Student Name: Competency: Date: Assessor:

CHCECE009 Use an Approved Learning Framework to Guide

Practice

Assessment Cover Sheet

To be deemed competent in this unit you need to complete the following:

Written Assessment

Workplace assessment/ Observed practice of your skills in the workplace by your RTO assessor

Third party evidence from your workplace supervisor

For detailed information about each unit and about assessment procedures and requirements please
see:

 Workplace assessment criteria booklet which outlines performance skills and knowledge to be
demonstrated in the workplace
 Your Individual Participant record
 Welcome to Children’s Services Information Booklet

© Childcare Resources Australia (2014) ASSCRA-001v2 Mixed Mode Assessment CHC30113 Certificate III in Early Childhood
Education and Care Date: 8/1/2014 Updated by: EQUALS International Date: 10/07/2017
 Student Name: Competency: Date: Assessor:

CHCECE009 Use an Approved Learning Framework to Guide

Practice
Elements
These assessments assess the following elements:

1. Identify learning frameworks

2. Apply the learning framework

Task 1
Read EYLF: Being, Belonging and Becoming and answer the following questions:
1. Framework
a. What is the purpose of the Early Years Learning Framework?
Ans- The purpose of the early years learning framework is to enrich children’s
learning from birth to five years of age. EYLF provide assistance to educators that
how to give opportunities to the children to maximize their learning and to make
basic fundamental strong which will help for future learning. EYLF provides
children with right environment, guidance and methods of learning which will help
to increase their ability to learn throughout their lives.
b .Identify the web address for this document (i.e. where can you locate this document).
Ans- www.aceque.gov.au is the website to locate the document.

2. Key Elements
a. Explain what is meant by ‘Belonging’, ‘Being’ and ‘Becoming’.
Ans- The meaning of “Belonging”, “Being “and “Becoming” are as follows-
Belonging-
To understand that you are a part of a group. You belong to a family, having a
feeling that you are linked with others like cultural group, a neighbourhood or a
wider community. Childs sense of belonging can be referred to their
relationship with family members-recognize dad, mom siblings, grandparents,
friends etc.
Being
To experience what is happening now, life in the present building and
maintaining relationship with others. A child’s sense of being can relate to
how educator show respect to each child, through conversation, greeting and
with their action. When child has a sense of being they take part in life’s
journey and face challenges in everyday life.

© Childcare Resources Australia (2014) ASSCRA-001v2 Mixed Mode Assessment CHC30113 Certificate III in Early Childhood
Education and Care Date: 8/1/2014 Updated by: EQUALS International Date: 10/07/2017
 Student Name: Competency: Date: Assessor:

Becoming-
To experience change through different events and circumstances in one’s life.
A child’s sense of becoming refers to the changes they experience as they
grow, learn and develop it also changes overtime as they gain knowledge,
extend their understandings, making relationship its help child to learn to
participate actively in todays society.

b. How are these reflected and embedded within the framework?

Ans—These reflected and embedded within the framework in the form of
principles, practices and learning outcomes. They are reflected on children’s
learning and developing to helping them to achieve the best they can . This is
embedded by educators incorporating the key elements into their program
planning and everyday activities for the children .It challenges educator to
question, reflect and be thoughtful and purposeful in what you do.
3. Principles
a. List the EYLF principles
Ans- The EYLF Principles are listed below:-

1.Secure, Respectful and Reciprocal Relationships

2. Partnerships
3. High Expectations and Equity
4. Respect For Diversity
5. Ongoing Learning and Reflective Practice

b. How are they used to guide practice?

Ans-
Principles relates to our beliefs and values. The Early Years Learning
Framework provides us with Principles to guide us in our work with
children and focuses on assisting each individual child to make progress
towards the Learning Outcomes. The five principles are the following –

1.Secure, respectful and reciprocal relationships – having an

understanding and being aware of children’s thoughts and feelings.
Positively interacting with each individual child in their learning and
support the development of a child’s sense of wellbeing.
2.Partnerships – working in partnerships with families within the early
childhood setting. Creating a warm and welcoming environment for all

© Childcare Resources Australia (2014) ASSCRA-001v2 Mixed Mode Assessment CHC30113 Certificate III in Early Childhood
Education and Care Date: 8/1/2014 Updated by: EQUALS International Date: 10/07/2017
 Student Name: Competency: Date: Assessor:

children and their families. Collaborating with childcare professionals,

parents, people within the community to ensure learning experiences are
meaningful for the children.

3.High Expectations and equity – believing that all children are able to
succeed, regardless of cultural diversity and abilities. Having high
expectations for all children in their achievement in learning. Ensure that
all children have opportunities to achieve learning outcomes.
4.Respect for diversity – respecting, valuing and reflecting the values and
beliefs of families. Show consideration and respect of cultures, languages,
histories, traditions, family lifestyle practices of all families. Promote a
greater understanding of Aboriginal and Torres Strait Islanders.

5.Ongoing learning and reflective practices – continually improve

professional knowledge and learning practices. Value the local knowledge
of families and the community. Engage in ongoing learning of philosophy,
ethics and practice. Gather information that supports children’s
developmental learning
4. Practices
a. List the EYLF practices.
Ans-

 Holistic Approaches
 Responsiveness To Children
 Learning Through Play
 Intentional Teaching
 Learning Environments
 Cultural Competence
 Continuity Of Learning And Transitions
 Assessment For Learning

b. How are they used to guide practice?

Ans- Practices relates to how we put our Principles into action by working together
with children, their families and within our community. The Early Years Learning
Framework promotes children’s learning by drawing upon a repertoire of pedagogical
practices (using our skills and knowledge that enable us to help children to learn) by –

© Childcare Resources Australia (2014) ASSCRA-001v2 Mixed Mode Assessment CHC30113 Certificate III in Early Childhood
Education and Care Date: 8/1/2014 Updated by: EQUALS International Date: 10/07/2017
 Student Name: Competency: Date: Assessor:

1.Holistic approaches – teaching and learning through recognition of the mind, body
and spirit. Paying attention to a child’s physical, personal, social & emotional,
cognitive and spiritual wellbeing aspects of learning. Foster and enhance children’s
understanding of the natural environment and the connections between the people,
plants, animals and the land.

2.Responsiveness to children – being aware and responding to each individual

child’s strengths, abilities and emerging interests. Value and further develop
children’s strengths, interests, skills, abilities and knowledge to further extend their
learning.

3.Learning through play – provides an endless amount of opportunities for children

to explore, discover, create and imagine. Play extends children’s thinking and
promotes a hands-on approach to learning. Create a learning environment which
encourages children to build on children’s learning in positive ways.

4.Intentional teaching – teaching that is deliberate, purposeful and thoughtful.

Actively promote children’s learning through challenging experiences and
interactions. Use strategies to extend on children’s problem solving and thinking such
as demonstrating, explaining and questioning.

5.Learning environments – respond to the interests and needs of the children. Both
indoor/outdoor environments offer children and families to contribute ideas,
questions, and interests and promote children’s understanding about their
responsibility to care for their environment. Provide a range of opportunities for
individual and shared experiences.

6.Cultural competence – celebrates the benefits of diversity and has the ability to
understand and acknowledge differences. Effectively communicate and interact with
children, families and members of the community across cultures. Gain knowledge,
understanding and a positive attitude towards cultural differences.

7.Continuity of learning and transitions – building on each child’s past and present
experiences enables them to feel secure, confident and connected to people, events
and situations that they are familiar with. Transitions between settings offer
opportunities and challenges. Assist children in understanding the traditions, routines
and practices of the settings to ease the transition process and to help deal with any
changes that may occur.

8.Assessment for learning – relates to the process of gathering and analyzing

information as evidence about what children understand and their abilities. An
ongoing cycle of planning, documenting and evaluating each child’s learning which
enables us to support and extend children’s learning. It should include a variety of
methods as all children demonstrate their learning in different ways

© Childcare Resources Australia (2014) ASSCRA-001v2 Mixed Mode Assessment CHC30113 Certificate III in Early Childhood
Education and Care Date: 8/1/2014 Updated by: EQUALS International Date: 10/07/2017
 Student Name: Competency: Date: Assessor:

5. Learning Outcomes
a. List the learning outcomes of the EYLF.
Ans-
Learning Outcomes and Sub-Outcomes

1. Children have a strong sense of identity

 Children feel safe, secure and supported
 Children develop their emerging autonomy, inter-dependence, resilience and sense
of agency
 Children develop knowledgeable and confident self-identities
 Children learn to interact in relation to others with care, empathy and respect

2. Children are connected with and contribute to their world

 Children develop a sense of belonging to groups and communities and an
understanding of the reciprocal rights and responsibilities necessary for active
community participation
 Children respond to diversity with respect
 Children become aware of fairness
 Children become socially responsible and show respect for the environment.

3. Children have a strong sense of wellbeing

 Children become strong in their social and emotional wellbeing

 Children take increasing responsibility for their own health and physical wellbeing

4. Children are confident and involved learners

 Children develop dispositions for learning such as curiosity, cooperation,

confidence, creativity, commitment, enthusiasm, persistence, imagination and
reflexivity
 Children use a range of skills and processes such as problem solving, enquiry,
experimentation, hypothesizing, researching and investigating
 Children transfer and adapt what they have learned from one context to another
 Children resource their own learning through connecting with people, place,
technologies and natural and processed materials

5. Children are effective communicators

 Children interact verbally and non-verbally with others for a range of purposes
 Children engage with a range of texts and gain meaning from these texts
 Children collaborate with others, express ideas and make meaning using a range of
media and communication technologies

© Childcare Resources Australia (2014) ASSCRA-001v2 Mixed Mode Assessment CHC30113 Certificate III in Early Childhood
Education and Care Date: 8/1/2014 Updated by: EQUALS International Date: 10/07/2017
 Student Name: Competency: Date: Assessor:

b. Provide a definition of each learning outcome.

Ans-1. Children have a strong sense of identity
They feel safe, secure and supported. They communicate their needs for
comfort and assistance .Respond to ideas and suggestions from others.
Children establish and maintain respectful relationships with other children
and educators. Seeks to participate in new experience.
2. Children are connected with and contribute to their world
Children become socially, responsible and show respect for the environment
explores relationships with other living and nonliving things and observe
notice and respond to change . Identifies ways to care for plants and animals
and also interacts with care and respect.
3. Children have a strong sense of wellbeing
Children develop increasing responsibility for their own health and physical
wellbeing, developing physical movement skills like running, hopping,
climbing, catching ball etc. Also developing self-help skill, motor skills ,gross
skills, shows increasing independence in personal hygiene care and safety for
themselves and others.
4. Children are confident and involved learners
Develop dispositions for learning such as
curiosity,coopration,confidence,creativity,commitment,enthusiasm,children
shows curiosity about events participate in a variety of rich and meaningful
inquiry based experience s responds to music, dance, creative works.
5. Children are effective communicators
Children engage with a range of texts and gain meaning from these texts
investigates words and words meaning . children engage and share enjoyments
of language and literature, sings and chants rhymes, jingles and songs .they
share the stories and symbols of their own culture and reenact well know
stories .

c. Explain how the learning outcomes are used within the framework.
Ans- We can use as a guide for our documentation and planning .Outcomes cover
variety of areas which include identity, community ,wellbeing ,learning and

© Childcare Resources Australia (2014) ASSCRA-001v2 Mixed Mode Assessment CHC30113 Certificate III in Early Childhood
Education and Care Date: 8/1/2014 Updated by: EQUALS International Date: 10/07/2017
 Student Name: Competency: Date: Assessor:

communication. They are to be used when documenting children’s play and to be

added to various experiences and activities on curriculum plan in order to guide
children learning.
6. My Time Our Place (MTOP)
a. What is My Time Our Place?
Ans- -My time our place is about making care services for school aged children
for 6 to 12 years.
It ensures that children have opportunities to engage in leisure and play-based
experiences that are responsive to the needs interest and choice. Mtop recognizes
the importance of social, emotional and personal development of the children.
MTOP identifies outcomes for good health, wellbeing and success for future.

b.Identify the web address for this document (i.e. where can you locate this document
Ans-https://www.acecqa.gov.au is the website to locate document.

b. Identify three differences between EYLF and MTOP.

Ans-Three differences between EYLF and MTOP are as follows-
1• EYLF is focused on children between the ages birth to 5years, while MTOP is
focused on children between 6-12years.
2• EYLF has a focus on helping children transition into school by giving them
opportunities to maximize potential and develop a foundation for success and
learning, while MTOP insures children already in schooling have opportunities to
participate in leisure based experiences which contribute to ongoing learning and
development.
3• EYLF is designed for Early Childhood Educators working in partnership with
families, while MTOP is designed for use by School Age Care Educators to
collaborate with children and work in partnership with family and communities,
including schools. MTOP allows for children to have a more active role in
planning for their wellbeing and the outcomes

End of Written Assessment

© Childcare Resources Australia (2014) ASSCRA-001v2 Mixed Mode Assessment CHC30113 Certificate III in Early Childhood
Education and Care Date: 8/1/2014 Updated by: EQUALS International Date: 10/07/2017