planning your experiences. PART C
You will need access to the service risk assessment form.
▪ Step 1: Plan one learning experience/opportunity for each focus
child ▪ Step 2: Complete the Planning for Children’s Learning template.

STEP 1: DECIDE ON LEARNING OBJECTIVES AND BRAINSTORM IDEAS
Use the objective you set in the Analysis of Children’s Learning document you completed in part B of this
task to determine an experience or learning opportunity which you will implement to support the child to
achieve their objective.
Once you have decided on the learning objectives you will address with your experiences, brainstorm
experiences you could set up. You will need to plan a total of six experiences, and at least one experience
for each child.
At least one child must be below the age of 23 months and at least one child must be between the ages of
2–6 years.
The six experiences planned (one for each child) must individually or collectively provide opportunities for
development in each of the following:
▪ physical
▪ social
▪ emotional
▪ cognitive
▪ communication.
The learning experiences should be focused on a holistic approach to development of all domains.
The four experiences planned must also include individually or collectively all of the following:
▪ Three indoor experiences.
▪ Three outdoor experiences.
▪ One group experience.
▪ One individual experience.
▪ One experience that is run over multiple days. During this experience, you will be required to add,
amend or modify the experience at least once over the duration of the experience. You will need to plan
for a couple of ideas on how you might modify the experience over the duration.
STEP 2: MEET WITH YOUR SUPERVISOR

▪ Now that you have decided the learning objectives you wish to plan an experience for, and have brain
stormed ideas, its time to meet with your supervisor.
▪ Talk to your supervisor and discuss you’re the requirements and obtain feedback and approval. During
this discussion you should check in to see how these experiences will fit in with current curriculum and
review any relevant centre policies and procedures.
▪ You will need to confirm what resources are available to create your experiences to develop your plans.
For example, if you are creating a sensory experience, you will need to check what resources are
available for you to use.
▪ You will also need to discuss which experience(s) will be suitable to run as:
− a group experience
− an individual experience
− an outdoor experience
− indoor experience.
▪ Summarise your conversation with your supervisor in the relevant section of the ‘Planning for Children’s
Learning Template’.

STEP 3: COMPLETE THE PLANNING FOR CHILDREN’S LEARNING TEMPLATE
▪ For each of the six experiences, you must complete a Planning for Children’s Learning form using the
template provided below.
▪ You will need to complete each section of the template and follow the instructions within. You will need to
ensure you consider:
− How the experience will provide opportunities for development across the developmental domains.
− The time that the experience will be offered for.
− Where the experience will be set up.
− Design of the experience.
− Health and safety considerations for the experience.
− Resources that you will require to run the experience.
− How you intend to engage effectively with this individual child and interact in a way which supports
their individual learning style and needs.
− How you intend to scaffold children’s learning.
− Provide opportunities for children to explore different concepts during the experience.
− How you plan to model language to support children to express themselves.
− How you will respond to spontaneous teachable moments to enhance children’s learning).
STEP 4: SUPERVISOR APPROVAL AND SUBMISSION
▪ Once you have completed your six plans, show them to your supervisor and ask them to sign each of
the plans in the space provided within the template.
▪ Submit your plans to your assessor for marking.
Summative Assessment Document
Focus Child’s Name Date completed
Date of Birth
Child’s Interests
Outcome 1: Children
have a strong sense of
identity

Outcome 2: Children
are connected with
and contribute to their
world
Outcome 3: Children
wellbeing
Outcome 4: Children
are involved and
confident learners
Outcome 5: Children are

effective communicators
Family Comments and

goals
Planning to support
further learning.
Date of Birth

Child’s Interests
Outcome 1: Children
identity
Outcome 2: Children
are connected with
world
Outcome 3: Children
wellbeing
Outcome 4: Children
are involved and
confident learners

Family Comments and

goals

Planning to support
further learning.
Date of Birth
Child’s Interests
Outcome 1: Children
identity
Outcome 2: Children
are connected with
world
Outcome 3: Children
wellbeing
Outcome 4: Children
are involved and
confident learners

Family Comments and

goals
Planning to support
further learning.
PLANNING FOR CHILDREN’S LEARNING

Child1
Specific learning objective

Document the specific
strengthsbased learning objective
you planned at the end of your
Analysis of Children’s Learning
document.

Educator discussion
Discuss the identified learning
objectives with your supervisor/s.
Seek feedback and approval
before continuing with the rest of
your planning.
Seek information on:
▪ current curriculum
▪ relevant policies and
procedures
▪ resources available
Summarise your discussion in the
space provided.
Planned experience and

opportunity for learning
Describe the planned experience
and learning opportunity you will
provide for this child to support
them to achieve the specific
learning objective. You will need to
discuss how long this experience
will be offered for.
Link the plan to their current
interests and to developmental
domain(s) this experience will
assist with.
Discuss how this experience will
assist to build on the child’s skills
and/or knowledge related to the
developmental domains.
Remember the experiences for all
four children must individually or
collectively include all of the
following:
▪ physical
▪ social
▪ emotional
▪ cognitive
▪ communication
▪ three indoor experiences
▪ three outdoor experiences

▪ one group experience
▪ one individual experience
▪ one experience that is run
over multiple days.
You must add, amend or
modify this experience over
the timeframe that you have
had the experience out.
Ensure you plan for ways in
which you can do this.
Learning environments
Provide a description of the
learning environment required for
this experience.
Explain the environmental
considerations.
Include details about the following:
▪ Environmental set ups/design.
▪ Required resources. (Where

possible use real, natural and
recycled materials).
▪ Summarise any health and

safety considerations for this
experience.
▪ Ensure your plans will allow

for unhurried time.

Educator role to support
achievement of objective
during implementation of
experience
Explain what your role is with the
experience. For example, what will
you be doing to support the child
to achieve the learning objective?
Detail the below:
▪ How you intend to engage

effectively with this individual
child and interact in a way
which supports their
individual learning style and
needs.
▪ How you intend to scaffold

children’s learning.
▪ Provide opportunities for

children to explore different
concepts during the
experience.
▪ How you plan to model

language to support children
to express themselves.
▪ How you will respond to

spontaneous teachable
moments to enhance
 I discussed the experiences with the student prior to planning

 The above summary is an accurate representation of our discussion
 The student talked to me about the routine and curriculum and ensured their experiences suited the
room requirements.
 I have reviewed the above learning experience plans and approve the student to implement these
plans

Child2

document.
Educator discussion
your planning.
procedures
space provided.

assist with.
following:
▪ physical
▪ social
▪ emotional
▪ cognitive
▪ communication


over multiple days.

this experience.
considerations.


experience.

for unhurried time.

experience
Detail the below:

needs.


concepts during the
experience.


moments to enhance

room requirements.
plans

Child 3

document.
Educator discussion
your planning.
procedures
space provided.

assist with.
following:
▪ physical
▪ social
▪ emotional
▪ cognitive
▪ communication

over multiple days.
this experience.
considerations.


experience.

for unhurried time.

experience
Detail the below:

needs.


concepts during the
experience.


moments to enhance

room requirements.
plans
PART D: IMPLEMENT EXPERIENCES – WORKPLACE OBSERVATIONS

TASK SUMMARY: In this part of the assessment task, your assessor will observe you implement two of
PART D the six learning experiences you have planned.
Your assessor to observe your practice and provide feedback for reflection.
▪ Two focus children to implement the experiences with:
− one child under 23 months
RESOURCES AND
EQUIPMENT
− one child between 2–6 years.
REQUIRED ▪ Experience plans for two different focus children:
− one indoor experience
− one outdoor experience.
WHERE AND WHEN ▪ You will need to do this task in your workplace.
THIS TASK WILL BE ▪ You will need to negotiate with your assessor to arrange the observation.
COMPLETED
▪ Your assessor will give you the due date for this assessment.
If your workplace performance is deemed Not Satisfactory (N/S) or your assessor is

unable to see all required observable items, your assessor will make arrangements
WHAT HAPPENS IF to observe your performance again on another day. Your assessor will only need to
YOU GET see the items that were not able to be observed or that were not satisfactory. For
SOMETHING items that were not satisfactory, your assessor will provide you with feedback. You
WRONG have up to three attempts to achieve Satisfactory performance
SUBMISSION
REQUIREMENTS:
PART D You do not need to submit anything for this part.
For this assessment task you must organise to implement two of the planned experiences for your focus
children at the time your assessor visits.

They must observe these two experiences from start to finish. You can choose which two experiences you
implement; however, one must be an indoor experience and one must be an outdoor experience.
Additionally, one experience must be with a focus child under 23 months and one with a focus child between
2 and 6 years old.
The assessor will observe your practice and provide feedback to you regarding your experience.
STEP 1
Prior to the experience, you must provide your assessor with a copy of the focus child folder, including your
plans and objectives.
STEP 2
Ensure you have all resources prepared and that the experience can be implemented at the time agreed
upon with your supervisor (i.e be mindful of routine times).
STEP 3
Implement your two planned experiences. Ensure you are flexible with your teaching and allow for children’s
interests and emerging ideas to be explored. Ensure you have read the requirements in Assessment Task 3
and Assessment Task 4 prior to implementing the experiences so your practices align with the requirements
of the cluster.
You will need to be able to demonstrate your knowledge about holistic approaches to support development
through play.
Your practice and interaction with children will need to demonstrate your capacity to enhance children’s
development across the following areas:
▪ physical
▪ social
▪ emotional
▪ cognitive
▪ communication.
Determine opportunities to informally share with the parents about their leaning and successes.
During the implementation of the experience and for the course of the observation your assessor will be
looking to see that you can:
▪ design and set up experiences for children to learn through play
▪ support children’s holistic development through intentional teaching
▪ adapt play for different children joining the play
▪ set up safe environments that are inclusive and culturally appropriate
▪ initiate play with children and follow their lead
▪ engage children in discussion about their learning
▪ extend children’s learning & thinking through scaffolding
▪ interact with children with enthusiasm, enjoyment and playfulness to build rapport
▪ engage children in play experiences and maintain their interest
▪ use open-ended questioning techniques to support learning and clarify understanding
▪ encourage children to engage in play and social experiences & supporting them with guidance when
they need support to engage with others
▪ model care, empathy and respect to children

▪ communicate well with children to support their exploration of the experience and expression of ideas
▪ support children to be proud of their achievements
▪ respond to spontaneous teachable moments as they occur.

PART E: IMPLEMENT CHILDREN’S LEARNING PLANS – SUPERVISOR REPORT
▪
Workplace supervisor to observe implementation of planned experiences and
complete Supervisor Report.
▪
Focus children to implement experience with.
RESOURCES AND ▪ Access to a computer, printer and Internet.
EQUIPMENT ▪ Access to Microsoft Word or a similar program.
REQUIRED ▪ Access to a workplace environment.
▪ Focus Children Folders.
▪ Four experience plans.
WHERE AND WHEN

▪
THIS TASK WILL BE You will need to do this task in your workplace.
Wh acti evid
ere your supervisor has indicated that they did not see the you perform a specific
WHAT
HAPPENS IF vity, your assessor will advise you whether you can provide any additional
do ence towards the specific unit requirement/s to demonstrate competency. If they
ass
not believe there is sufficient evidence to determine competence, you will your
YOU GET accessor will organise for you to complete the requirements again. This will vary
SOMETHING settiording to the requirements that have not been addressed, and may include ng
up a simulation at the RTO’s premises, observing you in the workplace redo
WRONG the
task/activities required, setting up a role play etc.
SUBMISSION

REQUIREMENTS: Two Supervisor Reports.
PART E 
Photos of implemented experiences.

During this part of the assessment you will implement the remaining four experiences you
have planned. You will support each child’s learning and development based on their learning
objective.
TASK When implementing the experiences, you will ask your workplace supervisor(s) to INSTRUCTIONS:
observe you and mark off the supervisor report.
PART E There are two supervisor reports:
▪ One report for experiences implemented with children 23 months or younger ▪ One report for
experiences implemented with children 2–6 years.
▪ Depending on your service, you may be required to have two different supervisors.
You must gather photographic evidence of the facilitation of all experiences.
▪ Step 1: Meet with the workplace supervisor to discuss the implementation of experiences prior to
beginning.
▪ Step 2: Provide workplace Supervisor with supervisor report and ask them to supervise your
experiences.
▪ Step 3: Implement the planned experiences
▪ Step 4: Document the planned experiences
STEP 1: SUPERVISOR REPORT

Give your workplace supervisor(s) a copy of the below Supervisor Report. They will need to fill it out based
on their observations of your work performance. They may like to do this using the Word file or they may fill it
out in hard copy.
Where you don’t have access to children over 2 and 23 months and under in the same room, you will need
to ensure two separate supervisors are available to supervise you implementing the experiences.
If the children are grouped in the same room and you only require one supervisor, they must still complete
both reports.
There are two supervisor reports based on the ages of the child/ren:
▪ One report for experiences implemented with children 23 months or younger.
▪ One report for experiences implemented with children 2–6 years.
▪ Your workplace supervisor(s) should observe all four experiences implemented for your focus children.
STEP 2: IMPLEMENT THE PLANNED EXPERIENCES

Plan to implement the remaining four learning experiences from Part C of this assessment task. Remember
the set up and support must individually or collectively include:
▪ one experience that is run over multiple days.
Ask an educator or your supervisor to take a photo of you implementing each of the experiences and include
these in the folder. There must be one photo per experience. Remember! To protect children’s identity and
safety, children cannot be identified in photos. Children must be de-identified by blacking over their faces,
zooming in or blurring out their photos, this includes background images and names.
Give consideration to set up of learning environment.

Ensure you have all materials ready for the learning experience.
Ensure you are flexible with your teaching and allow for children’s interests and emerging ideas to be
explored.
Ensure you have read the requirements in Assessment Task 3 and Assessment Task 4 prior to implementing
the experiences so your practices align with the requirements of the cluster.
You will need to be able to demonstrate your knowledge about holistic approaches to support development
through play.
Your practice and interaction with children will need to demonstrate your capacity to enhance children’s
development across the following areas:
▪ physical
▪ social
▪ emotional
▪ cognitive
▪ communication.
Determine opportunities to informally share with the parents about their leaning and successes.
During the observations your workplace supervisor(s) will be looking to see that you can:
▪ Initiate play with the child and follow their lead allowing for flexibility and extension of learning.
▪ Support children’s play by encouraging them to discuss their play.

▪ Engage with families about their children’s learning success.
▪ Explore a range of concepts and different ideas with children.
▪ Intentionally scaffold learning to support holistic development.
▪ Effectively ask questions (both open and closed) to support children’s learning and play.
▪ Engage active listening skills to seek information, confirm understanding and extend children’s learning.
▪ Build a rapport with children through positive and supportive interacting and engagement.
▪ Determine appropriate support strategies for individuals when the need arises.
▪ Choose and use resources that support the specific play and learning experiences with a focus on
holistic development.
▪ Select and set up areas, resources and materials that suit different kinds of play according to
▪ Follow service curriculum and safety procedures to ensure learning environments and experiences
adhere to these guidelines.
▪ Incorporate the use of real, natural and recycled materials in play environments.
▪ Support children to have sufficient time in tasks and allow unhurried time.
▪ Initiate play with children or follow their lead based on the type of activity and the needs and
preferences of individual children.
▪ Recognise and respond to opportunities to engage children in developmentally appropriate discussion
about their play and learning.
▪ Prompt extensions of play by being flexible.
▪ support play and learning opportunities according to service guidelines.
▪ Support different types of play.
▪ Ensure play set ups are safe, non-threatening, stimulating, challenging, culturally appropriate and
support belonging and inclusion.

INSTRUCTIONS TO THE SUPERVISOR
As part of the evidence of competency for this student, we are seeking reports from the student’s clinic
supervisor. This forms part of the evidence for Supporting Children’s Development cluster which consists of
the following units:
▪ CHCECE036 Provide experiences to support children’s play and learning ▪ CHCECE038 Observe
children to inform practice.
WHAT IS THE PURPOSE OF THIS THIRD-PARTY REPORT?

The purpose of this process is to gain confirmation from someone who has worked regularly with the
student, in a supervisory capacity, who can verify that the student performs their skills satisfactorily to
workplace requirements on a regular and consistent basis.
HOW WILL THIS INFORMATION BE USED?

The assessor will use the information you provide in this report, combined with other assessment evidence
provided by the student, to make a final decision about competency.
WHO SHOULD FILL IN THIS REPORT AS A THIRD-PARTY PERSON?

The report needs to be filled in by someone who is either currently working in a supervisory capacity or has
worked in a supervisory capacity to the student in the last year.
If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you
can, and another Third-Party Person may be able to confirm skills in the other areas.
WHEN SHOULD I FILL IN THIS REPORT?

You do not need to observe the student over a particular period of time or completing certain tasks.
However, we are asking that you fill in the report once you have been working with the student for a period of
time and feel comfortable providing feedback on their skills. We estimate this to be approximately two-three
months of regular work. We also ask that you fill in the report as close to the student’s assessment date as
possible, once you are happy with their performance, or, if you are unable to confirm their satisfactory
performance, please indicate this on their report, and discuss this with their assessor.
HOW DO I FILL IN THE REPORT?

Once you have worked with the student for some time, please consider each of the requirements in the
report and provide feedback. If you initial in the ‘Yes’ column, you are confirming that you are comfortable
with the student’s workplace skills in this area and that you have seen them work satisfactorily to workplace
expectations.
If you do not believe that the student demonstrates appropriate skills in the area listed, please place your
initials in the ‘No’ column and provide reasons and comments about why you have said ‘No’. Please also
include comments and examples in the space provided wherever possible.
If you are unsure or not able to comment on the student’s skills in a particular area, please place a tick in the
‘Not able to confirm’ column and provide comments on why you have stated this. This provides feedback to
the assessor.
WHAT SHOULD I DO IF I AM UNSURE OF THE EXPECTATIONS?

Please contact the student’s assessor if you are unsure of any of the requirements of filling in this ThirdParty
Report. The student will have their direct contact details.

WHO SHOULD FILL IN THIS REPORT IF I AM UNABLE TO DO SO?
If you are not able to confirm the student’s skills in all of the following areas, please confirm the areas you
can and ask another person from the workplace to confirm skills in the other areas. They will also need to
sign the report.

Supervisor Report – 23 Months or Younger
Student’s name:
Supervisor name:
Workplace name:
Contact number/s and/or email address:
Dates during which you have worked in a supervisory capacity to the student:
Do you understand the expectations and requirements of your role based on the above information?  YES  NO
Age of focus child(ren) experiences supervised  Under 23 months

 2–6 years old
Experiences Observed  Indoor No. _____ (at least two)

Please check type of experiences supervised and indicate for indoor and  Outdoor No. _____ (at least two)
outdoor experiences number completed. The student is required to
implement at least two indoor and outdoor experiences in order to be  Over a period of time (at least one)
deemed competent in this cluster.
 Group (at least one)
 Individual (at least one)
Number of experiences supervised 
Yes No Not able to Provide examples or comments on the student’s skills

Area/Skills to be confirmed (✓) (✓) confirm (✓) and performance in each area

Initiate play with the child and follow their lead allowing for flexibility
and extension of learning.
Such as the play follows the child’s ideas and play cues and the student supports this
play exploration. For example, the student may have created an experience where
children can look in the mirror and point at their faces and then look at a book with
emotions, but the children are not responding to the mirror but are reaching for the
students’ face. The student might start expressing the emotions on their face.
Build a rapport with children through positive and supportive

interacting and engagement.
For example, the student must demonstrate that they are enjoying the time with the
children during the experience and should be supporting the children to build trust with
them by acknowledging the child, treating them with respect and responding to their
cues.
Determine appropriate support strategies for individuals when the

need arises.
For example, the student must be responding to children based on their needs and
based on what they know of the child. If a child is unsettled, they may be able to adjust
their approach to encourage the child over to the activity by asking an educator with the
child.
Choose and use resources that support the specific play and learning
experiences with a focus on holistic development.
For example, ensuring there were enough resources for the number of children,
prepping the resources required prior to the experience implementation, ensuring
children are available and the timeframe suits the program and routine.


Follow service curriculum and safety procedures to ensure learning
environments and experiences adhere to these guidelines.
For example, conducting risk assessments where necessary, getting permission from
staff or other such requirements of policy/procedure as discussed with supervisor.
Incorporate the use of real, natural and recycled materials in play

environments.
For example, a balance between natural and recycled materials should be seen. Where
there is a natural alternative, it must be used. The student should also be recycling
anything that is left over from the experience
Support play and learning opportunities according to service

guidelines
For example, conducting themselves as other educators are and ensuring they are
adhering to policies and procedures.


Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above.
 I supervised all interactions student had with children.
Supervisor’s signature:
Supervisor’s name:
Date:
ASSESSOR AUTHENTICATION
 I have confirmed that this Supervisor Report has been filled in with sufficient detail from a suitable third-party person from the workplace.
− OR
 This Supervisor Report has not been filled in with sufficient detail and/or the third-party person is not suitable. Further information or an additional Supervisor Report is required.
− Assessor’s signature:
− Assessor’s name:

− Date:

Supervisor Report – 2–6 Years Old
Student’s name:
Supervisor name:
Workplace name:
Contact number/s and/or email address:
Dates during which you have worked in a supervisory capacity to the student:
Do you understand the expectations and requirements of your role based on the above information?  YES  NO
Age of focus child(ren) experiences supervised  Under 23 months

 2-6 years old
Experiences Observed  Indoor No. _____ (at least two)

Please check type of experiences supervised and indicate for indoor and  Outdoor No. _____ (at least two)
outdoor experiences number completed. The student is required to
implement at least two indoor and outdoor experiences in order to be  Over a period of time (at least one)
deemed competent in this cluster.
 Group (at least one)
 Individual (at least one)
Number of experiences supervised


Initiate play with the child and follow their lead allowing for flexibility
and extension of learning.
For example, the play follows the child’s ideas and the student supports this play
exploration. E.g. at the playdough table a child might say ‘I’m making a cake’, the
student may have a plan to roll snakes, but they would follow the birthday idea for a
while to see where the child takes it.
Support children’s play by encouraging them to discuss their play.

For example, asking curious questions such as ‘why did you decide to do that?’ or ‘what
else do you think you could add?’
Engage with families about their children’s learning success.

Including, the student must have communicated with the family in an appropriate way to
share the child’s success. For example, telling the family about the experience the child
participated in and what they did.
Explore a range of concepts and different ideas with children.

For example, the experiences must not all be about the same ideas or concepts. They
must provide diversity in the learning opportunities. They could explore different
concepts such as kindness, community, science etc.


Intentionally scaffold learning to support holistic development.
For example, the student must be able to demonstrate that they are making calculated
decisions about how they are supporting the child and what they are doing. For
example, they might say ‘I’m going to find you another stick so you can continue to build
higher’.
Effectively ask questions (both open and closed) to support children’s

learning and play.
For example, the student must confidently talk with the children and ask questions such
as ‘are you enjoying that?’ and ‘how did that make you feel?’
Engage active listening skills to seek information, confirm

understanding and extend children’s learning.
For example, the student must be conscious that the children have ideas and should be
listening to ensure the child’s voice is heard. Where the student struggles to understand
a child, they may seek support or clarity from the parent or educator.
Build a rapport with children through positive and supportive

interacting and engagement.
For example, the student must demonstrate that they are enjoying the time with the
children during the experience and should be supporting the children to build trust with
them by acknowledging the child, treating them with respect and answering their
questions.


Determine appropriate support strategies for individuals when the
need arises.
For example, the student must be responding to children based on their needs and
based on what they know of the child. For example, if a child is nervous about a new
experience, they may be able to adjust their approach to encourage the child over to
the activity by bringing along a friend.
Choose and use resources that support the specific play and learning
experiences with a focus on holistic development.
For example, ensuring there were enough resources for the number of children,
prepping the resources required prior to the experience implementation, ensuring
children are available and the timeframe suits the program and routine.
Select and set up areas, resources and materials that suit different
kinds of play according to child’s needs.
For example, parallel play, cooperative play, small group and individual play. How they
set the environment must demonstrate their intention to support a range of play types
for children.
Follow service curriculum and safety procedures to ensure learning

environments and experiences adhere to these guidelines.
For example, if the experience requires a risk assessment (such as waterplay) the
student must conduct one, or if the policy states that all children should have access to
resources, the student needs to ensure that other children can engage in the
experience.


Incorporate the use of real, natural and recycled materials in play
environments.
For example, a balance between natural and recycled materials must be seen. Where
there is a natural alternative, it must be used. The student might also be recycling
anything that is left over from the experience
Support children to have sufficient time in tasks and allow unhurried

time.
For example, the student must ensure they have set the experience up at a time where
the children will have enough time to play and engage with this experience. E.g. they
must make sure they aren’t planning for 10 minutes before lunch or 5 minutes before
the child goes home.
Initiate play with children or follow their lead based on the type of
activity and the needs and preferences of individual children.
For example, the student must be ensuring they are aware of the child’s response to
play opportunities and where appropriate modifying the experience. If the student plans
an experience and the child is uninterested, the student must modify to suit the child’s
engagement levels.
Recognise and respond to opportunities to engage children in

developmentally appropriate discussion about their play and learning.
For example, the student must demonstrate their responsiveness to children and their
play ideas. E.g. they should have robust discussions about children’s learning such as
‘isn’t it amazing how you worked so hard at that puzzle and now you can do it so
quickly’.

Area/Skills to be confirmed confirm (✓) and performance in each area

(✓) (✓)
Prompt extensions of play by being flexible.

For example, where a child has an idea, the student must be willing to explore that idea
and put their own ideas aside until appropriate.
Support play and learning opportunities according to service

guidelines
For example, conducting themselves as other educators are and ensuring they are
adhering to policies and procedures.
Ensure play set ups are safe, non-threatening, stimulating,

challenging, culturally appropriate and support belonging and
inclusion.
For example, they demonstrated this by conducting risk assessments, ensuring
experiences and resources were age appropriate and at a time of day where children
were able to concentrate and engage. The environments were designed to reduce
hazards and mitigate risks by assessing the risk first. The environments are reflective of
the diversity of the service and community and there are no items which would offend
any members of the community.


Please provide any further comments or observations you have made about the student’s performance in relation to the skills required as above.
 I supervised all interactions student had with children.
Supervisor’s signature:
Supervisor’s name:
Date:
ASSESSOR AUTHENTICATION
 I have confirmed that this Supervisor Report has been filled in with sufficient detail from a suitable third-party person from the workplace.
OR
 This Supervisor Report has not been filled in with sufficient detail and/or the third-party person is not suitable. Further information or an additional Supervisor Report is required.
Assessor’s signature:

Assessor’s name:
Date:

PART F: REVIEW AND REFLECTION OF CHILDREN’S LEARNING
For this section of the assessment task you will be reflecting on each of the planned
experiences and learning objectives implemented for each of your four focus
children. You will complete the Reflection of Learning template for each of the
children and place the document in the Focus Children Folder with their documents.
TASK SUMMARY:
PART F This will complete the planning cycle for each of the children.
You will also be engaging in critical reflection with your workplace supervisor.
▪ Step 1: Complete reflection of learning for all six experiences.
▪ Step 2: Engage with workplace supervisor and colleagues to discuss
experiences and critically reflect together.

RESOURCES AND
EQUIPMENT ▪ Access to workplace supervisor and colleagues for discussions.
REQUIRED ▪ Access to individual portfolios of the four children.
▪ Reflection of Learning (provided as a Microsoft Word document).
▪ Supervisor confirmation and discussion notes (provided as a Microsoft Word
document).
WHERE AND WHEN

▪ You will need to complete some parts of this task in your own time and the
THIS TASK WILL BE
discussion with the workplace supervisor at in the workplace.
COMPLETED
If this task is marked as Not Satisfactory (N/S), your assessor will provide you with
feedback about which parts of the task were deemed unsatisfactory or insufficient.
WHAT HAPPENS IF You may need to submit the whole task again or only the parts of the task that were
YOU GET deemed unsatisfactory – your assessor will advise you. Your assessor will provide
 Completed Reflection of Learning document for each of the three focus

SUBMISSION children.
REQUIREMENTS:  Completed Supervisor Confirmation and Discussion notes form for four focus

PART F children.
STEP 1: COMPLETE REFLECTION OF LEARNING FOR ALL SIX EXPERIENCES

For this part of the assessment task you must complete the Reflection of Learning template for each of your
four focus children and place the completed reflection in their section of the Focus Children Folder.
STEP 2: ENGAGE WITH WORKPLACE SUPERVISOR TO DISCUSS EXPERIENCES AND CRITICALLY REFLECT
TOGETHER
Following the implementation of the learning experience and your documentation of the experience. Meet
with your supervisor to seek feedback and critically reflect on:
▪ implementation
▪ your practices
▪ learning objectives
▪ learning environment and set up.
Complete the template ‘Supervisor Confirmation Form’ and have them sign.
REFLECTION OF LEARNING
Critical reflection of Specific

learning objective
Document your critical reflection of
the specific learning objective you
planned for the experience. Ensure
you refer to the Framework where
required. Consider if you feel the
objective was met and how, what you
observed which supported your
reflection.

Recommendation for future
planning based on reflection.
Document at least one learning
objective and one experience based
on their interests and information
gathered to support the child’s
learning through future planning.
SUPERVISOR CONFIRMATION FORM & DISCUSSION NOTES
The student is required to implement six learning experiences for four focus children. These experiences
must be supervised by their supervisor. They must then use critical reflection to review and document play
experiences they implement and discuss the reflection process and outcome with their workplace
supervisor.
They must discuss the following with you after they implement the six learning experiences for their focus
children:
▪ Implementation
▪ Your practices & role in the learning process
▪ Learning objectives
▪ Learning environment and set up (for example did the environments, resources and materials suit,
individual, group, indoor, outdoor and movement skills where appropriate? Were the environments
safe, stimulating, challenging and did they promote belonging?)
NOTES FROM DISCUSSION

 I observed the student’s implementation of six experiences

 I engaged in discussion with the student following the experiences to reflect  The student
engaged other educators in critical reflection discussions.
 I confirm the student’s accounts of the experiences and discussion documented above
 The student provided me with accurate records of the observations they have made
 The student reflected on their role in the learning and their practices
By signing this form you agree that the student’s accounts are a true and accurate reflection of their work
experiences and performance.


learning objective
reflection.


supervisor.
children:
▪ Implementation



learning objective
reflection.


supervisor.
children:
▪ Implementation


Focus Child’s Initials Chid4 Date completed

learning objective
reflection.


supervisor.
children:
▪ Implementation


work.
Name:
Date of
submission:

Units:
Is this a
Assessment Task 3: Plan and Engage Intentionally

in Children’s Learning and
Development
STUDENT DECLARATION
work.
against me.
ASSESSOR FEEDBACK
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 3: Plan and Engage Children’s Learning and Development
For this assessment task, you will be required to design a learning environment, which includes learning
experiences to support learning and development.
The purpose of this assessment task is for you to immerse yourself in the curriculum of a service and to be
intentional in your approach with children.
TASK SUMMARY
You will support your practice with reflections in the Journal in Assessment Task 5.
This task has two parts:
▪ Part A: For this part of the task you will design a learning environment for holistic
development, learning and play.
▪ Part B: This part of the assessment task is focused on the developmental
domain of communication and requires you to plan and implement a group story
time for children.
PART A: PLANNING ENVIRONMENTS FOR DEVELOPMENT AND LEARNING
▪
▪
Children and educators in an education and care service.
▪
Your workplace supervisor to observe your practice and support reflection.
RESOURCES AND ▪ Access to a computer, printer.
EQUIPMENT
Access to Microsoft Word or a similar program.
▪
REQUIRED Access to a workplace environment.
▪ Drawing tools for drawing environments.
▪ Reflection of current learning environment (provided as Microsoft Word
document).
▪ Planning intentional environments (provided as Microsoft Word document).
▪
WHERE AND WHEN You will need to do some of this task in your own time.
▪ You will need to do this task in your workplace.
THIS TASK WILL BE

If th
fee
YOU GET dee
SUBMISSION
REQUIREMENTS:
PART A  Group story time plan.
For this assessment task, you will be required to reflect on the current learning
environment and design an intentional learning environment for holistic
development, learning and play.
TASK
INSTRUCTIONS: ▪ Step 1: Reflect on the current learning environment.
PART A ▪ Step 2: Design your ideal learning environment.
STEP 1: DRAW AND REFLECT ON THE CURRENT LEARNING ENVIRONMENT

Complete the reflection of current learning environment template answering all questions.
STEP 2: DESIGN AND DRAW YOUR IDEAL LEARNING ENVIRONMENT

▪ Design a learning environment (indoors) that you believe would support children’s holistic development
through play and curiosity.
▪ Complete the Planning Intentional Environments template answering all questions.
REFLECTION OF CURRENT LEARNING ENVIRONMENT
How does the current

environment support the
development of children
across the following
areas?
1. Physical.
1. Emotional.
2. Social.

3. Cognitive.
4. Communication.
What do you see as

strengths in the current
environment and why?
Explain how this

environment reflects the
Learning Framework and
how this positively
supports children’s
learning.

How does the current
learning environment
design and provision of
resources encourage
exploration of different
concepts and
problemsolving?
PLANNING INTENTIONAL ENVIRONMENTS
How have you selected

and arranged equipment
in your intentional
environment to support
the development of
movement skills for
both:
1. Fine motor.
2. Gross motor.

How does this
environment support
children to make
choices about the
following?
1. Their behaviour.
2. Spontaneity in
physically active
play.
3. Engaging in social
experiences.
4. Engaging in small,
large, and individual
experiences.
5. Seek privacy where
needed.
Describe how your

intentional environment
provides opportunities
and resources for
children to:
▪ develop pre-
writing
skills
▪ explore symbols,
letters, numbers,
time, money and
musical notation.
Explain how you have

designed your
environment to offer
integrated opportunities
for challenge, intrigue
and discovery.

Explain how you have
considered the
interrelationship
between play and safety
to minimise risk for
children and others.
What did you put in
place?
Explain how this

environment is intended
to support the holistic
development of children
through play.
PART B: PLANNING AND IMPLEMENTING GROUP TIME EXPERIENCE FOR COMMUNICATION

DEVELOPMENT
▪ Children in an education and care service.

▪ Your workplace supervisor to observe your practice and support reflection.
▪ Access to a computer, printer.
RESOURCES AND
EQUIPMENT ▪ Access to Microsoft Word or a similar program.
REQUIRED ▪ Access to a workplace environment.
▪ Access to props, books and resources required for the group story time.
▪ Reflection & Supervisor discussion Confirmation Form (provided as Microsoft
Word document).

WHERE AND WHEN ▪ You will need to do some of this task in your own time.
THIS TASK WILL BE
▪ You will need to do this task in your workplace.
COMPLETED
SUBMISSION
REQUIREMENTS:  Photographic evidence of implementation of group story time experience.
PART B
 Completed Reflection and Supervisor Discussion Consent.
For this assessment task, you will be required to plan and implement a group story
time experience for a group of children with a focus on communication
development. You will reflect on your implementation of the experience and discuss
your reflections and seek feedback from your workplace supervisor.
TASK
Note that step headings may not be required, however they are preferred where
INSTRUCTIONS:
there are clear stages/steps to the part. Delete step headings if not needed.
PART B
▪ Step 1: Plan a group story time with a focus on supporting communication
development.
▪ Step 2: Implement the group story time.
▪ Step 3: Reflect on and discuss group story time implementation.
STEP 1: PLAN A GROUP STORY TIME WITH A FOCUS ON SUPPORTING COMMUNICATION DEVELOPMENT
Document your planned group story time and ensure you:
▪ Choose and read at least three developmentally appropriate stories.
▪ Use props (such as puppets, felt stories and music) to stimulate children’s enjoyment of language and
literature.
▪ Teach children a new song/dance.
STEP 2: IMPLEMENT THE GROUP STORY TIME

▪ Ask your workplace supervisor to observe your group story time.
▪ Ask your workplace supervisor to take a photo as evidence of your group story time, file this with your
assessment. Children must not be identified in photographs.
▪ Choose a group of children (no less than five) to implement the planned group time with.

▪ Engage the children in discussion and two-way communication by asking and answering questions
during the group story time.
▪ Draw children’s attention to symbols and patterns, drawing attention to the relationship between letters
and sounds.
STEP 3: REFLECT ON AND DISCUSS GROUP STORY TIME IMPLEMENTATION

▪ Following the implementation of the experience, critically reflect on your practice and the children’s
responses.
▪ Complete the Reflection & Supervisor Discussion Confirmation Form.
▪ Discuss your reflection with your workplace supervisor and ask them to sign the form.
REFLECTION & SUPERVISOR DISCUSSION CONFIRMATION FORM
Critical reflection of
implemented experience.
Ensure you include a reflection
on the below:
▪ How do you think the
group time went? Was it
successful and did it follow
along with what you
planned?
▪ Were you confident and
happy with your
implementation of the
experience?
▪ Children’s engagement
and responses.
▪ Lessons learned for the
future.
▪ How did this support
children’s communication
development?
▪ How did this experience
link to the approved
learning framework?
NOTES FROM DISCUSSION WITH SUPERVISOR
SUPERVISOR CONFIRMATION FORM

This form confirms that you, as the student’s supervisor:
 Observed the implementation of the group story time experience.
 Confirm there were at least five children in attendance during the group time.
 Confirm that the student asked and answered questions during the reading and discussion of books or
other text.
 Confirm that the student modelled and encouraged two-way communication through questions and
careful listening.
 Confirm that the engaged in discussion with the student following their reflection.
 Confirm the student’s accounts of the experience and discussion documented above.
 Confirm that the engaged the children in discussion and two-way communication by asking and
answering questions during the group story time.
 Confirm that the drew children’s attention to symbols and patterns, drawing attention to the relationship
between letters and sounds.
 Confirm that the student read three developmentally appropriate stories.
Stories which are able to be understood by the children and have an appropriate story line to enhance discussion or
engagement.
 Confirm that the student used props to support the engagement with children.
For example, puppets, felt stories or music.
 Confirm that the student taught the children a new song or dance.
By signing this form, you agree that:
The student’s accounts are a true and accurate reflection of their work experiences and performance.
Student name: ......................................................................................
Supervisor name: ......................................................................................
Supervisor signature: ......................................................................................

Date: ………/………/………………

work.
Name:
Date of
submission:

Units:
Is this a
Assessment Task 4: Reflective Journal
STUDENT DECLARATION
work.
against me.
ASSESSOR FEEDBACK
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 4: Reflective Journal
You are required to complete the Reflective Journal provided below to demonstrate
your ability to use the learning framework to support your practice, support holistic
learning and development of children and provide experience to support learning
through play. You will demonstrate that you are able to reflect on your
TASK SUMMARY implementation of experiences in Assessment Task 2 and Assessment Task 3 along
with engagements with children and educators within their learning environment
during practical placement.
The journal covers the following topics:
▪ using an approved learning framework in practice
▪ support learning & development through play
▪ support the holistic development of children as an educator.
▪ Access to equipment, materials, documentation, etc. required in the workplace.

▪ Access to Assessment Task 2 and assessment task three documents.
▪ Access to the learning framework.
RESOURCES AND
EQUIPMENT ▪ Access to digital media to take photographs.
REQUIRED ▪ Access to printer.
▪ Reflective Journal template (also provided as a Word document if you would
prefer to type your responses).
WHERE AND WHEN ▪ You can complete this task in your own time or complete parts of it in your
THIS TASK WILL BE workplace (where time allows).
COMPLETED
▪ Your assessor will give you a due date for submission of your Reflective Journal.
 The completed Reflective Journal.

 Photographic evidence of involvement in implementing the framework.
SUBMISSION
 Photographic evidence of at least one experience you set up to support physical
REQUIREMENTS development.

The purpose of the reflective journal is to guide you to engage with children with intention
during work placement. You should refer to the journal to support your choices about
experiences to set up, teachable moments and engagements with the learning framework.
TASK
You will demonstrate your capacity to modify your teaching practice to support INSTRUCTIONS
holistic development of children, as well as engaging children in play-based learning.
You will demonstrate your ability to critically reflect on your experience and set
yourself skill development goals for the future.
A template has been provided for you to fill out, which includes questions and/or prompts to guide you in the
responses that are required. You can write on the hard copy template provided or you can type out your
responses if you feel you may not have enough space or want to write more. There is no word limit for each
entry – just ensure that you provide as much detail as possible so that your assessor is able to determine
that you have met the requirements of the task.
Remember to respect the confidentiality of those you refer to (do not provide names or other personally
identifiable information of people discussed in your Reflective Journal).
You are also required to submit items of evidence to support the statements in your Reflective Journal.
These items include:
▪ Photographic evidence of involvement in implementing the framework. For example: setting up the play
experiences, discussing the planning with colleagues, engaging with children and facilitating group
times.
▪ Photographic evidence of at least one experience you set up to support physical development.
▪ All interactions with children must be supervised.

REFLECTIVE JOURNAL
Note to students:
This cluster requires you to show evidence of your ability to perform the requirements identified in this journal.
You should read this prior to beginning your assessment tasks so you are aware of the opportunities to practice and demonstrate the items in your journal.
You should use your experience with Assessment Task 2 with your focus children as well as Assessment Task 3 and also incidental learning and teaching opportunities within the
workplace.
Families, educators and children must always be de-identified.
PART A: USING AN APPROVED LEARNING FRAMEWORK IN PRACTICE
Reflect on the use of the approved learning framework within the service and within your assessment tasks.
INVESTIGATE AND EXPLAIN HOW EACH OF THE ELEMENTS OF THE FOLLOWING LEARNING FRAMEWORK ARE VISIBLE IN F/’’
THE SERVICE:
▪ vision ▪ principles
▪ practices.

Describe two examples of how use of the learning framework in the service supported educator practice.

Describe how your experiences for Assessment Task 2 and Assessment Task 3 as well as workplace observations, will inform your practice for the future. What have you learned? What
will take with you from this experience?
Based on your own critical reflections and the conversations you had with your workplace supervisor, what skills do you plan to develop? Set two goals based on skill development. For
example, you use a SMART goal. Specific, Measurable, Achievable, Realistic, Time-based.

Reflect on and describe at least three examples of your involvement in the learning framework practice in action in the service. (Provide photographic evidence of you your involvement
implementing the framework).

Detail how you were able to see the learning framework in action in the following aspects of the curriculum: ▪
routines
▪ experiences.
Supervisor signature: Date:

PART B: SUPPORTING LEARNING & DEVELOPMENT THROUGH PLAY
Reflect on how you were able to:
▪ provide experiences to support children’s play
▪ provide experiences to support children’s learning

▪ create environments for play
▪ support children’s play

▪ engage in play with children
▪ reflect on play experiences.
How were you able to use teamwork and collaboration with other educators to enhance play experiences for children?

How did you support children to work at their pace with unhurried time?
Describe specific teaching moments where you had to balance the educator-lead with child-lead experiences. How were you influenced by children’s individual
needs and preferences?

How did you engage children in discussion about their learning and play?

How did you implement the practice of intentional teaching during routine times?
Describe a time you recognised opportunities for spontaneous learning.

Reflect on a time when you were able to prompt extensions of play through flexible use of experiences, resources and materials.

How did you support children to choose experiences they were confident and competent in? What did you learn from this?
Describe a time you had to respect children’s choices to participate in experiences. Were you able to encourage the child to participate?

What did you learn from interacting with children with enthusiasm, playfulness, and enjoyment? Provide an example of how you did this.

What is play-based pedagogy? Provide one example of a quality play experience.
Explain what you feel an educator’s role is in play and how do you plan to be involved in play as an educator.
As an educator, what was your role in children’s play? Why is this important?

PART C: SUPPORT THE HOLISTIC DEVELOPMENT OF CHILDREN AS AN EDUCATOR
Critically reflect on your ability to support children’s development holistically during Assessment Task 2 and 3 and your experience in the workplace to respond to
the below.
How did you use opportunities to support children’s physical development? Including the below:
▪ supporting emerging skills
▪ setting up equipment and environments (provide photographic evidence of at least one experience you set up to support physical development) ▪ using
daily routine times to enhance development
▪ challenge and encourage choice and spontaneity in physical and active play.

Describe how you supported children to take responsibility for their health and wellbeing. How did your positive communication support them?
How did you support children’s social development? Including the below:
▪ What guidance and information did you provide to children during difficult moments and conflicts to help them accept responsibility for their actions and to
communicate more effectively?
▪ How did you ensure this was age appropriate?
▪ What language did you model to support children to express ideas, negotiate and collaborate? What were the results?
▪ How did you support children to respect each other?

Describe your approach to modelling care, empathy and respect for children, educators and families. How did this feel?

Reflect on how you were able to support children’s emotional development including the below:
▪ Supporting children if they experience frustration and acknowledging them. What was the result?
▪ Developing resilience by supporting children to consider mistakes as an opportunity to learn. What was the result?
▪ Supporting children to understand their psychological responses to situations and their connection with emotions.
Reflect on a time you helped children to express and regulate feelings through modelling and guidance. How did you guide and model and what was the result?

How did you support the development of children’s empathy by recognising other people’s feelings?

Think of a time and provide an example of how you supported the development of resilience in children by supporting them to persevere with challenges. What
was the result?
Reflect on how you were able to support communication development for children during your placement. Including the below:
▪ How did you demonstrate that you value a child’s linguistic heritage and encourage the use and acquisition of home languages? ▪ How did
you provide opportunities for children to develop pre-writing skills?
▪ How did you model language and encourage children to express themselves through language in different contexts and for different purposes?
What was the learning?

Describe a time where you were able to engage children in sustained shared thinking.
Reflect on how you responded to teachable moments as they occurred to support holistic learning and development. What did you learn through this?



work.
Name:
Date of
submission:

Units:
Is this a
Assessment Task 5: Case Study
STUDENT DECLARATION
work.
against me.
ASSESSOR FEEDBACK
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 5: Case Study
For this task you are required to read the case study and then answer the questions
using the Little.ly website and create the new employee educational pack to
TASK SUMMARY demonstrate your knowledge of how a service utilises the learning framework,
observes children’s learning and supports development holistically through play.
▪
▪ Ac
cAccess to textbooks and other learning materials.
− ess to Little.ly policies and procedures (accessible via Little.ly website) for:
RESOURCES AND
EQUIPMENT − educational program and
REQUIRED practice health and safety
− physical environment
− relationships with children
− confidentiality of children’s records and planning.
▪ Access to a computer, printer and internet.
▪ Access to the National Quality Standard.
▪ Access to the Early Years Learning Framework.
▪ Access to observation templates on the Little.ly website
WHERE AND WHEN

THIS TASK WILL BE ▪ You will complete this task in your own time, or you may be provided with time in
class to complete it (where applicable).
COMPLETED
▪ You will be advised of the due date for this task.
If your assessor marks any of your answers as incorrect or insufficient, they will
make arrangements with you for resubmission. Your assessor may ask you some
WHAT HAPPENS IF questions verbally to check your understanding, or you may need to provide new
YOU GET written responses to the questions that were answered incorrectly. Your assessor will
SOMETHING give you a due date by which this must be provided.
WRONG
Your assessor will provide you with guidance as to what needs to be resubmitted and
how.
SUBMISSION
REQUIREMENTS
 Your answers to all questions.

TASK Read the case study below. You must answer all questions correctly & fill in all INSTRUCTIONS
tables to be marked as Satisfactory for this task.
Case Study – New employee educational pack

You are Sharon Wallace the Educational Leader at Little.ly and have been in that role since the service
opened.
Occupancy is increasing at Little.ly and a number of new staff are going to join the team over the next few
months.
Hayley Schramm (Director) has asked you to create a new employee ‘educational pack’ to support the
induction process and to help educators understand the expectations here at Little.ly.
The pack will be focussed on their role as an educator and will ensure consistency of care and education
approaches across the service.
Hayley has shared the below with you as the main objectives of the pack:
▪ to ensure Little.ly is meeting requirements under the National Quality Framework including Standards,
Regulations and Laws
▪ to ensure all staff have a sound knowledge of the Learning Framework and how the service uses it
▪ to ensure new staff understand our approach to play pedagogy and environmental design
▪ to ensure all educators can effectively observe children in line with Little.ly’s expectations and
observation tools
▪ to ensure everyone understands safety requirements around learning and play.
▪ critical reflection is really important for us at Little.ly and given we are seeking to achieve an
Exceeding rating during Assessment we need the educators to understand how and why they should
critically reflect.
Little.ly encourages all educators to have focus children and be involved in observing, planning for
learning and implementing the curriculum (including environment set-up).
The service philosophy has the following points which are fundamental to their practice:
▪ We believe in a play-based curriculum with teaching and learning enhanced through fun and
exploration.
▪ We believe children’s development is enhanced through encouraging the learning dispositions of
curiosity and discovery.
▪ We believe in a holistic approach to children’s education and care to support their development in all
domains.
▪ We believe our learning environment is fundamental to our teaching practice and see it as the ‘third
teacher.
▪ We believe in a strength-based approach to teaching, learning and documenting children’s learning.
Hayley has created a list of questions for you to respond to which will help you to create the employee
educational pack. The questions relate to the important information that staff will need to know during their
induction.
QUESTION 1
What is the learning framework used at the service and how is it used it to support educator practice?

QUESTION 2
a) Explain who is involved in the implementation of the learning framework including observing, planning,
setting up play environments and reflecting on practice.
Use the hierarchy structure to explain how they will be involved.
b) At Little.ly we believe in collaborative practice. What are the key feature of and techniques for
collaborative practice?

QUESTION 3
a) Identify the requirements under the National Quality Framework for our service to engage in critical
reflection.
b) Describe to the new educators what critical reflection is, how and why we use it at Little.ly and our
expectations around meaningful reflection.

QUESTION 4
Show the new educators how the Early Years Learning Framework is embedded into the service by
completing the below table of examples.
The intention is that they should be able to understand how we expect them to embed this into their work at
Little.ly including daily practice, experiences and routine times.
How we embed the Example of embedding Example of embedding Example of embedding

Learning Framework this in daily practice this in routines this in experiences
into our service
Early Years Learning

Framework Vision
Describe how the service
embeds the vision of the Early
Years Learning Framework as
below:
‘All children experience
learning that is engaging and
builds success for life’.
Detail at least one example in
each column.

into our service
Principles
embeds the Principles of the
Early Years Learning
Framework.
Provide an example of how
the principles are applied in
each column, you must cover
each of the 5 Principle at least
once.

into our service
Practices
embeds the practices.
Provide an example of how
the Practices are applied, you
must cover each of the 8
Principles at least once and
you must have at least one
point in each column.
QUESTION 5
Identify and document the Little.ly service policies and procedures related to the below and complete the
table for our new employees to understand an overview of requirements (under the National Quality
Framework and service policies and procedures):
▪ Curriculum
▪ Health and safety and wellbeing
▪ Facilities and learning environment
▪ Interactions with children
▪ Relationships with families.

List of relevant service Policies Summary of expectations of employees
National Quality
& Procedures under the associated policies & procedures
Standards
Educational
Program &
Practice
Health & Safety
Physical
Environment

Relationships with
children
Confidentiality
and privacy
requirements
related to
planning for
children
Collaborative
partnerships with
families
QUESTION 6
Explain learning dispositions to the new educators and how to focus on curiosity and discovery. Explain why
these are so important and how they are linked to the Early Years Learning Framework Outcomes.

QUESTION 7
Prepare a ‘how to’ guide for the new educators about observations of children’s learning. Answer the
questions in the table below to provide an overview of how and why we observe children’s learning.
Remember to write for educators who are inexperienced and experienced.
‘How to’ guide for observing children’s learning
List at least five different

observation techniques and
tools we have available and
describe why we use each
technique/tool.

Meaningful documentation is
important within our service.
Describe how we gather
meaningful observations of
children including
information for the new
educators about all of the
below to support them to
adopt our approaches:
▪ What information we
think is important to
gather and why.
▪ Where we gather
information from
including primary and
secondary sources.
▪ Our belief in a
strengthbased approach
to observations and why
we believe this.
▪ Why we use subjective
vs objective language
wherever possible.
▪ A description of labelling
in observations and why
we avoid labelling.
▪ When and why we use
past and present tense.
▪ A description of bias and
why we avoid it. Help
them understand how
they can avoid bias in
observations.

Describe the information we
gather from the below
stakeholders and how we
gather information:
▪ children
▪ families/carers and
significant adults
▪ educators
▪ community
▪ other relevant
professionals & who
these are.
Detail the strategies we use

to review and question the
information we have gathered
about children’s needs and
learning opportunities.
Explain how educators can

be involved in collaborating
with other educators about
children’s documentation and
learning. Share with them the
techniques such as
questioning that we use for
communication and how they
can be involved in planning
for children.

Explain what considerations
we need to make when
collecting information from
families related to their child
depending on their situation?
QUESTION 8
The service philosophy states, ‘We believe in a play-based curriculum with teaching and learning enhanced
through fun and exploration’, Explain to the new educators what play-based pedagogy is and why it is
valued so highly within the Little.ly service Philosophy.
QUESTION 9
Explain the play theories referred to when planning and reflecting on pedagogy. Provide at least two
examples of play and learning theories used and how they guide practice.

QUESTION 10
Describe what is considered to be the features of a quality play experience including how to encourage
children to become engaged in play and enhance their agency.
QUESTION 11
The service philosophy also states, ‘We believe our learning environment is fundamental to our teaching
practice and see it as the ‘third teacher’’. Explain to the new educators what this means and cover the below
points in the pack:
How to design and set up environments which are:
▪ safe and non-threatening (welcoming)
▪ culturally appropriate
▪ stimulating
▪ challenging
▪ Culturally appropriate
▪ promote a sense of wellbeing and belonging and inclusion.

QUESTION 12
Explain to the new educators how to modify the environment to support the age groups, interests, and
abilities within all rooms.
QUESTION 13
Ensure the new team members understand the procedures around safety and minimising risk.
Detail how to manage risk assessments for learning environments and provide an example of a type of
experience they might have to write a play area risk assessment for.

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STUDENT ASSESSMENT

CHCECE035 S UPPORT THE HOLISTIC LEARNING AND

CHCECE036 P ROVIDE EXPERIENCES TO SUPPORT

CHCECE038 O BSERVE CHILDREN TO INFORM PRACTICE

Date Commenced: ________________________________ ______________________________________

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

Assessment Task 1: Written Questions ............................................................................................................

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

Assessment Task Summary

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

Required Additional Documents

Assessment Task Cover Sheet

The Assessment Process and Your Rights

Submitting your Assessment Tasks

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

Plagiarism, Cheating and Collusion

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

Information about Assessment

Principles of Assessment and Rules of Evidence

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

− Reflecting the learner’s needs

Glossary of Instructional Task Words

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

1. Assessment Task 1: Written Questions

2. Assessment Task 2: Focus Children Folder

3. Assessment Task 3: Plan and Engage Intentionally in Children’s Learning and

4. Assessment Task 4: Reflective Journal

5. Assessment Task 5: Case Study

6. 160 hours of work logged in your Hours Log

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student Name: __________________________________________________

Student Signature: _______________________________________________

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 11

Cluster: Supporting Children’s Development

▪ CHCECE034 Use an approved learning framework to guide practice

Assessment Task 1: Written Questions

Student Signature: _______________________________________________ Date: _______________

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 12

Assessor Name: ________________________________________________________________________

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 13

This is an open book written assessment.

▪ Access to your learning materials.

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 14

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 15

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 16

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 17

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 18

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 19

SUPPORTING CHILDREN'S DEVELOPMENT - STUDENT ASSESSMENT BOOKLET V3.1 (ID 182607)

© 2021 EDUWORKS RESOURCES PAGE 20

Supporting Children's Development - Student Assessment Theory

Supporting Children's Development - Student Assessment Theory

Date Commenced: ______

Student Signature: _________________________________ Date: _

Student Signature: _________________________________ Date: _