Instructions to Assessor1).doc · Web viewAssessor’s Evidence Summary Sheet. The Assessor completes this table during the assessment to record the evidence collected. It is expected

Department of Education and TrainingWestern Australia

RPL Assessment Tool Kit

CHC50302

Diploma of Children’s Services

First published 2009

ISBN 978-1-74205-373-8

© Department of Education and Training

All rights reserved.

Western Australian Department of Education and Training materials, regardless of format, are protected by copyright law.

Permission, however, is granted to Trainers, Assessors, and Registered Training Organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities.

This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Education and Training.

Published by and available from

WestOne Services

1 Prospect PlaceWEST PERTH WA 6005Tel: (08) 9229 5200 Fax: (08) 9227 8393Email: [email protected]: www.westone.wa.gov.au

AcknowledgementsThis work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI).

This resource contains ‘Units of Competencies’ from CHC50302: Diploma of Children’s Services, © Commonwealth of Australia 2007 Department of Education Science and Training (DEST), used under the AEShareNet-FfE licence.

DisclaimerWhilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Tool Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Tool Kit can be accepted by the Western Australian Department of Education and Training.

CHC50302 Diploma of Children’s ServicesRPL Assessment Tool Kit

ContentsRecognition of Prior Learning (RPL) Assessment Tool Kit 5

Overview of the Recognition Process 7

PART 1Section 1 – Assessor’s Information 9

Introduction 11

Explanation of RPL documents 12

Section 2 – List of competencies in this RPL Assessment Tool Kit 13

Qualification Rules 15

Units of competency covered in this RPL Assessment Tool Kit 16

List of competencies in this RPL Assessment Tool Kit 17

Section 3 – Interview Question Bank and Recording Sheets 19

Skill Set 1 – Delivery of Care 21

Skill Set 2 – Implementing care practices 27

Skill Set 3 – Development of children 31

Skill Set 4 – Program design 37

Skill Set 5 – Management systems 41

Section 4 – Practical Tasks and Observation Recording Sheets 49

Practical Tasks 51


Instructions for the candidate 53

Instructions for the Assessor 55

Demonstration/Observation Checklist 57















Page 3 of 201 © Department of Education and Training 2009Version 1, July 2009




PART 2Section 5 – Candidate’s Information and Self-Evaluation Forms 97

What is Recognition of Prior Learning (RPL)? 99

How to prepare for your RPL assessment 100

The four steps in the RPL assessment process 103

Candidate’s Information Form 107

Candidate’s Employment History Form 109

Candidate’s Self-Evaluation Form 111






Section 6 – Third Party Report and Supporting Documentation 123

Third Party Report 125

Supporting Documentation 127

Section 7 – Mapping of Assessment Tools 133

Mapping Document for Clusters 1–6 and Stand-alone Units 1–3 135

Evidence Matrix 137

© Department of Education and Training 2009 Page 4 of 201Version 1, July 2009


Recognition of Prior Learning (RPL) Assessment Tool KitCHC50302 Diploma of Children’s ServicesThis RPL Assessment Tool Kit has been developed by the Western Australian Department of Education and Training, in consultation with industry, as a resource to assist RPL Assessors by providing a set of quality assessment tools which can be used to conduct whole-of-qualification RPL. This kit also contains information which can be provided to the candidate.

This kit should be customised to suit the needs of the candidate, employer/industry or Assessor and should reflect the purpose for which it is being used.

It is recommended that prior to using this kit for the first time, and after any modifications or contextualisation, that this Assessment Tool Kit be validated by the user to ensure it meets the required Australian Qualification Training Framework Standards (AQTF), relevant Training Package requirements and Registered Training Organisation (RTO) policies.

A task-based model for RPLA process for RPL has been developed that promotes holistic, task-based assessment, and which focuses on relating assessment activities to actual job tasks. The intention of this model is to streamline and simplify recognition processes for prospective candidates. This RPL Assessment Tool Kit has been developed to support this task-based model.

The focus of the new streamlined holistic assessment process is to focus on demonstrated skills and knowledge and is not reliant on documentary evidence, as the main source of evidence.



Page intentionally blank



Overview of the Recognition Process


Gap Training(if required)

Candidate EnquiryCandidate’s Information

Form

Demonstration/Observation of Practical Tasks

Interview and Questioning

CandidateSelf-Evaluation

Issue Qualification –Statement of Attainment

By RTO

Supporting Evidence/Third

Party Report(if required)

If not ready for RPL, the candidate is to be provided with training

options.

STEP 1

STEP 2

STEP 3

STEP 4




CHC50302 Diploma of Children’s ServicesSection 1 – Assessor’s Information

PART 1

Section 1

Assessor’s Information

It is important that you complete both Sections 3 (Interview/Questioning) and 4 (Practical Tasks) when completing RPL assessment using this kit.

The RPL process is a streamlined process which does not rely solely on documentary evidence. It uses a combination of questioning, practical assessment and supporting evidence to provide evidence of the candidate’s competence.


CHC50302 Diploma Of Children’s ServicesSection 1 – Assessor’s Information



CHC50302 Diploma of Children’s ServicesSection 1 – Assessor’s Information

IntroductionWelcome to the CHC50302 Diploma of Children’s Services.

This RPL Assessment Tool Kit contains twenty (20) units of competency required for the award of this qualification.

It is simply set out, with a comprehensive list of instructions at the front of each document, as well as covering instructions for each step of the process, as found in the notes for the Assessor, and notes for the candidate.

Included in this kit are the following documents:

Explanation of RPL Documents

Assessor’s Information

Qualification Rules and list of units of competency contained in this kit

Units of competency separated into clusters/skill sets for assessment

Tool Kits for each skill set, in order:

► Interview Question Bank and Recording Sheets

► Practical Tasks and Observation Recording Sheets

Candidate Information

► Candidate’s Self-Evaluation Form (incorporating Third Party Verification)

Mapping Documents (including Dimensions of Competency and Employability Skills) for all the units of competency included in this kit.


CHC50302 Diploma Of Children’s ServicesSection 1 – Assessor’s Information

Explanation of RPL documentsa) Interview Question Bank and Recording Sheets (Section 3): The interview question

bank is the second stage of the process, in which the Assessor and the candidate confirm the knowledge by discussing a series of questions. Each of these questions includes a series of Key Points, which may assist the Assessor in guiding the discussions.

b) Practical Tasks and Observation Recording Sheets (Section 4): These tools are designed to guide the Assessor and candidate through a workplace observation, proving the candidate’s ability to conduct the specific tasks and skills required for recognition of competence in the particular area.

c) Candidate’s Information and Self-Evaluation Forms (Section 5): This document is for the candidate to assess their suitability for RPL process, by asking them to consider each of the points and assessing their ability against the task. It has been broken into smaller skill groups, clustering like activities together to enable ease of completion. It is then reinforced by the candidate’s supervisor’s comments, both against tasks and as a summary for each group. This serves as third party validation of the candidate’s claims.

d) Third Party Report and Supporting Documentation (if applicable) (Section 6): The third party verification report is provided for referees, for example the supervisor, to confirm the candidate’s skills and experience in the qualification/occupation. This is particularly useful in addressing employability skill requirements. It is important to note that third party reports are not always available and it is recommended that Assessors use their professional judgement to determine if this is a requirement.

e) Mapping Document (Section 7): This tool demonstrates how each of the documents reflects the units of competency in the particular cluster/skill set.


CHC50302 Diploma of Children’s ServicesSection 2 – List of competencies in this RPL Assessment Tool Kit

Section 2

List of competencies in this

RPL Assessment Tool Kit






Qualification rulesCHC50302 Diploma of Children’s ServicesThe following information has been extracted from the CHC02 Community Services Training Package, published by the Community Services and Health Industry Skills Council, third edition, 2007.

Prerequisites

The following units of competency from CHC30402 Certificate III in Children’s Services, or equivalent, are prerequisites for this qualification.

CHCCHILD1C Identify and respond to children and young people at risk of harm

CHCCN1D Ensure children’s health and safety

CHCCN2C Care for children

CHCCN4D Respond to illness, accidents and emergencies

CHCCS301A Work within a legal and ethical framework

CHCFC1C Support the development of children in the service

CHCIC1C Interact effectively with children

CHCOHS301A Participate in workplace safety procedures

CHCORG3B Participate in the work environment

CHCPR1C Deliver services/activities to stimulate children’s development and enhance their leisure

CHCPR3C Develop an understanding of children’s interests and developmental needs

HLTFA1A Apply first aid AND/ORHLTFA2A Apply advanced first aid

Note: CHCCN5C Care for babies may be a required prerequisite unit in some jurisdictions.

RequirementsSuccessful completion of a total of twenty (20) units of competency made up of:

thirteen (13) compulsory units of competency, AND

seven (7) elective units (drawn from the elective units listed in the training package).



Units of competency covered in this RPL Assessment Tool Kit

This section identifies the core units, electives and any other options as identified in the packaging guidelines for this qualification.

Unit Code Unit Title Core Unit Elective

CHCCHILD2C Support the rights and safety of children within duty of care requirements

CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environment

CHCCN8B Plan care routines CHCFC2C Foster and enhance children’s development

CHCFC3C Foster and enhance children’s social, emotional and psychological development

CHCFC5C Foster and enhance children’s cognitive and language development

CHCIC10C Establish and implement plans for developing responsible behaviour

CHCIC12C Plan the inclusion of children with additional needs CHCOHS501A Manage workplace OHS management system

CHCPR10C Design, implement and evaluate programs of the service

CHCPR2C Arrange/organise experiences which facilitate and enhance children’s development

CHCPR9C Document, interpret and use information about children

CHCRF11B Work in partnership with families to care for the child

CHCFC6C Provide experiences which facilitate children’s expressive development

CHCFC7C Use music as a medium to enhance children’s experience and development

CHCFC8A Provide experiences which enhance children’s development and learning

CHCCS405A Work effectively with culturally diverse clients and co-workers

CHCINF5B Meet statutory and organisational information requirements

CHCQM601A Manage an accreditation process CHCORG11B Lead and develop others



List of competencies covered in this RPL Assessment Tool KitThis RPL Assessment Tool Kit contains the assessment tools for the Diploma of Children’s Services. These tools have been developed to support a ‘whole of trade’ assessment, to reflect the work undertaken in industry. This approach focuses on clustering the units of competency from the qualification into a number of skill sets. These are:

Skills Set 1 – Delivery of care

Unit Code Unit Title

CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environment

CHCCN8B Plan care routines

CHCRF11B Work in partnership with families to care for the child

CHCCS405A Work effectively with culturally diverse clients and co-workers

Skill Set 2 – Implementing care practices


CHCCHILD2C Support the rights and safety of children within duty of care requirements

CHCIC10C Establish and implement plans for developing responsible behaviour

CHCIC12C Plan the inclusion of children with additional needs

Skill Set 3 – Development of children


CHCFC2C Foster and enhance children’s development


CHCFC5C Foster and enhance children’s cognitive and language development


CHCFC7C Use music as a medium to enhance children’s experience and development



Skill Set 4 – Program design


CHCPR10C Design, implement and evaluate programs of the service

CHCPR2C Arrange/organise experiences which facilitate and enhance children’s development

CHCPR9C Document, interpret and use information about children

CHCFC8A Provide experiences which enhance children’s development and learning

Skills Set 5 – Management systems


CHCOHS501A Manage workplace OHS organisational management system

CHCINF5B Meet statutory and information requirements

CHCQM601A Manage an accreditation process

CHCORG11B Lead and develop others


CHC50302 Diploma of Children’s ServicesSection 3 – Interview Question Bank and Recording Sheets

Section 3

Interview Question Bank and

Recording Sheets

This section contains questions the Assessor may ask the candidate while documenting their conversation during the RPL interview.

Assessor’s InstructionsIt is not intended that every question for each competency be asked or discussed during the conversation. Only questions related to those competencies that the initial documentary review has failed to fully address are required.

Each question provides key points to look for in the candidate’s responses. You may wish to use these key points to formulate questions of your own, contextualise, or rephrase the suggested questions to suit the candidate’s particular work situation.

On the Recording Sheets, place a tick next to each key point as it is addressed by the candidate during the conversation. By doing this, you are recording what you have heard the candidate say during the interview.

Use the Assessor’s Comments section next to each question to provide further details about the context of the discussion or other key points and examples the candidate has discussed that may be relevant in confirming competence.



It is important to remember that the notes taken during the questioning interview are important evidence and should be retained as part of the candidate’s assessment records.





CHC50302 Diploma Of Children’s ServicesSection 2 – List of competencies in this RPL Assessment Tool Kit

Interview Question Bank and Recording SheetsSkill Set 1 – Delivery of CareAssessor’s Instructions

The interview should allow the candidate to confirm their knowledge as identified by their Self-Evaluation against relevant units of competency. The Assessor may use these questions to guide the interview ensuring that the candidate addresses the key points identified for each question.

These key points exist as a guide only, and the Assessor is encouraged to expand on them where necessary to satisfy depth of underpinning knowledge and skills.

It is recommended that the interview be conducted in the workplace, allowing the candidate access to documents, equipment etc to support their statements.

Record of interview

Candidate’s name

Assessor’s name

How/where was the interview conducted?

Interview only qAt an RTO’s premises q Name: ______________________________________

In the workplace q Name: ______________________________________



Skill Set 1 – Delivery of CareUnits of CompetencyCHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmentCHCCN8B Plan care routinesCHCRF11B Work in partnership with families to care for the childCHCCS405A Work effectively with culturally diverse clients and co-workers

Suggested topicsThese may cover more than one Skill Set. Care of a sick child Hazard in the play environment Planning an excursion Care routines for toddlers Evacuation procedure

Consulting with family members to support the child

Concerned family member Inclusion

Skills Set 1 Questions Key points to be addressed by the candidate Assessor’s Notes from Conversation(Record other responses or examples discussed.)

Question 1Describe your procedure for caring for a sick child.

q procedures for responding to sick children developed

q parents informed of infections, and appropriate government organisations are informed according to guidelines

q communication occurs regarding infection control and medication

q policies for medication administration, storage and documentation explained and monitored

Question 2How do you ensure that the play environment is free of hazards?

q environments assessed for suitability, safety and hazards and potential risks identified

q relevant safety criteria used to assess the environment

q communication to relevant people occurs when a hazard identified

q strategies developed with others involved; plans developed, implemented and reviewed

q safe storage of hazardous materials monitored and reinforced with workers

Page 23 of 201 © Department of Education and Training 2009Version 1, May 2023







Question 3How do you plan an excursion?

q safety in relation to excursions and transport communicated and relate to service procedures and regulations

q responsibilities shared between staff

q supervision planned and monitored

q parent permission sought as required

Question 4How would you plan a care routine for toddlers?

q routines planned according to the needs of children

q purpose of routines explained to children

q children’s preferences and choices discussed and accommodated

q routines encourage the development of self-help skills, and designed to create interactions with carer

q routines planned according to the rhythms and timings of children

q routines enable children’s physical and emotional needs met

q all people involved in care routines (including parents) encouraged to exchange information

q practices for handling and storing food within guidelines








demonstrated and regularly communicated

q practices for managing children’s hygiene needs promoted and demonstrated

Question 5An emergency incident occurs in your OSHC service, causing injury to a child and the need to evacuate. Describe what you would do.

q evacuate according to procedure which is updated and practiced regularly

q seek medical assistance

q meet emotional needs of other children and workers

q information provided to parents sensitively, calmly and accurately

q policies and procedures of the organisation used to inform workers of their role

q policies would be reviewed in light of incident

Question 6A baby is not separating easily from the parent. Describe the process you would follow to help both the child and the parent.

q all family members made to feel welcome and encouraged to participate in children’s experiences

q feedback encouraged regarding the program and family suggestions implemented where possible

q parent support networks facilitated to promote the importance of parenting

Question 7 q listen respectfully to obtain a clear understanding of the








How would you respond to a family member expressing concern about their child?

situation

q strategies developed and implemented, follow-up is determined and fulfilled

Question 8How would you include a child and family from a culturally diverse background?

q culturally appropriate work practices

q work practices reviewed and modified

q strategies used to eliminate bias or discrimination

q communication respectful, constructive, effective and engenders mutual trust and confidence

q assistance sought from the interpreter or other persons if required



Additional notes from conversation

Assessor’s signature Outcome (Please Circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)

Assessor’s name Date



Interview Question Bank and Recording SheetsSkill Set 2 – Implementing care practicesAssessor’s Instructions




Record of interview

Candidate’s name

Assessor’s name






Skill Set 2 – Implementing care practicesUnits of CompetencyCHCCHILD2C Support the rights and safety of children within duty of care requirementsCHCIC10C Establish and implement plans for developing responsible behaviourCHCIC12C Plan the inclusion of children with additional needs

Suggested topicsThese may cover more than one Skill Set. Work ethic Legislative requirements Behaviour plan Inclusion process

Skills Set 2 Questions Key points to be addressed by the candidate Assessor’s Notes from Conversation(Record other responses or examples discussed)

Question 9How would you provide guidance to workers when abuse is suspected or identified?

q work ethically

q explain policies and procedures to protect the child

q support workers to provide information to appropriate bodies

Question 10What process do you follow when a person collects a child from your service?

q authority of the person to collect established

q ensure child’s safety

q supervision planned to minimise harm

q legislative requirements met

Question 11A child is observed physically hurting other children on a regular basis. Parents are commenting to you about this behaviour. How would you develop a plan to guide the child’s behaviour?

q gather information from all people involved with the child, in a range of situations and contexts

q identify triggers and consequences

q assess program routines, times and environments

q interpret the child’s behaviour against the people involved

q seek advice and communicate regularly with parents

q consider the other children

q establish and apply limits and guidelines for appropriate



Skill Set 2 – Implementing care practicesUnits of CompetencyCHCCHILD2C Support the rights and safety of children within duty of care requirementsCHCIC10C Establish and implement plans for developing responsible behaviourCHCIC12C Plan the inclusion of children with additional needs

Suggested topicsThese may cover more than one Skill Set. Work ethic Legislative requirements Behaviour plan Inclusion process


behaviour

q develop a short term and long term plan in conjunction with parent strategies and home care

Question 12Explain how you would include a child in your service who has additional needs.

q develop a plan for inclusion based on the strengths and interest of the child

q the service adapted to meet the child’s needs

q other children supported

q specialist strategies incorporated into the regular program

q information about inclusion shared with parent permission

q strategies monitored and reviewed





S(Satisfactory)





Interview Question Bank and Recording SheetsSkill Set 3 – Development of childrenAssessor’s Instructions




Record of interview

Candidate’s name

Assessor’s name






Skill Set 3 – Development of childrenUnits of CompetencyCHCFC2C Foster and enhance children’s developmentCHCFC3C Foster and enhance children’s social, emotional and psychological developmentCHCFC5C Foster and enhance children’s cognitive and language developmentCHCFC6C Provide experience which facilitate children’s expressive developmentCHCFC7C Use music as a medium to enhance children’s experience and development

Suggested topicsThese may cover more than one Skill Set. Physical skills Social and emotional development Cognitive and language development

Creative development Language Development Music Appreciation


Questions Key points to be addressed by the candidate Assessor Notes from Conversation(Record other responses or examples discussed)

Question 13How do you plan an experience to help children develop physical skills which will lead to independence?

q developmentally appropriate equipment and materials

q resources provide positive non-stereotypical images of children

q children given choices and their individual strengths and interests respected

q participation encouraged through social interaction

q experiences promote mutual support, cooperation and the value of diversity

q experiences develop self-esteem and positive self-concept

q interactions with the child foster development

Question 14How do you include in your program, regular routines that will foster and enhance children’s social, emotional and psychological development?

q children encouraged to accept responsibility for their own actions

q participate in decision making

q explore a variety of roles

q confidence monitored in more challenging activities








q frustration acknowledged and mistakes seen as learning opportunities

q achievements acknowledged and appreciated

q children encouraged to express their feelings and ideas

q children are encouraged to support and cooperate with each other

Question 15How does your play environment encourage cognitive and language development?

q experiences assist children to develop thinking and problem-solving skills

q environment stimulates children’s awareness by using different senses and acknowledging and encouraging their enthusiasm

q environment stimulates the child’s use and understanding of language through modelled communication, questions and careful listening

q support the child’s skills in their own language and English as relevant

q assess language development and plan strategies that will progress language skills

q review plans regularly








Question 16How do you provide materials for children to use in creative experiences that are attractively presented and interesting to use?

q developmentally appropriate experiences identified and selected

q presented to encourage participation

q spontaneous interests observed, responded to and resourced

q diversity of culture presented

Question 17How would you encourage an interest in stories in a babies room?

q select stories that are developmentally appropriate

q rhymes and poetry

q puppets and props

q repetition of favourite stories and songs

Question 18How would you incorporate music into your program?

q use a wide range of music to develop appreciation

q movement to music encouraged and practiced

q set up the environment to encourage participation safely

q spontaneous interest encouraged and resourced especially when using instruments

q observe individuals and the group to assess follow-up activities





S(Satisfactory)








Interview Question Bank and Recording SheetsSkills Set 4 – Program designAssessor’s Instructions




Record of interview

Candidate’s name

Assessor’s name






Skills Set 4 – Program designUnits of CompetencyCHCPR10C Design, implement and evaluate programs of serviceCHCPR2C Arrange/organise experiences which facilitate and enhance children’s developmentCHCPR9C Document, interpret and use information about childrenCHCFC8A Provide experience which enhance children’s development and learning

Suggested topicsThese may cover more than one Skill Set. Program cycle Children’s interests Purpose of observation


Question 19Explain the process of designing, implementing and evaluating programs of the service.

q information gathered from various sources on each child’s development in a holistic way

q programs designed which reflect the philosophy and goals of the service

q programs reflect the capabilities, interests and backgrounds of children

q include a wide range of science and technology experiences

q resources (including people) identified and provided

q program flexible for time, routines and transitions

q settings and environments cover all aspects of development and provide choices

q evaluation includes key stakeholders, especially children

Question 20Describe a time when a child or group of children has planned or modified the play environment

q children can plan or modify a play environment safely and with encouragement

q choice encouraged and activities engage in a holistic way to develop skills in children

q materials provided capture the attention of, stimulate a response and engage children



Skills Set 4 – Program designUnits of CompetencyCHCPR10C Design, implement and evaluate programs of serviceCHCPR2C Arrange/organise experiences which facilitate and enhance children’s developmentCHCPR9C Document, interpret and use information about childrenCHCFC8A Provide experience which enhance children’s development and learning

Suggested topicsThese may cover more than one Skill Set. Program cycle Children’s interests Purpose of observation


q perseverance encouraged to develop significant activity

q child’s choice not to participate respected

Question 21What is the purpose of observing and recording children when developing a program?

q provides detailed information about the child

q monitors child’s development, progress and understanding of each child

q encourages all people involved with the child to provide information

q all aspects of the child’s development considered

q systematic ways of observing ensure that all children are included and evaluated





S(Satisfactory)





Interview Question Bank and Recording SheetsSkills Set 5 – Management SystemsAssessor’s Instructions




Record of interview

Candidate’s name

Assessor’s name






Skills Set 5 – Management SystemsUnits of CompetencyCHCOHS501A Manage workplace OHS management systemCHCINF5B Meet statutory and organisational information requirementsCHCQM601A Manage an accreditation processCHCORG11B Lead and develop others

Suggested topicsThese may cover more than one Skill Set. OHS systems Staff performance Accreditation process Leadership Self-evaluation


Question 22What OHS systems are in place in your service?

q participative processes with employees and representatives in accordance with relevant OHS legislation, regulations and industry standards

q hazards identified, assessed and controlled

q OHS induction and training occurs and objectives evaluated

q OHS records meet statutory requirements, identify patterns of hazardous incidents, occupational injuries and diseases within managerial responsibilities

Question 23Explain a system of gathering and recording staff performance.

q identify information requirements

q review system with users and evaluate according to technology and financial resources

q evaluate system for effectiveness, efficiency, security and integrity

q systems are confidential and secure

q information is valid and useful

q staff are trained in the process






Question 24Explain your role in managing the service accreditation process.

q service self-evaluation process

q facilitate the development of a quality improvement plan and implement it

q coordinate the implementation of an external evaluation

Question 25Describe a situation where you have provided leadership in your service.

q work goals to minimise role ambiguity and maximise effectiveness

q leadership toward changing priorities toward a task and client needs

q principles and practices of equal employment opportunity, OHS, participative work practices promoted

q promote effective work relationships

q manage and improve the performance of individuals

q support, participate and review individual and group development

q support and develop managers






Question 26How do you maximise your own performance in your service?

q effective time management

q plan and monitor work progress

q comply with established policies and procedures especially anti-discrimination, ohs

q review and revise work practices to assist achievement of identified objectives

q opportunities are sought and taken for self-development and learning





S(Satisfactory)








Record of initial interview(To be conducted after the candidate has completed the self-evaluation.)

QualificationCHC50302 Diploma of Children’s Services

Candidate’s name:

Assessor’s name:

Description of candidate’s tasks at work

(Assessor to complete this section DURING THE INTERVIEW, with a summary of the candidate’s work history.)

Evidence the applicant is able to collect

(Assessor to complete this section DURING THE INTERVIEW, with the evidence the assessor and candidate have agreed could be collected by the candidate.)

For example, job description, training records, references.

Candidate to answer questions (yes/no)

Have the purpose and the consequences of the assessment been explained? YES/NO Have you sighted copies of the standards that will be assessed? (Optional) YES/NO Do you understand what evidence is to be collected? YES/NO Have your rights and the appeal system been fully explained? YES/NO Have you discussed any special needs to be considered during the assessment? YES/NO If yes, provide details:________________

Assessor’s signature Candidate’s signature Date





CHC50302 Diploma Of Children’s ServicesSection 4 – Practical Tasks and Observation Recording Sheets

Section 4

Practical Tasks and

Observation Recording Sheets

This section contains practical assessment tasks that the candidate will complete to assist you in determining their skills and knowledge.

Assessor’s Instructions

Use the Observation Recording Sheets for each of the practical tasks to document the skills and knowledge demonstrated by the candidate in completing each of the required tasks.

These practical tasks may be modified to suit the context of the candidate’s workplace, job role or their work environment.

Not all tasks need to be completed. The Assessor should select only those tasks that will provide the required evidence to prove competence by the candidate.

For a whole qualification it may be necessary to perform all tasks.

It is important to remember that the notes made by the Assessor during the observation of the practical demonstration are important evidence and should be retained as part of the candidate’s assessment records.


CHC50302 Diploma of Children’s ServicesSection 4 – Practical Tasks and Observation Recording Sheets




Practical tasks

While performing the various practical tasks, it is important that the principles of Occupational Health and Safety, and workplace safety requirements be met at all times.

Assessors need to ensure that the specifications for materials/resources used in the practical tasks are consistent with those in the critical aspects of evidence. (Refer to the Mapping of Assessment Tools document for more information.)

Skill Set 1 – Delivery of careTask 1The candidate is to demonstrate a group care plan for a stage of development selected by the candidate.

Skill set 2 – Implementing care practicesTask 2The candidate is to demonstrate observation and supervision of children and how they are included in the program.

Skill set 3 – Development of childrenTask 3The candidate is to demonstrate the ability to provide a stimulating play environment to foster and enhance children’s development in a holistic and child centred way.

Skill set 4 – Program designTask 4The candidate is to demonstrate the design of the program to reflect practical considerations of children’s choices, interests and spontaneous activities.



Skill set 5 – Management systemsTask 5The candidate is to demonstrate workplace management systems for Occupational Health and Safety, statutory and organisational information requirements, the accreditation process and the leadership and development of others.



Skill Set 1 – Delivery of care

Task 1 Demonstrate a group care plan

Instructions for the candidate

Outline of taskFor this task you will be required to demonstrate a group care plan for a stage of development selected by you.

You will be assessed on your ability to:

show that care routines are planned according to the needs of children

explain the purpose of routines to children

discuss and accommodate children’s preferences and choices

implement routines that encourage the development of self-help skills and are designed to create interactions with carers

implement routines that are planned according to the rhythms and timings of children

implement routines that enable children’s physical and emotional needs to be met

encourage the exchange of information by all people involved in care routines (including parents)

ensure the play environment is free of hazards, is assessed for suitability, safety and potential risks are identified

demonstrate appropriate communication to relevant people when a hazard is identified

develop strategies with others, and plans are developed, implemented and reviewed

communicate safety in relation to excursions and the transportation of children in relation to service procedures and regulations

ensure responsibilities on excursions are shared between staff, supervision is monitored, parent information supplied and parent permission is sought according to regulations

ensure the care plan includes an evacuation procedure which is updated and practiced regularly. Medical assistance would be sought, emotional support of children and carers provided, and information about the incident provided sensitively, accurately and calmly to parents. All workers would follow the policy and procedures of the service and policies would be reviewed in light of the incident

implement a care plan that ensures all families and family members are made to feel welcome and are encouraged to participate in the children’s experiences

encourage feedback regarding care practices and family suggestions are implemented where possible

facilitate parent support networks to promote the importance of parenting

listen to parent expressing concern about a care routine respectfully so that a clear understanding is developed. Implementing of change and follow-up is recorded

demonstrate culturally appropriate work practices in care routines

review and modify work practices; strategies are used to eliminate bias or discrimination



ensure communication is respectful, constructive, engenders mutual trust and confidence. assistance from an interpreter is sought if required.



Skill Set 1 – Delivery of care


Instructions for the Assessor

Outline of taskTo successfully conduct the following demonstration/observations, the Assessor and candidate will need access to a real workplace environment, or at least a simulated workplace environment.

Successful demonstration will require the candidate to demonstrate contingency and reactionary skills and knowledge should a situation arise.

The assessment environment should not disadvantage the candidate in terms of access, language, literacy and numeracy demands, and should be discussed with the candidate prior commencing the demonstration.

For the candidate to demonstrate competency in this task, they are required to demonstrate ALL the observable behaviours listed for the task.

The candidate will be required to demonstrate a group care plan for a stage of development selected by the candidate.

The candidate is to be assessed on their ability to:













ensure the care plan includes an evacuation procedure which is updated and practiced regularly. Medical assistance would be sought, emotional support of children and carers



provided, and information about the incident provided sensitively, accurately and calmly to parents. All workers would follow the policy and procedures of the service and policies would be reviewed in light of the incident










Demonstration/Observation ChecklistSkill Set 1 – Delivery of care


Candidate’s name

Assessor’s nameSupervisor’s name(if applicable)

Work activity Demonstrate a group care plan for a stage of development selected by the candidate.

Skill Set 1 – Units of Competency

CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmentCHCCN8B Plan care routinesCHCRF11B Work in partnership with families to care for the childCHCCS405A Work effectively with culturally diverse clients and co-workers

Assessment location

Date of demonstration Time


The candidate will be required to demonstrate a group care plan for a stage of development selected by the candidate.

The candidate will be assessed on their ability to:















ensure the care plan includes an evacuation procedure which is updated and practiced regularly. Medical assistance would be sought, emotional support of children and carers provided, and information about the incident provided sensitively, accurately and calmly to parents. All workers would follow the policy and procedures of the service and policies would be reviewed in light of the incident








Resources required for this task

a childcare workplace

access to child services, resources and equipment

access to the local environment

relevant policies and procedures manuals, legislation and standards

organisation’s mission statement, strategic and business plan

other documentation relevant to the work context such as:

o organisational charts

o organisations protocols for access to interpreter services



Demonstration/Observation ChecklistSkill Set 1 – Delivery of Care


Candidate’s name

During the demonstration or observation of skills, did the candidate demonstrate the following?

Is behaviour observed Assessor’s Notes

Yes No

maintain appropriate safety procedures and requirements q q

follow care plans q q

use appropriate equipment to perform the task q q

perform the task in a logical sequence q q

adequately describe processes and demonstrate application of underpinning knowledge q q

perform task to industry standards q q

demonstrate appropriate communication and interpersonal skills with a range of people q q

perform defined work tasks as directed q q

demonstrate the required underpinning knowledge to support the performance of task skills. q q





Assessor’s general comments/observations

Assessor’s nameOutcome (Please Circle)

S(Satisfactory)

NYS(Not Yet

Satisfactory) Assessor’s signature

Candidate’s signature Date




During the demonstration or observation of skills, did the candidate show evidence of the following? Yes No Assessor’s Notes

Dimensions of competency

Task skills – performing the task to the required standard as described in the unit of competency

Task management skills – managing a number of different tasks within the job

Contingency management skills – responding to problems, breakdowns and changes in routine

Job/role environment skills – fulfilling responsibilities and expectations

Transfer – application of skills to different contexts



S(Satisfactory)

NYS(Not Yet











Task 2 Demonstrate observation and supervision of children


Outline of taskFor this task you will be required to demonstrate observation and supervision of children and how you include them in the program.

You will be assessed on their ability to:

work ethically

provide guidance to workers when abuse is suspected or identified by explaining the policies and procedures in place to protect the child

support workers to provide information to appropriate bodies

establish the authority of the person who collects a child from the service and the child’s safety with that person

plan supervision for all children to minimise harm

meet legislative requirements

gather information from all people involved, when a child displays inappropriate behaviour, in a range of situations and contexts

use observation strategies to identify triggers and consequences

assess program routines, times and environment

interpret the child’s behaviour against the people involved

seek advice and communicate regularly with parents

consider the other children

establish and apply limits and guidelines for appropriate behaviour

develop a short-term and long-term plan in conjunction with parent strategies and home care

include a child who has additional needs in the program, based on their strengths and interests

adapt the service to meet the child’s needs and other children are supported

incorporate specialist strategies into the regular program, and information about inclusion is shared with parent permission

monitor and review inclusion strategies.










For this task the candidate will be required to demonstrate observation and supervision of children and how they include them in the program.


work ethically
















include a child who has additional needs in the program, based on their strengths and interests

adapt the service to meet the child’s needs and other children are supported





Demonstration/Observation ChecklistSkill Set 2 – Implementing care practices


Candidate’s name


Work activity Demonstrate supervision of children and how to include them in the program.

Skill set 2 – Units of Competency

CHCCHILD2C Support the rights and safety of children within duty of care requirementsCHCIC10C Establish and implement plans for developing responsible behaviourCHCIC12C Plan the inclusion of children with additional needs

Assessment location



For this task the candidate will be required to demonstrate observation and supervision of children and how they include them in the program.


work ethically
















include a child who has additional needs in the program, based on their strengths and interests adapt the service to meet the child’s needs and other children are supported











Candidate’s name



Yes No



























S(Satisfactory)

NYS(Not Yet






Task 3 Provide a stimulating play environment to foster and enhance children’s development


Outline of taskFor this task you will be required to demonstrate the ability to provide a stimulating play environment to foster and enhance children’s development in a holistic and child-centred way.


demonstrate experiences to help children develop physical, social, emotional, psychological, cognitive and language skills

use developmentally appropriate equipment and materials, and set up the environment to encourage safe participation

provide resources that depict positive non-stereotypical images of children

ensure children are given choices and their individual strengths and interests respected

encourage participation through social interaction

ensure experiences promote mutual support, cooperation and the value of diversity and they develop self-esteem and positive self-concept

encourage interactions with the child that foster development

encourage worker interactions to allow children to accept responsibility for their own actions

ensure children are encouraged to participate in decision making and explore a variety of roles

monitor the child’s confidence in more challenging activities

acknowledge frustration and mistakes are seen as learning opportunities

acknowledge and appreciate achievements

encourage children to express their feelings and ideas

encourage children to support and cooperate with each other

provide experiences that assist children to develop thinking and problem-solving skills

ensure the environment stimulates children’s awareness by using different senses and acknowledging and encouraging their enthusiasm

ensure the environment stimulates the child’s use and understanding of language through modelled communication, questions and careful listening

support the child’s skills in their own language and English, as relevant

assess language development and plan strategies that will progress language skills, and review plans regularly

identify, select and present developmentally appropriate experiences to encourage participation



observe, respond to and resource spontaneous interests which show diversity of culture

select developmentally appropriate stories, rhymes, poetry, songs and puppets

encourage repetition of favourite stories and songs

use and encourage wide range of music to develop appreciation and movement to music

assess follow-up activities by observing individuals and the group.










The candidate will be required to demonstrate the ability to provide a stimulating play environment to foster and enhance children’s development in a holistic and child-centred way.































Demonstration/Observation ChecklistSkill Set 3 – Development of children


Candidate’s name


Work activity Demonstrate the ability to provide a stimulating play environment to foster and enhance children’s development in a holistic and child centred way.


CHCFC2C Foster and enhance children’s developmentCHCFC3C Foster and enhance children’s social, emotional and psychological developmentCHCFC5C Foster and enhance children’s cognitive and language developmentCHCFC6C Provide experiences which facilitate children’s expressive developmentCHCFC7C Use music as a medium to enhance children’s experience and development

Assessment location



The candidate will be required to demonstrate the ability to provide a stimulating play environment to foster and enhance children’s development in a holistic and child-centred way.





































Candidate’s name



Yes No
















S(Satisfactory)

NYS(Not Yet






Task 3 Provide a stimulating play environment to foster and enhance children’s developmentDuring the demonstration or observation of skills, did the candidate show evidence of the following? Yes No Assessor’s Notes









S(Satisfactory)

NYS(Not Yet








Skill Set 4 – Program design

Task 4 Demonstrate the implementation of a program


Outline of taskFor this task you will be required to demonstrate the design of the program to reflect practical considerations of children’s choices, interests and spontaneous activities.


gather information from various sources on each child’s development in a holistic way

design programs that reflect the philosophy and goals of the service

select programs that reflect the capabilities, interests and backgrounds of children

ensure observations and recordings of the child provide detailed information, monitor development, progress and understanding of the child

ensure all people involved with the child are encouraged to provide information, on all aspects of the child’s development

provide systematic ways of observing to ensure that all children are included and evaluated

identify and provide resources, including people

provide a program that is flexible with time, routines and transitions

ensure settings and environments cover all aspects of development and provide choices

ensure evaluation includes key stakeholders, especially children

encourage children to modify a play environment safely, supporting spontaneous play, with adult encouragement

encourage choice, materials provided capture the attention, stimulate a response and engage children

encourage perseverance to develop significant activity

respect a child’s choice not to participate.



Skill Set 4 – Program Design



Outline of TaskTo successfully conduct the following demonstration/observations, the Assessor and candidate will need access to a real workplace environment, or at least a simulated workplace environment.




For this task the candidate will be required to demonstrate the design of the program to reflect practical considerations of children’s choices, interests and spontaneous activities.















respect a child’s choice not to participate.



Demonstration/Observation ChecklistSkill Set 4 – Program design


Candidate’s name


Work activity Demonstrate the implementation of a program to reflect practical considerations of children’s choices, interests and spontaneous activities.


CHCPR10C Design, implement and evaluate programs of the serviceCHCPR2C Arrange/organise experiences which facilitate and enhance children’s developmentCHCPR9C Document, interpret and use information about childrenCHCFC8A Provide experiences which enhance children’s development and learning

Assessment location





For this task the candidate will be required to demonstrate the design of the program to reflect practical considerations of children’s choices, interests and spontaneous activities.















a child’s choice not to participate respected.









Candidate’s name



Yes No
















S(Satisfactory)

NYS(Not Yet
















S(Satisfactory)

NYS(Not Yet








Skill Set 5 – Management systems

Task 5 Lead a team toward continuous improvement


Outline of taskFor this task you will be required to demonstrate workplace management systems for Occupational Health and Safety, statutory and organisational information requirements, the accreditation process and the leadership and development of others.


demonstrate OHS processes in place in your service, with employees and OHS representatives participating in accordance with relevant legislation, regulations and industry standards

identify, assess and control hazards

OHS induction and training occurs and objectives evaluated

OHS records meet statutory requirements; identify patterns of hazardous incidents, occupational injuries and diseases within managerial responsibilities

identify information requirements when gathering and recording staff performance

review staff performance record system with users and evaluate according to technology and financial resources

evaluate the system for effectiveness, efficiency, security and integrity

systems are confidential and secure, the information is valid and useful and staff is trained in the process

the accreditation process of self-evaluation, development of a quality improvement plan and its implementation and the coordination and implementation of an external evaluation

set goals to minimise role ambiguity and maximise effectiveness

take a lead role toward changing priorities in a task or client needs

promote principles and practices of equal opportunity, effective and participative practices

manage and improve the performance of individuals

support, participate and review individual and group development

support and develop managers

maximise your own performance in the service by demonstrating effective time management, plan and monitor work progress

comply with established policies and procedures for anti-discrimination and OHS

review and revise work practices to assist achievement of identified objectives

seek and utilise opportunities for self-development and learning



Skill Set 5 – Management systems



Opportunities are sought and taken for self-development and learningTo successfully conduct the following demonstration/observations, the Assessor and candidate will need access to a real workplace environment, or at least a simulated workplace environment.

Some parts of the observation require the candidate to demonstrate contingency and reactionary skills and knowledge – the Assessor may be required to simulate these, taking into consideration safety issues and environmental factors where relevant.



Outline of taskFor this task the candidate will be required to demonstrate workplace management systems for Occupational Health and Safety, statutory and organisational information requirements, the Accreditation process and the leadership and development of others.






















seek and utilise opportunities for self-development and learning.



Demonstration/Observation ChecklistSkill Set 5 – Management systems


Candidate’s name


Work activity Demonstrate your ability to lead a team toward continuous improvement within the service.


CHCOHS501A Manage workplace OHS management systemCHCINF5B Meet statutory and organisational information requirementsCHCQM601A Manage an accreditation processCHCORG11B Lead and develop others

Assessment location



For this task the candidate will be required to demonstrate workplace management systems for Occupational Health and Safety, statutory and organisational information requirements, the Accreditation process and the leadership and development of others.






















seek and utilise opportunities for self-development and learning


access to appropriate workplace where assessment can be conducted, or

simulation of realistic workplace setting for assessment

Assessment will require access to:

broad guidance from top management

workplace health and safety polices and procedures

other related policies and procedures

relevant legislation and acts

duties statements and/or job descriptions

appropriate equipment

a suitable method of gathering evidence of knowledge and understanding over a range of situations over an extended period of time. A bank of scenarios/case studies/‘what ifs’ will be required as well as a bank of questions which will be used to check the reasoning behind the observable actions

within the limitations of employee, client and public safety, considerations must be given to workers whose literacy skills are limited and/or who are physically and/or intellectually disabled in certain sectors of the industry.





Candidate’s name



Yes No
















S(Satisfactory)

NYS(Not Yet















S(Satisfactory)

NYS(Not Yet




CHC50302 Diploma of Children’s ServicesSection 5 – Candidate’s Information and Self-Evaluation Forms

PART 2

Section 5

Candidate’s Informationand

Self-Evaluation FormsIt is recommended that candidates be provided with this information before applying for RPL.




© Department of Education and Training 2023 Page 100 of 201Version 1, May 2023


What is Recognition of Prior Learning (RPL)?RPL is the acknowledgment of skills and knowledge obtained through learning achieved outside the formal education and training system and includes work and life experience including paid and volunteer work and skills attained through leisure pursuits such as musical, mechanical or linguistic abilities.

RPL recognises any prior knowledge and experience and measures it against the qualification in which students are enrolled. The individual may not need to complete all of a training program if he or she already possesses some of the competencies taught in the program.

Why you should apply for RPLIf you apply for RPL and your application is successful you could:

reduce or eliminate the need for any training in skills and knowledge you already have

save time by not needing to attend any or a reduced number of classes and completing unnecessary work

save money because you will not have to buy textbooks and other learning material

complete your qualification in a shorter time

advance to a higher level qualification in a shorter time if desired.

Some terms you need to understandIt is important that you understand the following term to assist you with your RPL application.

Competence

Competence is the demonstration of skills and knowledge that you have gained through life and work experiences as well as any training that you have successfully completed that can be matched against a set of industry performance standards referred to as units of competency. These units are grouped together to form a specific industry qualification, within the Australian Quality Training Framework (AQTF).

Each unit of competency is divided into elements (a set of activities that lead to an overall achievement or demonstration of competence). Each of these elements is further broken down into a set of performance criteria which give a more detailed description of the skills and knowledge you need to be able to demonstrate.

Matching your evidence against each of the elements/performance criteria will help you to reach your qualification more quickly.



How to prepare for your RPL AssessmentIn order for your skills to be formally recognised as part of a national qualification, Assessors must make sure that you (the candidate) have the required skills and knowledge to meet the industry standard as specified in the relevant Training Package.

You must be involved in the RPL process so that all the experience, skills and knowledge you have gained over time can be correctly identified and suitably demonstrated. This evidence is gathered and used in recognition of all or some of the units for the qualification you wish to gain.

All assessment requirements will be discussed with you in advance and you will be given the opportunity to ask questions and clarify requirements. Being prepared for the assessment process and knowing what you need to provide can save you valuable time and ensure that the RPL assessment is as simple and stress-free as possible.

Here are some tips to make the application process and interview easier for you.

1. Your Assessor will ask you to talk about your work roles and your employment history.Bring a copy of your résumé. You might like to write down any work you have done in the past (paid or unpaid) and where this took place.

2. If you have certificates from any training courses you have completed, bring along either certified copies or the originals to the interview with the Assessor and they can make a copy of them.

3. Bring along any other documentation that you think would support your claim that you have done this work over time.

The following is a list of some of the documents you can provide as examples of your work history:

brief CV

certificates/results of assessment

any licences

tickets held, eg forklift, crane

photographs of work undertaken

diaries/task sheets/job sheets/logbooks

site training records

site competencies held record

membership of relevant professional associations

hobbies/interests/special skills outside work

references/letters from previous employers/supervisors

industry awards

any other documentation that may demonstrate your trade or industry experience or support your claim.



Depending on where you have worked and what the work may have included, you may or may not have documentary evidence. Do not be put off if you do not have documentary evidence, as the Assessor will work with you during the assessment process.

4. Think about who you would consider to be your workplace contact or referee.Is your employer happy to support your aim to become qualified?Would you feel comfortable if the Assessor contacted your current workplace or previous workplace/s to validate your skills and spoke to your supervisor/s or employer/s?

5. You will need to supply the contact details of work referees who can confirm your skills in the industry.Think about who the best person to confirm your skill level would be.Think about current or recent supervisors or employers who have observed your work and who would be able to confirm your previous work skills and experience. The Assessor will need to contact them.

6. You can speak with your Assessor about other ways you can show your skills for the trade or industry in which you are seeking recognition.These could include letters from employers, records of any training courses or professional development sessions attended, employers or clients in related industries or government agencies, acknowledgements, workplace forms (as long as there are no confidentially issues – see below) or any other relevant documents.

Confidentiality issuesIt is important that sensitive information is not included as part of your Supporting Documentation (as identified in Section 6 and any other documentation you wish to use as evidence). You may need authorisation from your supervisor to use some of your evidence, so it is always best to check the privacy and confidentiality policies of the organisation. Client names should be deleted and financial figures or other personal details should be blacked out and made unidentifiable.






The four steps in the RPL assessment processOnce your training organisation has provided you with the information you need to apply for RPL, you need to follow these four steps in order to complete the process.

Step 1 –Self-Evaluation

You need to assess your current competence before you decide to apply for RPL for one or several units of competency.

Complete the candidate’s information and self-evaluation forms provided. It is important that you include as much information about your previous work experience as you can.

This will allow for an initial assessment of your experience and a check to see whether or not you can demonstrate the required skills and knowledge. You can discuss this with an RPL Assessor if you want.

You must be able to provide evidence against the elements and performance criteria for the relevant unit/s to prove that you are competent. It is not enough to simply state that you possess the skills and knowledge required. You must be able to demonstrate competence.

This is your opportunity to provide as much proof as you can of the variety of experience you have had. You should supply examples of your work history if you have any. (See Tip 3 above.)

Depending on the trade or industry you have worked in, you may or may not have documentary evidence available. This should not deter you from seeking RPL, as the Assessor will work with you throughout the RPL process.

You will also be provided with a list of suggested evidence that you could use to demonstrate that you are competent in a particular unit or units of competency. This list is a guide only. If you have other suitable evidence to support your claim for RPL then you are encouraged to share this with your Assessor.

If you do not believe that you have any suitable evidence, then you should discuss your options with your Assessor.

Once you have completed the self-evaluation and made the decision that you would like to continue with the RPL process, make an appointment for an interview and enrol for RPL.

Note: It is possible to gain RPL for an entire qualification.



Step 2 – Enrolment and interview with the Assessor

An interview with an Assessor who understands your industry will be organised for you. They will review – usually with you – the information and supporting documentation you have provided and match up your skills to the units/subjects in the qualification.

During your RPL interview, your Assessor will discuss with you your self-evaluation and any evidence you have provided.

It is at this point that you will be able to identify any previous work experience and discuss this with your Assessor.

During this conversation, you will be required to answer questions relating to your work experience. This questioning forms part of the assessment, as it will identify your current knowledge and skills regarding the area of industry in which you are applying for recognition.

If you are currently enrolled in a training course relating to this qualification, it is important that you let your trainer know that you intend to apply for RPL, then nominate the units you have selected for RPL so that the required documentation can be processed and your application can go ahead.

It is at this stage that a decision will be made whether you are able to proceed to the next step or whether you need to undergo gap training.

Step 3 – Practical demonstration of your skills

Your Assessor will organise with you and your employer to conduct a practical skills test at your workplace (if appropriate) or other suitable location.

This is your opportunity to demonstrate your level of competence on a practical level. The assessment will focus on the skills required in the work activities which relate to the qualification in which you are applying for recognition.

Your Assessor will identify the skills they want you to demonstrate by asking you to complete certain tasks.

Step 4 – Provision of further supporting evidence

Your Assessor will need to confirm your previous work experience with someone (such as your supervisor or employer) who can vouch for your skills over a period of time.

They will contact the referees you have provided as part of the candidate information.

Your Assessor may ask you to give your selected workplace contacts or previous employers the Third Party report to complete. Authentication of these reports by the Assessor would then be required.



After the assessmentAfter the assessment, your Assessor will advise you of the units of competency you have successfully completed. You will also be advised whether you have gained the full qualification or if gaps have been identified during the recognition process. If you do have skill gaps, these may be addressed through additional training.

If you have any questions during the RPL process, you should contact your Assessor.






Candidate’s Information Form

You may find it easier to provide the information for the following by attaching a résumé.

Qualification/Industry in which you are seeking recognition

CHC50302 Diploma of Children’s Services

Personal details

Surname

First name/s

Any other names used

Home address

Postal address (if different from above)

Telephone numbers Home: Work:

Mobile: Fax:

Email

Are you a permanent resident of Australia Yes q No q

Do you need an interpreter to help you with an interview? Yes q No q

Do you have a disability which we should be aware of? Yes q No q

Will you need special aids if you are required to undertake a practical assessment? Yes q No q

Please provide details or special needs so that we can assist you if required.

Current Employment

Are you currently employed? Yes q No q

If ‘yes’, in which occupation are you currently employed?

What is your current job title?

Who is your current employer?

Approximately how long have you worked in this job? year/s month/s

Is this occupation in the same industry as the industry for which you are applying for recognition?

Yes q No qIf ‘no’ jump to the following page



If ‘yes’ list some of the main tasks you perform as part of your work that you think are relevant to your RPL Application.

If you have further recent industry experience that is relevant to your application please attach another sheet or your current résumé.

Rate your knowledge and skills against the qualification/industry relevant to your RPL application.

Industry area: Children’s Services Yes No Possibly

I think my experience is of a high level. q q qI think I am skilled to do this job. q q qI know how to do the work tasks really well. q q qI can explain my experience and provide documentary evidence. q q q

I have undertaken much of this work without supervision. q q q

Further training

I have attended training courses in this area of work. q qIf ‘yes’, what training did you undertake? Include date training completed (month, year).

Is there any further information you wish to give in support of your application?

Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Name



Professional referees (relevant to work situation if not already listed on your résumé)

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Candidate’s Employment History Form(You may attach a current résumé in place of completing this section.)

Name, address

and phone number of employers

Period of employment(DD/MM/YYYY) Position/s

heldFull-timePart-timeCasual

Description of major duties

From To

1.

2.

3.

4.

5.

Attach additional sheet if required.

DeclarationI declare that the information contained in this application is true and correct and that all documents are genuine.






CHC50302 Diploma of Children’s ServicesSection 5 – Candidate Information & Self Evaluation

Candidate’s Self-Evaluation FormCompletion instructions

The purpose of completing the Self-Evaluation Form is to enable candidates who believe that they already possess the competencies, to assess their skills and knowledge against the qualification.

Complete the following pages and identify your capacity to perform the tasks described. Be honest in your appraisal. By completing this self-evaluation you will be identifying the areas where you may be able to apply for recognition.

To complete the self-evaluation:1. Proceed through the following pages and identify your capacity to perform the tasks described. Be honest in your appraisal.

2. Check your results. If you have consistently said that you perform each task ‘well’, or ‘very well’; then you may have the required skills and knowledge to apply for RPL.

3. If you have consistently stated that you do the task ‘not well’ or ‘never’ then it is recommended that you seek information of other options available to you.

4. All the work you provide must be created by you.

NB: If this self-evaluation is being used as evidence, your supervisor must evaluate your ability to perform the work tasks. Your supervisor is also asked to comment on your ability to perform these work tasks and verify this by signing each section.

If this self-evaluation is being used only so that you and your Assessor can decide if you should proceed, then it doesn’t have to be verified.



Identify your level of experience in performing each competency/task by using the following:

not well – I do the task but not well.

well – I do the task well.

very well – I do the task really well.

See example below.

Competency/TaskI have performed these tasks

Supervisor’sEvaluation

Evidence to support claim

Frequently Never Sometimes Doc No.

Documentation provided (Number and name the document you are providing for easy reference.)

Using a computer to enter or change work information or data. q Not

Well Not Well

Using personal protective equipment as appropriate to conduct my work safely and in accordance with site and legal requirements.

Well q Well 1 Copy of Company Personal Protective Equipment Requirements for my job role.



Candidate’s Self-EvaluationSkill Set 1 – Delivery of care

Candidate’s name Date completed

This section relates to your knowledge, skills, and experience of effective communication, working effectively with Aboriginal and Torres Straight Island and culturally diverse people, OHS processes in the child care industry and designing and evaluating a plan of care.

Skill Set 1 QuestionsI have performed these tasks Supervisor’s

Evaluation


Frequently Never Sometimes Doc

No.Documentation provided

(Number and name the document you are providing for easy reference.)

1. Do you establish, manage and monitor the use of service communication tools to support care practice?

2. Do you establish, manage and monitor oral, written and interpersonal communication skills respectfully and with sensitivity to varying cultural beliefs and their practices?

3. Do you show evidence of design and manage processes in the workplace?

4. Do you design, monitor and manage hazard and risk systems?

5. Do you lead and develop others in the safe supervision of children?

6. Do you implement and monitor food safety in food handling activities?

7. Do you design and manage clean, hygienic and safe processes?

8. Do you work in partnership with families?

Supervisor’s comments




Evaluation


Frequently Never Sometimes Doc

No.Documentation provided

(Number and name the document you are providing for easy reference.)

Supervisor’s name Position

Supervisor’s signature Date





This section relates to your knowledge, skills, and experience of the general health status, health information, legal and ethical parameters, reflective practice and the implementation of care plans within industry standards.


Evaluation


Frequently Never Sometimes

Doc No.


9. Do you demonstrate a level of knowledge which identifies an unwell child?

10. Do you demonstrate a level of knowledge which identifies the symptoms and management of an unwell child?

11. Do you demonstrate legal and ethical industry requirements?

12. Do you establish, manage and monitor care practices appropriate to all age groups0–12 years?

13. Do you implement, manage and monitor appropriate health, hygiene and safety routines to all age groups 0–12 years?

14. Do you manage the orientation, settling, nurturing and response to cues of children0–2 years and their families?

15. Do you establish, manage and monitor an evacuation plan for the safe removal of children at risk of harm?

16. Do you hold an approved First Aid certificate?




Evaluation



Doc No.


17. Do you implement plans for developing responsible behaviour?

18. Do you manage and monitor the rights and safety of children?

19. Do you demonstrate plans for the inclusion of children with additional needs?








This section relates to your knowledge, skills and ability to support the development of children in all domains.

Skill Set 3 QuestionsI have performed these tasks

Supervisor’s Evaluation




20. Do you foster and enhance physical, cognitive, social and emotional development of children 0–12 years?

21. Do you arrange and organise creative, stimulating and developmentally appropriate environment to foster and enhance play and leisure?

22. Do you establish, manage, monitor, support and encourage children’s interests and developmental abilities?

23. Do you demonstrate and model interactions with children aged 0–12 years which promote positive and appropriate expectations?

24. Do you demonstrate and model your support of children in decision-making processes and collaborate with them about their ideas and interests?

25. Do you promote and model a respect of the similarities and differences of children aged 0–12 years?



Skill Set 3 QuestionsI have performed these tasks

Supervisor’s Evaluation




26. Do you foster and enhance children’s social, emotional and psychological development?

27. Do you use music as a medium to enhance children’s experience and development?






Skill set 4 – Program design

Skill Set 4 QuestionsI have performed these tasks Supervisor’

s Evaluation


Frequently Never Sometime

sDoc No.


28. Do you document, interpret and use information about the child from various sources, to support each child’s developmental records?

29. Do you design, implement and evaluate programs of the service?






Skill set 5 – Management systemsThis section relates to your ability to manage workplace systems for OHS, statutory and organisational information, the accreditation process and the development of people in the team.


Evaluation



Doc No.


30. Do you establish and maintain OHS processes that encourage staff to participate, according to legislation, regulations and industry standards?

31. Do you deal with and resolve OHS issues that are raised?

32. Do you develop workplace procedures for hazard identification and for dealing with hazardous events?

33. Do you have an OHS induction and training program where employees attendance can be monitored and followed up?

34. Do you support and supervise the development of information and education resources in the organisation?

35. Do you organise staff training according to a training needs analysis and the organisation’s policy?

36. Do you manage and support the organisation’s accreditation process in all aspects of the cycle?

37. Do you provide leadership, direction and guidance to the organisation?




Evaluation



Doc No.


38. Do you use effective time and work management techniques to maximise own performance outcomes?

39. Do you manage work relationships to enhance outcomes for the organisation?

40. Do you adjust your interpersonal styles and methods to accommodate the social and cultural context of the organisation?

41. Do you monitor the individual and group outcomes to measure progress against organisational objectives?

42. Do you support and develop the professional development of managers and work together to maximise the effectiveness of the organisation?








CHC50302 Diploma of Children’s ServicesSection 6 – Third Party Report and Supporting Documentation

Section 6

Third Party Report and

Supporting Documentation

It is recommended that the Assessor verify the third party report with the person who completes the form to confirm the candidate’s skills in different contexts over time.

This information may be provided at, and form part of, the interview.






Third Party Report(Referee Testimonial)

All people who verify your work are to complete the details below to ensure validity. You may require multiple copies.

CHC50302 Diploma of Children’s Services

Candidate’s nameReferee’s name(Name of person providing this evidence)Position/titleWorkplaceWorkplace address

Telephone numbersEmail addressThis report was completed via interview by Assessor q independently by referee q

Interview conducted by(if applicable)Date of interviewInstructions As part of the assessment for the skill sets in Diploma of Children’s

Services, we are seeking evidence to support a judgement about the candidate’s competence. As part of the process of gathering evidence of competence, we are seeking reports from the supervisor and other people who work closely with the candidate. This report will be used to validate the skills and experience of the candidate.

Does the candidate consistently: Yes No manage relevant work information and ideas

establish, manage and monitor the health and safety of children

respond quickly and remain calm in contingency situations in accordance with industry standards

establish, manage and monitor appropriate care practices 0–12 years

lead and develop the team

operate within the industry role of a qualified carer

establish, manage and monitor tasks in a safe and timely manner

design, implement and monitor programs

foster and enhance the development of children 0–12 years

solve problems and demonstrate initiative

manage workplace safety

manage and monitor tasks following the logical sequence of events

manage, monitor and follow the organisation’s quality control processes

Signed by the supervisor: Date:



To whom it may concern

Re: ________________________ who is a ________________________. (insert candidate’s name) (insert industry/job title)

I certify that the above-named person has:

worked at ________________________ for a period of ________________________ (insert name of workplace) (insert length of time).

They have regularly completed the following activities to an acceptable workplace/industry standard within this organisation.

Yes No

I understand the evidence/tasks the candidate has performed on which I am required to comment.

I am willing to be contacted if further verification of my statements is required.

If you would like further information or would like to discuss any of the above, I can be contacted on ____________________________________ (insert phone number).

Yours sincerely

Signature: ________________________________ Date: ________________________



Supporting DocumentationThe following table provides a guide of additional evidence sources to support your claim for Recognition of Prior Learning. If you have other evidence you are encouraged to provide this to your Assessor.

If you do not have all this evidence you are not excluded from applying for recognition and you should discuss options with your Assessor.

If you are providing documents as evidence then it is a good idea to number each document for easy identification. Place the number of the relevant document against the evidence listed below.

Use the generic table on the following page to list evidence specific to this qualification.

1. Additional sources of evidence for First Aid Units may include:

Document number

a. Current first aid certificate or equivalent Statement of Attainment listing first aid units.

b. Third party confirmation of first aid officer position held at previous workplace(s).

c. Third party evidence of administering first aid assistance – could be sporting event, workplace or community event.

2. Additional evidence sources for OHS including statistics may include:

Document number

a. Statement of Attainment for Course in Safety Awareness (or old Green Card).

b. Third party evidence of Safety Representatives position held (current or previous).

c. Third party evidence of representation on safety committee(s).

d. Evidence of OHS qualifications/ courses attended and inductions.

3. Additional evidence source for operating fire fighting appliances may include:

Document number

a. Current Statement of Attainment listing relevant fire fighting units.b. Third party confirmation of fire warden role held at previous

workplace(s).c. Third party evidence of fire fighting activities – could be volunteer

fire brigade, fire response in a workplace or community setting.

4. Additional evidence source for handling dangerous goods may include:

Document number

a. Transport industry blue cardb. Statement of Attainment for Course in Safety Awareness (or old

Green Card)c. Third party evidence from workplace(s) on handling of dangerous

goods






Candidate’s name:

Date:

CHC50302 Diploma of Children’s ServicesSupplied documentary evidence

Document number

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.






Assessor’s Evidence Summary SheetThe Assessor completes this table during the assessment to record the evidence collected.

It is expected that this evidence summary sheet (or similar) is attached to the evidence.

Place a tick in the appropriate evidence collection method column for each unit of competency.

Place a line through those units not examined as part of this RPL assessment.

Candidate’s name

Date


Evidence collected

Com

pete

ncy

dem

onst

rate

d

Que

stio

ns

Prac

tical

Thi

rd P

arty

R

epor

t

Oth

er e

vide

nce

Core unitsq Yesq No

q Yesq No

q Yesq No

q Yesq No

q Yesq No

Elective units – Fabrication Streamq Yesq No

q Yesq No

q Yesq No

q Yesq No

q Yesq No

Assessor’s signature

Assessor’s name

Date





CHC50302 Diploma of Children’s ServicesSection 7 – Mapping of Assessment Tools

Section 7Mapping of

Assessment ToolsThis section contains tables with mapping of each of the Assessment Tools provided, against the requirements of the units of competency for the qualification that makes up this RPL Assessment Tool Kit.

It is important to note that this section is used for validation purposes only.

Whilst all effort is made to ensure that all the unit requirements for each unit are covered, the developers do not give any warranty nor accept any liability in relation to the mapping provided.

NOTE: It is recommended that these Assessment Tools be validated prior to using them for the first time or after any customisation has been made, to ensure they meet the requirements of the organisation and meet AQTF Standards.






Mapping document

Using this documentThis document is mapped to the direct sources of evidence required to satisfy competency in this particular cluster.

Each of the columns reflects the particular tool in use, and the numbers relate to the question numbers in that tool which support the relevant performance criteria, critical aspects of evidence or required knowledge and skills in this Skill Set.

Note: The final column, ‘Supplementary evidence’, refers to any suggested sources of documentary evidence that the candidate may use to support their application for RPL.






Evidence MatrixThe evidence matrix below identifies how each of the questions in the Interview Question Bank (Section 3) and the Practical Tasks (Section 4) demonstrate competence against the elements, performance criteria and critical aspects of evidence, underpinning skills, knowledge, and dimensions of competency (Task Skill – TS, Task Management Skill – TMS, Contingency Management Skill – CS, Job role environment – JRE).



Skill Set 1 – Delivery of Care

CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmentCHCCN8B Plan care routines

CHCRF11B Work in partnership with families to care for the childCHCCS405A Work effectively with culturally diverse clients and co-workers

Element Performance criteria Question Practical Tasks Supplementary Evidence

CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmentElement 1Assess and improve the safety of environments

1.1 Environments are assessed for suitability and safety and decisions taken.

Q2, 3, 14 Tasks 1, 2, 3, 5TS, TMS, CS, JRE

1.2 Environments are assessed against relevant safety criteria.


1.3 Hazards and potential risks in the environment are identified with others involved.


1.4 The level of response required to address a hazard is identified and communicated clearly.


1.5 Strategy development is facilitated among others involved.


1.6 A plan is developed, implemented and reviewed with others.


Element 2Coordinate the response to accidents and emergencies

2.1 Evacuation procedures are developed, kept up to date and practiced regularly by all workers and children.

Q5 Task 1TS, TMS, CS, JRE

2.2 Steps already taken by workers are reviewed and additional actions required are implemented.

Q1, 5 Task 1TS, TMS, CS, JRE

2.3 Medical assistance is sought as required. Q1, 5 Task 1TS, TMS, CS, JRE

2.4 A plan to meet the emotional needs of children and others in the situation is implemented.


2.5 Tasks are allocated to different people and directions are given about how to proceed.


2.6 Information is provided to parents sensitively, calmly and accurately.


2.7 Policies and procedures of the organisation are used to inform people of actions required of them.


2.8 Service’s policies and procedures are reviewed with others in light of the incident and changed as required.


Element 3 3.1 Safety limits and guidelines are developed with others involved.

Q2 Tasks 1, 2TS, TMS, CS, JRE







CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmentPlan and monitor supervision

3.2 Children’s experiences which require additional supervision are identified and a plan developed.


3.3 Areas where close/additional supervision will be required are identified and a plan developed, implemented and reviewed.


3.4 Strategies which can be used to address specific incidents are developed for the service.


3.5 Implementation of supervision plan and procedures is monitored regularly and carefully.


Element 4Promote hygiene and safety practices

4.1 Policies for medication administration, storage and documentation are explained and monitored.


4.2 The safe storage of hazardous materials is monitored and reinforced with workers.


4.3 Practices for handling and storing food within guidelines are demonstrated and regularly communicated.


4.4 Practices for managing children’s hygiene needs are promoted and demonstrated.


Element 5Promote appropriate practices to respond to illnesses

5.1 Infection control and medication guidelines are regularly and clearly communicated to others.


5.2 Specific practices are suggested to address situations as they arise.


5.3 Parents are informed of infections. Q1 Tasks 1, 2TS, TMS, CS, JRE

5.4 Procedures for responding to sick children are developed.


5.5 Notification disease/infections are reported to the appropriate government organisation according to guidelines.


Element 6 6.1 Procedures for safety are established in relation to excursions and transport and are communicated.

Q2, 3 Tasks 1, 2TS, TMS, CS, JRE







CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmentMonitor travel and excursions

6.2 Travel practices are monitored to a relation to service procedures and regulations.


6.3 Responsibilities during excursions are organised. Q2, 3 Tasks 1, 2TS, TMS, CS, JRE

Element 7Provide guidance to workers when abuse is identified or investigated

7.1 Explains policies and procedures clearly and calmly. Q1 Tasks 1, 2TS, TMS, CS, JRE

7.2 Workers are supported to provide information to appropriate bodies.


Element 8Monitor care provided by others

8.1 Care practices are observed and specific instruction given as required.


8.2 Care routines are regularly reviewed with workers. Q25 Tasks 1, 2TS, TMS, CS, JRE

8.3 Practices are reviewed to ensure policies regarding care are met.


Critical aspects of evidence

Applying a thorough understanding of dangers and hazards for specific age groups and demonstrated ability to make informed and appropriate decisions under pressure to ensure the safety of children, including in the home environment.

Q2, 3, Q5 Tasks 1, 2TS, TMS, CS, JRE

Assessors are reccomended to particulalrly look for:

o observes personal hygiene to prevent cross infection, eg hand washing


o models safe behaviours and hygiene practices Q4 Tasks 1, 2TS, TMS, CS, JRE

o risk identification in environments Q5 Tasks 1, 2TS, TMS, CS, JRE

o risk reduction strategies in that environment Q2, 3 Tasks 1, 2TS, TMS, CS, JRE

o risk minimisation strategies in response to specific incidents








CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmento ways of supervising appropriate to the age of the child Q11, 12, 14, 18 Tasks 1, 2

TS, TMS, CS, JRE

o supervision systems eg an area/ a group of children/ floater

Q11, 12, 14, 18 Tasks 1, 2TS, TMS, CS, JRE

o violence protocols Q11 Tasks 1, 2TS, TMS, CS, JRE

Addressing issues in planning supervision according to the ages of children –For 5 to 12 year olds:o absences of children booked in need to be investigated Q3, 10 Tasks 1, 2

TS, TMS, CS, JRE

o older children may be able to assist in responding to an incident if directed clearly and supported to do so


o developing children’s capacity to monitor their own safety


o developing children’s capacity to develop strategies with the staff


Assessment of additional supervision requirements for a child due to –Child’s disability:o level of risk taking behaviour Q11, 12 Tasks 1, 2

TS, TMS, CS, JRE

o age/stage of development of child Q11, 12 Tasks 1, 2TS, TMS, CS, JRE

o child’s level of competence in the activity selected Q11, 12 Tasks 1, 2TS, TMS, CS, JRE

o child’s level of responsibility Q11, 12 Tasks 1, 2TS, TMS, CS, JRE

o child’s familiarity with environment/equipment/materials Q11, 12 Tasks 1, 2TS, TMS, CS, JRE







CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmentRequired knowledge Look for evidence that confirms knowledge of:

up-to-date knowledge of regulations on safety, health and hygiene

Q1, 2, 3 Tasks 1, 2TS, TMS, CS, JRE

potential hazards to children, including traffic and the spread of infectious diseases


developmental stage appropriate toys and equipment Q1 Tasks 1, 2TS, TMS, CS, JRE

legal requirements for supervision including worker – child ratios


food preparation, cooking and storage of food temperatures


child protection policy service Q9 Tasks 1, 2TS, TMS, CS, JRE

state/territory requirements about abuse and reporting process


common childhood illnesses recognition management strategies


incident records Q1 Tasks 1, 2TS, TMS, CS, JRE

indicators of different types of child abuse Q1, 5 Tasks 1, 2TS, TMS, CS, JRE

organisation procedures Q9 Tasks 1, 2TS, TMS, CS, JRE

driving skills – car or bus Q3 Tasks 1, 2TS, TMS, CS, JRE

strategies for developing responsible behaviour by children in cars and buses


organisational standards, policies and procedures. Q3 Tasks 1, 2TS, TMS, CS, JRE







CHCCN11C Establish, manage and monitor the implementation of a safe and healthy environmentRequired skills Look for evidence that confirms skills in:

driving – cars or busQ3 Tasks 1, 2

TS, TMS, CS, JRE

strategies for developing responsible behaviour by children in cars and buses


decision making under pressure. Q3 Tasks 1, 2TS, TMS, CS, JRE







CHCCN8B Plan care routinesElement 1Plan daily routine

1.1 Routines are planned according to the needs of the children. Q1, 5, 19 Tasks 1, 2TS, TMS, CS, JRE

1.2 The purpose for routines are explained to children as appropriate. Q1, 5, 19 Tasks 1, 2

TS, TMS, CS, JRE

1.3 Children’s preferences and choices are discussed and accommodated. Q1, 5, 19 Tasks 1, 2

TS, TMS, CS, JRE

1.4 Routines encourage the development of a child’s self-help skills. Q1, 5, 19 Tasks 1, 2

TS, TMS, CS, JRE

1.5 Routines are oriented to the rhythms and timings of the children. Q1, 5, 19 Tasks 1, 2

TS, TMS, CS, JRE

1.6 Routines enable children’s physical needs to be met in conjunction with their emotional needs. Q1, 5, 19 Tasks 1, 2

TS, TMS, CS, JRE

1.7 Routines are planned with others who provide care for the child. Q1, 5, 19 Tasks 1, 2

TS, TMS, CS, JRE

1.8 Worker meets regularly with parents to exchange information. Q1, 5, 19 Tasks 1, 2TS, TMS, CS, JRE

1.9 Required resources are made available. Q1, 5, 19 Tasks 1, 2TS, TMS, CS, JRE

1.10 Strategies are used which encourage children’s cooperation in completing routines. Q1, 5, 19 Tasks 1, 2

TS, TMS, CS, JRE

Element 2Adapt and change routines

2.1 Routines are reviewed and adapted according to the children’s needs. Q16, 20, 23 Tasks 1, 2

TS, TMS, CS, JRE

2.2 Routines are altered according to circumstances and events as required. Q16, 20, 23 Tasks 1, 2

TS, TMS, CS, JRE

2.3 Routines are changed to improve the outcomes for the children. Q16, 20, 23 Tasks 1, 2

TS, TMS, CM, JRE

2.4 Routines are changed to improve time organisation. Q16, 20, 23Tasks 1, 2TS, TMS, CM, JRE

2.5 Daily routine includes time for physical needs, plan and other developmental experiences.

Q16, 20, 23 Tasks 1, 2TS, TMS, CM, JRE







CHCCN8B Plan care routines

2.6 Daily routine is planned around events which have set timing. Q16, 20, 23 Tasks 1, 2TS, TMS, CM, JRE

2.7 Routines incorporate time for each child’s different needs. Q16, 20, 23 Tasks 1, 2TS, TMS, CM, JRE

2.8 Routines are designed to create opportunities for interaction with children. Q16, 20, 23 Tasks 1, 2

TS, TMS, CM, JRE

2.9 Routines are designed as an opportunity for extending children’s learning. Q16, 20, 23 Tasks 1, 2

TS, TMS, CM, JRE


Demonstrated ability to work with children to plan adapt and review routines. Q4, 6, 7, 8 Tasks 1, 2

TS, TMS, CM, JRE

Required knowledge

Look for evidence that confirms knowledge of: planning processes

Q12, 13, 14, 15, 16

Tasks 1, 2TS, TMS, CS, JRE

organisational standards, policies and procedures. Q22, 24, 26 Tasks 1, 2TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: culturally based care giving practices and routines, eg degree of

structure of the day’s routine


time management Q4, 14, 18 Tasks 1, 2TS, TMS, CS, JRE

interpersonal Q1, 2, 3, 4 Tasks 1, 2TS, TMS, CS, JRE

planning Q2, 19, 21, 23, 24


contingency Q2, 3, 4, 19 Tasks 1, 2TS, TMS, CS, JRE

management. Q22, 23, 24 Tasks 1, 2TS, TMS, CS, JRE







CHCRF11B Work in partnership with families to care for the childElement 1Consult family members about the child, and the child’s needs

1.1 Information is gathered about the child’s needs, routines and preferences on an ongoing basis.

Q4, 11, 21 Tasks 1, 2, 4TS, TMS, CS, JRE

1.2 Information is briefly gathered about key family events that may influence the child’s behaviour.

Q4, 11 , 21 Tasks 1, 2, 4TS, TMS, CS, JRE

1.3 Information is kept confidential. Q11, 21 Tasks 1, 2, 4TS, TMS, CS, JRE

1.4 Information about the child’s interests is exchanged. Q11, 21 Tasks 1, 2, 4TS, TMS, CS, JRE

1.5 Information about the family’s specific child care practices is gathered.


1.6 Worker actively seeks parent requests in relation to their child’s care.

Q11, 21 Tasks 1, 2, 4TS, TMS, CS, JRE

1.7 Appropriate communication strategies are used. Q11, 21 Tasks 1, 2, 4TS, TMS, CS, JRE

Element 2Reach agreement with the family members about care practices

2.1 Agreement on specific requests is reached by negotiation and modification of care practices.


2.2 The importance of program aspects are explained to parents in relation to their child’s needs/development.


2.3 Limitations are explained clearly and discussed. Q11, 21 Tasks 1, 2, 4TS, TMS, CS, JRE

2.4 Alternatives/compromises are negotiated as necessary.


2.5 The final decision is communicated clearly to all involved.








CHCRF11B Work in partnership with families to care for the childElement 3Provide opportunities for family members to participate in the service/program

3.1 A welcoming atmosphere is created for all family members.


3.2 Opportunities for family members to participate in the children’s experiences are created.


3.3 Opportunities for parents/family members to provide feedback and ideas about the program are provided.


3.4 Involvement of parents in the decision making processes of the service is encouraged.


3.5 Varying levels of involvement are accepted in communications with parents.


3.6 Parent support networks are facilitated. Q6 Tasks 1, 2, 4TS, TMS, CS, JRE

3.7 The importance of parenting is promoted. Q6 Tasks 1, 2, 4TS, TMS, CS, JRE

Element 4Provide information about incidents and develop care strategies together

4.1 Information about specific incidents is communicated clearly and calmly.

Q11 Tasks 1, 2, 4TS, TMS, CS, JRE

4.2 Time is allowed to listen to parent’s reaction to news of incident.


4.3 Discussion about possible impact of incidents is facilitated.


4.4 Suggestions about suitable responses are given as appropriate.


4.5 Strategies for response by family and service are developed and implemented.








CHCRF11B Work in partnership with families to care for the childElement 5Respond to a family member’s concerns about a child

5.1 Questions and concerns are listened to respectfully. Q7, 12 Tasks 1, 2, 4TS, TMS, CS, JRE

5.2 Situation causing concern is discussed with family member to obtain a clear understanding of the situation.


5.3 Strategies for response by family and service are developed and implemented.


5.4 Appropriate follow up is determined and fulfilled. Q7, 12 Tasks 1, 2, 4TS, TMS, CS, JRE


Demonstrated ability to consult and plan activities collaborativley with familes


Required knowledge Look for evidence that confirms knowledge of: parental reactions to separation from child and use of

child care


strategies for involving family members in the service Q6, 7, 8 Tasks 1, 2, 4TS, TMS, CS, JRE

the value of participation by parent in children’s services – for the child, parent and service


organisational standards, policies and procedures. Q19, 21, 24 Task 5TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: collaborative style of relating to parents


respect for parent’s strengths, competence and knowledge of their child


non-judgemental attitude to different perspectives Q6, 7, 8 Tasks 1, 4TS, TMS, CS, JRE

communication such as empathy, active listening, checking understanding.








CHCCS405A Work effectively with culturally diverse clients and co-workersElement 1Apply an awareness of culture as a factor in all human behaviour

1.1 Work practices followed are culturally appropriate. Q8 Tasks 1, 2, 4TS, TMS, CS, JRE

1.2 Work practices followed create a culturally and psychologically safe environment for all persons.


1.3 Work practices are reviewed and modified in consultation with persons from diverse cultural backgrounds.


Element 2Contribute to the development of relationships based on cultural diversity

2.1 Respect for cultural diversity is demonstrated in all communication and interactions with clients, colleagues and customers.


2.2 Specific strategies are used to eliminate bias and discrimination in dealing with clients and co-workers.


Element 3Communicate effectively with culturally diverse persons

3.1 Respect for cultural diversity is demonstrated in all communication with clients, their families, staff, customers and others.


3.2 Communication is used constructively to develop and maintain effective relationships, mutual trust and confidence.


3.3 Where language barriers exist, efforts are made to communicate in the most effective way possible.


3.4 Assistance is sought from interpreters or other persons as required.


Element 4Resolve cross-cultural misunderstandings

4.1 Issues that may cause conflict are identified. Q8 Tasks 1, 2, 4TS, TMS, CS, JRE

4.2 If difficulties or misunderstandings occur, cultural differences are considered.


4.3 Effort is made to sensitively resolve differences, taking account of cultural considerations.


4.4 Difficulties are addressed with appropriate people and assistance sought when required.








CHCCS405A Work effectively with culturally diverse clients and co-workersCritical aspects of evidence

Demonstration of respect and inclusiveness of culturally diverse people in all work practices.

Q8, 12, 14, 15 Tasks 1, 3, 4TS, TMS, CS, JRE

Effective communication demonstrated with culturally diverse persons.

Q8, 12, 14, 15 Tasks 1, 3, 4TS, TMS, CS, JRE

Effective use of strategies to eliminate discrimination and bias in the workplace.


Required knowledge Look for evidence that confirms knowledge of: recognition of cultural diversity in Australian society

with many individuals living in many cultures


recognition of cultural influences and changing cultural practices in Australia and it’s impact on diverse communities that make up Australian society


knowledge of one’s own cultural conceptions and pre-conceptions and perspective of diverse cultures


recognition of impact of cultural practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others


recognition of culture as a range of social practices and beliefs evolving over time


recognition that the word ‘normal’ is a value-laden, excluding concept that often precludes acknowledgement of the diversity of people, their life experiences and situations


recognition of the unique way individuals may expereince a culture and respond to past expereinces








CHCCS405A Work effectively with culturally diverse clients and co-workers knowledge of the principles of equal employment

opportunity, sex, race, disability, anti-discrimination and similar legislation and the implications for work and social practices


knowledge of availability of resources and assistance within and external to the organisation in relation to cultural diversity issues


knowledge of the role and use of language and cultural interpreters.


Required skills Look for evidence that confirms the ability to: employ culturally respectful practices


sensitively and respectfully communicate with persons of diverse backgrounds and cultures


respectfully and sensitively respond to cultural beliefs and practices that may cause harm


form effective workplace relationships with co-workers and colleagues of diverse backgrounds and culture


participate in identifying and implementing culturally safe work practices


employ basic conflict resolution and negotiation skills. Q8, 25 Tasks 1, 3, 4TS, TMS, CS, JRE






CHCCHILD2C Support the rights and safety of children within duty of care requirementsElement 1Work ethically

1.1 Works within responsibilities outlined in guidelines and regulations.

Q5, 10 Tasks 1, 2TS, TMS, CM, JRE

1.2 Fair, prompt and consistent performance of duties is demonstrated with all children.


1.3 Care is taken to behave in a reasonable and careful manner at all times.


1.4 Knowledge and skill required for work responsibilities and demonstrated.


1.5 Decisions and actions taken are explained to those to whom the worker is accountable.


Element 2Identify indicators of abuse and act appropriately

2.1 Information about the child’s behaviour is gathered in order to identify uncharacteristic behaviours or other indicators which may indicate abuse.

Q3, 11, 19 Task 2TS, TMS, CM, JRE

2.2 The circumstances of children who are identified as highly vulnerable to abuse are monitored.

Q9, 19 Task 2TS, TMS, CM, JRE

2.3 Indicators of abuse are identified and reported to appropriate authorities.

Q10 Task 2TS, TMS, CM, JRE

2.4 Information is provided to support the investigations by the appropriate authority


Element 3Safeguard the rights and interests of children

3.1 The authority of the person collecting children is established.


3.2 Incidents are responded to so as to safeguard the child’s safety.


3.3 A healthy and safe environment is maintained to minimise potential for harm.

Q5, 10 Tasks 2, 3TS, TMS, MC, JRE

3.4 Supervision is planned to minimise the potential for harm.

Q5, 10 Tasks 1, 2, 3TS, TMS, MC, JRE

3.5 Workers are supervised to promote children’s rights. Q4, 10 Task 2TS, TMS, CM, JRE

3.6 Ensures all legislative requirements are met by self and those supervised.



Demonstrates ability to actively investigate evidence of a suspected breach of rights and to monitor and







CHCCHILD2C Support the rights and safety of children within duty of care requirementsaddress ‘at risk’ situations according to defined procedures.

Required knowledge Look for evidence that confirms knowledge of: indicators of abuse, types of abuse, children who are

particularly vunerable


the potential for aquired brain injury in cases of domestic violence


legislation and protocols regarding notification of suspected abuse


legislation relevant to position and service Q9 Task 2TS, TMS, CM, JRE

relevant service guidelines Q9 Task 2TS, TMS, CM, JRE

relevant code of ethics Q9 Task 2TS, TMS, CM, JRE

statements of children’s rights Q9 Task 2TS, TMS, CM, JRE

relevant Quality Improvements and Accreditation Principles.


Required skills Look for evidence that confirms skills in: observation

Q9 Tasks 2, 3TS, TMS, CM, JRE

advocacy Q9 Tasks 2, 3TS, TMS, CM, JRE

reporting Q9 Tasks 2, 3TS, TMS, CM, JRE

negotiation Q9 Tasks 2, 3TS, TMS, CM, JRE

active listening. Q9 Tasks 2, 3TS, TMS, CM, JRE






CHCIC10C Establish and implement plans for developing responsible behaviourElement 1Identify and review behaviour causing concern

1.1 Information is gathered from all those involved with the child.


1.2 Behaviour is reviewed in a range of situations and contexts.


1.3 Behaviour is observed and analysed to identify triggers, or consequences which are maintaining the behaviour.


1.4 Program routines and timetabling are reviewed for possible influence on behaviour.


1.5 Interpretation of the child’s behaviour is facilitated among others involved with the child.


1.6 Advice is sought as required. Q11 Tasks 2, 4TS, TMS, CS, JRE

1.7 Incidents causing concern are reported to parent/s, colleagues or others as appropriate.


1.8 Options for response are discussed with parent/s. Q11 Tasks 2, 4TS, TMS, CS, JRE

1.9 The needs and concerns of other children affected by the incident are discussed.


Element 2Establish and apply limits and guidelines for behaviour

2.1 Guidelines are established which are consistent with the abilities of the children.


2.2 Guidelines are established which are relevant to the culture and background of the children and the policies of the centre.


2.3 Guidelines are developed in conjunction with the children according to their ability to do so.


2.4 A decision of how to respond is made and implemented clearly and assertively.







CHCIC10C Establish and implement plans for developing responsible behaviourElement 3Develop a plan to guide a particular child’s behaviour

3.1 Longer term and short term objectives are identified in the plan.


3.2 Plan clearly identifies more acceptable alternative behaviours.


3.3 The plan is developed in accordance with the philosophy and policies of the service.


3.4 Goals of the plan are developed consistent with child’s abilities, age and developmental stage.


3.5 Plan is realistic according to resources available. Q11 Tasks 2, 4TS, TMS, CS, JRE

3.6 A plan is set in consultation with staff/parents and others who are caring for the child.


3.7 Plan considers relevant cultural norms, and processes for responding to behaviour.


3.8 Resource and referral bodies are identified and advice is sought as necessary.


Element 4Implement and monitor behaviour plan

4.1 The child is informed of specific expectations for behaviour in ways which are appropriate to their level of understanding.


4.2 All workers involved in implementing the plan are informed of its rationale, limits and strategies.


4.3 All involved are informed of strategies so that all are reinforcing the plan.


4.4 Factors which may lead to or maintain inappropriate behaviour are minimised as far as possible.


4.5 Workers are supported to implement the plan effectively and consistently.


Element 5Support children in learning about the

5.1 Children are assisted to share their ideas, discuss limitations and problem solve.


5.2 Limitation of resources are clearly described to Q14 Tasks 3, 4






CHCIC10C Establish and implement plans for developing responsible behaviourdecision making process children. TS, TMS, CS, JRE

5.3 Safety factors and legal requirements that may constrain options are discussed.


5.4 Children are assisted to plan the implementation of ideas/suggestions.


5.5 Suggestions that cannot be used are acknowledged and alternatives explored with the children.



Demonstrated ability to form positive relationships with children, respect of parental expectations and their cultural valuues and to act within the organisation’s behaviour response policy.


Interactions with children give due regard to the child’s age, development, culture and needs.

Q14, 15, 16, 17

Tasks 1, 3, 4TS, TMS, CS, JRE

Demonstrated ability to involve children in decision making and planning giving due regard to age, development and abilities of children.

Q13, 14, 15, 16, 17


Required knowledge Look for evidence that confirms knowledge of: stage of development/age appropriate expectations of

children’s behaviour


acceptable and unaceptable behaviours – review of own stance and reflection on own values


culturally based expectations about children’s behaviour


developmental and emotional reasons for inappropriate behaviour


different family styles of discipline and norms about behaviour in different cultures and social groups


rights of children Q4, 6, 8, 12 Tasks 4, 5TS, TMS, CS, JRE






CHCIC10C Establish and implement plans for developing responsible behaviour positive behaviour guidance strategies Q11 Tasks 2, 4

TS, TMS, CS, JRE

antecedents of behaviour – learned habits, context influences, social influences


contributory factors of innapropriate behaviour – recent events, child’s history or special needs, actions of others


organisational standards, policies and procedures Q13, 19, 24 Task 5TS, TMS, CS, JRE

stages of child development Q13, 14, 15, 16, 17


how children learn Q13, 14, 15, 16, 17

Task 2TS, TMS, CS, JRE

the importance of children’s input and ideas Q13, 14, 15, 16, 17


health and safety policies and requirements Q1, 2, 3, 4, 5 Tasks 1, 3, 4, 5TS, TMS, CS, JRE

culturally based expectations about communication. Q8, 16 Tasks 2, 4TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: worker uses stress management strategies to calm

down before responding to incidents of difficult behaviour


non-verbal communication reinforces verbal communication


communication skills of questioning, informing, listening, discussing

Q4, 6, 11, 12 1, 2, 3, 4TS, TMS, CS, JRE

identifying the capabilities of individual children Q13, 14, 15, 16, 17, 18


collaboration Q13, 14, 15, Task 5






CHCIC10C Establish and implement plans for developing responsible behaviour16, 17, 18 TS, TMS, CS, JRE

active listening Q4, 6, 11, 12 Tasks 1, 2, 3, 4TS, TMS, CS, JRE

interpersonal Q13, 14, 15, 16, 17, 18

Tasks 1, 2, 3, 4, 5TS, TMS, CS, JRE

respect for children’s individual differences and choices (eg Not to participate).

Q8, 11, 12, 13 Tasks 1, 2, 3, 4TS, TMS, CS, JRE






CHCIC12C Plan the inclusion of children with additional needsElement 1Identify children with additional needs

1.1 The child’s behaviour and expressed emotions are investigated to identify an additional need.


1.2 The particular child is observed and needs for additional care identified, documented and used to develop a plan of inclusion.


1.3 Concerns are discussed with others to develop a clear understanding of a particular child’s needs and this information is used to plan.


Element 2Develop a plan for inclusion

2.1 The child’s abilities, goals, interests, expectations and health status are considered when developing a plan of inclusion.


2.2 The plan is developed in consultation with all those working with the child.


2.3 The parent’s goals/expectations for their child are identified and used when developing a plan of inclusion.


2.4 The parent’s experience and practices are sought as a resource.


2.5 The service is adapted to meet the child’s needs within resource limitations.


2.6 If a child cannot be included immediately the reasons are communicated clearly.


2.7 A time to review the plan is decide. Q11, 12 Task 2TS, TMS, CS, JRE

2.8 Additional resources are sought, as necessary. Q11, 12 Task 5TS, TMS, CS, JRE

Element 3Implement strategies to meet the child’s additional needs

3.1 The child’s entry in the service is supported. Q12 Tasks 1, 5TS, TMS, CS, JRE

3.2 The level of support is adjusted over time according to the child’s needs.


3.3 Worker encourages others to adopt inclusive Q12 Task 5






CHCIC12C Plan the inclusion of children with additional needsattitudes and practices. TS, TMS, CS, JRE

3.4 Support is provided to others in order to implement strategies.


3.5 Specific program initiatives are developed to meet a child’s needs.


3.6 Strategies that may address difficulties are investigated and trialled.


3.7 Strategies designed by a specialist are implemented according to directions.


Element 4Consult with others about ongoing issues that arise

4.1 Information about progress is shared amongst all concerned.


4.2 Issues of concern are identified and discussed. Q11, 12 Tasks 2, 5TS, TMS, CS, JRE

4.3 Information exchange with parents about the child’s needs and care strategies is established and maintained.


4.4 Parental permission is sought and gained, prior to consultation with others regarding the child.


Element 5Monitor and review strategies

5.1 New strategies are monitored closely in accordance with workplace practices and any unexpected side effects.


5.2 Changes in the child’s participation are adapted to at the time.


5.3 Interruptions to the strategy being implemented are confronted and resolved.



Demonstrated ability to assess for and meet additional needs in consultation with the child where appropriate and others


Required knowledge Look for evidence that confirms knowledge of: developmental milestones

Q6, 13, 14, 15, 16, 21







CHCIC12C Plan the inclusion of children with additional needs disability Discrimination Act Q12 Task 5

TS, TMS, CS, JRE

principles of inclusive practices and policies Q12 Task 5TS, TMS, CS, JRE

cultural beliefs and expectations regarding abilities, disabilties, gender, roles etc.


relevant codes of ethics Q13, 14, 15, 16


individualised, child centred programming Q11, 12, 13, 14, 15, 16


team work Q24, 25 Task 5TS, TMS, CS, JRE

negotiation skills Q9 Task 5TS, TMS, CS, JRE

organisational standards, policies and procedures. Q3 Task 5TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: team work


negotiation skills Q9 Task 5TS, TMS, CS, JRE

interpersonal Q19 Task 5TS, TMS, CS, JRE

planning. Q20 Tasks 2, 3, 4TS, TMS, CS, JRE



Skill Set 3 – Development of childrenCHCFC2C Foster and enhance children’s developmentCHCFC3C Foster and enhance children’s social, emotional and psychological developmentCHCFC5C Foster and enhance children’s cognitive and language development

CHCFC6C Provide experiences which facilitate children’s expressive development CHCFC7C Use music as a medium to enhance children’s experience and development

Element Performance Criteria Question Practical Tasks Supplementary Evidence

CHCFC2C Fostering and enhance children’s development

Element 1Create opportunities for children to develop and practice a wide range of physical skills that develop independence and autonomy

1.1 Opportunities are planned and provided that are appropriate to the child’s stage of development, and capabilities and within the context of resources available.

Q14, 15, 16 Tasks 1, 2, 4TS, TMS, CM, JRE

1.2 Developmentally appropriate equipment materials, resources and toys are selected and made available and accessible.

Q13, 16 Tasks 1, 2, 4TS, TMS, CM, JRE

1.3 Learning and play resources are chosen to provide positive, non-stereotypical images of children.


1.4 Opportunities are created for children to participate in decision making and to accept responsibility for their own actions including through staged decision making.

Q14 Tasks 1, 2, 4TS, TMS, CM, JRE

1.5 Opportunities are planned and provided for children to explore their individual strengths in a variety of roles.


1.6 Opportunities are provided that promote co-operative interactions between children.


1.7 Activities and the environment are arranged to provide a variety of experiences that will develop children’s creativity, imagination and self-expression.


1.8 Children ‘at risk’ are identified and their development is monitored.


1.9 Specialised assistance is sought where necessary to assist in developing appropriate experiences for children’s development.


1.10 Opportunities for different forms of social interaction between children are planned and matched for each child’s needs, interests and development stage.








Element 2Provide experiences that promote mutual support and cooperation and the value of diversity

2.1 Experiences are planned and provided that promote the development of respect for individual differences.


2.2 Support is given to children who have difficulty in interacting with others to establish and maintain friendships and group membership.


2.3 The environment is set up to accommodate a child’s need for privacy, solitude and/or quiet.


2.4 Children are addressed as group members as well as individuals.


2.5 The family’s language is identified and bilingual practices are used as relevant and materials in the child’s language are integrated into experience.


2.6 Parents and family members are encouraged to participate in activities with the children.


2.7 The child’s cultural experiences are integrated into skill development opportunities.


2.8 Specialised assistance is sought and used wherever required and available.


Element 3Provide experiences aimed at developing self-esteem, self-concept

3.1 Experiences are selected that are developmentally appropriate and will provide challenge, choice and encourage independence within a supportive environment.


3.2 The child’s confidence is monitored while attempting more challenging activities.


3.3 Acknowledgment and support are given if the child experiences frustration and children are encouraged to see ‘mistakes’ as opportunities to learn.








Element 4Interact appropriately with the child to foster development

4.1 Children are listened to attentively to encourage them to express their needs and feelings.


4.2 Encouragement is given to children to ensure they engage in learning a range of physical skills.


4.3 Worker participates in all relevant activities with the child/children.


4.4 Statements to encourage both the children’s confidence and safety awareness are communicated.


4.5 Children are spoken to clearly and frequently in language that is appropriate to the age of the child.



Demonstratred ability to plan and arrange a range of developmental opportunities which are matched to the developmental stage and specific needs of the children and which will enhance their development.

Q16, 17, 18, 20, 21


Demonstrated ability to provide opportunities for children to interact positively with other children and to accept individual differences giving due regard to age, cultural, and development of children.


Demonstrated ability to engage with children to promote their particiation in activities.

Q13, 14, 15, 16, 17


Required knowledge Look for evidence that confirms knowledge of: the stages of children’s physical development and skill

development


appropriate experiences to target areas of physical development


common needs of children with a sensory/physical disability


equipment, toys and resources that can be used to stimulate physical development








interaction between physical development and other ares of development – especially social and psychological development


relevant organisational standards policies and procedures


different beliefs about development due to culture, community, family beliefs


organisational standards, policies and procedures. Q1, 2, 3, 5 Tasks 3, 4TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: reflective practice

Q13, 14, 15, 16, 20


acceptance of each child’s rate of development, needs, interests and strengths

Q13, 14, 15, 16


planning Q11, 12, 13, 14, 15, 16

Tasks 1, 2, 4, 5TS, TMS, CS, JRE

interpersonal Q9, 10, 11, 12 Tasks 1, 2, 3, 4, 5TS, TMS, CS, JRE

team building Q24, 25 Tasks 4, 5TS, TMS, CS, JRE

time management. Q4, 19, 20 Tasks 1, 4, 5TS, TMS, CS, JRE







Element 1Encourage children’s independence and autonomy

1.1 Opportunities to develop self-help skills and independence are provided.

Q13, 14 Tasks 1, 2, 3, 4, 5TS, TMS, CS, JRE

1.2 Opportunities are provided for children to make choices, in appropriate ways.


1.3 Children are encouraged to accept responsibility for their own actions.


1.4 Opportunities are created for children to participate in decision making.


1.5 The child is involved in increasingly more significant decision making.


Element 2Foster children’s developing self-esteem and developing self-concept

2.1 Opportunities are planned for children to experience their individual strengths and to explore a variety of roles.

Q13, 14 Tasks 1, 2, 3, 4TS, TMS, CS, JRE

2.2 Experiences are selected which present a challenge within the child’s needs and capabilities.


2.3 The child’s confidence is monitored while attempting more challenging activities.


2.4 Acknowledgment and support are given if the child experiences frustration and children are encouraged to see ‘mistakes’ as opportunities to learn.


2.5 Children’s achievements are acknowledged and appreciated.


2.6 Experiences are designed to explore issues of self image and identity in ways which are appropriate to the children’s level of development.

Q14 Tasks 1, 2, 3, 4TS, TMS, CS, JRE

2.7 Learning and play resources chosen provide positive, non stereotypical images of children.








Element 3Create opportunities and activities that encourage children to express their feelings, needs and ideas

3.1 Children’s expression is encouraged by verbal and non-verbal responses from the worker.


3.2 Children are listened to attentively to encourage them to express their needs and feelings.


3.3 Expectations about how children express their feelings are related to the child’s stage of development.


3.4 Children are shown socially appropriate ways to express their feelings.


3.5 Opportunities for children to release feelings and express emotion through activity are provided.


Element 4Provide experiences for children to support and cooperate with each other

4.1 Children are encouraged to respect each others individual needs, abilities and interests.


4.2 Children are encouraged to regard differences positively and to discuss these differences.


4.3 Support is given to children who have difficulty in interacting with others to establish and maintain friendships and group membership.


4.4 Appropriate, supportive and effective communication between children is acknowledged and encouraged.


Element 5Provide opportunities for social interaction

5.1 Opportunities for different forms of social interaction between children are planned with respect for each child’s needs, interests and developmental stage.


5.2 Interaction with a variety of people is encouraged and children are encouraged to initiate and develop contact with others, as appropriate.


5.3 The environment is set up to encourage interaction. Q14, 17 Tasks 1, 2, 3, 4TS, TMS, CS, JRE

5.4 The environment is set up to accommodate a child’s need for privacy, solitude and/or quiet.








5.5 Special occasions are celebrated recognising cultural diversity.


5.6 Children’s choice to watch and observe is respected. Q14 Tasks 1, 2, 3, 4TS, TMS, CS, JRE

5.7 Experiences and equipment are structured in a way which promotes cooperation and resolution of conflicts.


5.8 Children’s own grouping choice is fostered and respected.


5.9 Workers talk about children and to children as group members as well as individuals.


5.10 Attention is given to children as a group member as well as an individual.



Demonstrated ability to provide opportunities for children to interact positively with other children and to accept individual differences.

Q8, 12, 13, 14, 15, 16


Giving due regard to age, culture, and development of children.


Demonstated ability to evaluate the emotional and psychological stage of the child and to plan activities which will enhance their development.


Required knowledge Look for evidence that confirms knowledge of: children’s social and moral development


interaction between aspects of social development, physicial development and pschological development and cognitive development


importance of language that is selected and used Q15 Tasks 1, 3, 4TS, TMS, CS, JRE

different beliefs about social development due to culture, community, family beliefs


organisational standards, policies and procedures Q14 Tasks 1, 3, 4






CHCFC3C Foster and enhance children’s social, emotional and psychological developmentTS, TMS, CS, JRE

children’s emotional development Q8, 15 Tasks 1, 3, 4TS, TMS, CS, JRE

cultural awareness Q8, 15 Tasks 1, 3, 4TS, TMS, CS, JRE

importance of culture in the development of self Q14 Tasks 1, 3, 4TS, TMS, CS, JRE

contextual factors which influence the child’s emotional and pschological development


events or crises which can challenge the child’s emotional and pschological development


factors which enhance the development of self esteem and self identity


identify development processes within the child’s cultural system.


Required skills Look for evidence that confirms skills in: acceptance of each child’s rate of development,

needs, interests and strengths

Q13, 14, 15, 16, 17, 18


planning Q10, 12, 14 Tasks 3, 4TS, TMS, CS, JRE

interpersonal Q10, 11, 12 Tasks 1, 2, 3, 4TS, TMS, CS, JRE

team building Q24, 25 Tasks 1, 2, 3, 4, 5TS, TMS, CS, JRE

time management Q4, 19, 20 Tasks 1, 2, 3, 4TS, TMS, CS, JRE

active listening Q4, 6, 11, 12 Tasks 1, 3, 4TS, TMS, CS, JRE

empathy Q6, 7, 8 Tasks 1, 3, 4TS, TMS, CS, JRE

valuing of differences among children – stage of development, needs, interests and strengths.

Q13, 14, 15, 16





CHCFC2C Foster and enhance children’s developmentCHCFC3C Foster and enhance children’s social, emotional and psychological developmentCHCFC5C Foster and enhance children’s cognitive and language development



CHCFC5C Foster and enhance children’s cognitive and language developmentElement 1Assist children to develop thinking and problem solving skills

1.1 Opportunities and resources are provided which are varied and appropriately challenging to the child’s stage of development and interests.


1.2 Opportunities to make choices and see/experience the consequences of choices are provided.


1.3 Children are encouraged to explore, understand and attempt to solve problems in their environment.


1.4 Children’s questions are addressed so as to maintain their interest in solving the problem.


1.5 Children are provided with experiences to develop their attention span and are given time to stay with the activity until they are ready to move on.


1.6 New ideas/activities that may build on existing knowledge, skills and interests are introduced.


1.7 Children’s abilities to observe what is happening around them are developed by questioning and non-verbal communication.


Element 2Stimulate children’s awareness

2.1 The environment is arranged to provide a variety of experiences to develop children’s creativity, imagination and self-expression.


2.2 Child’s awareness of the range of movements of their own body is supported by activities and resources.


2.3 Materials and experiences that stimulate different senses are provided.


2.4 Children’s enthusiasm is acknowledged, encouraged and followed up.








CHCFC5C Foster and enhance children’s cognitive and language developmentElement 3Stimulate the child’s use and understanding of language

3.1 Developmentally relevant opportunities for children to listen to language are provided.


3.2 Language is linked to all activities, routines and directions.


3.3 Opportunities for group discussions and exchange of views between children are created.


3.4 Language materials that capture the child’s attention and stimulate a response are designed as an integral part of the physical environment.


3.5 Children are spoken to clearly and frequently in language that is appropriate to the age of the child.


3.6 Time is taken to listen to children and to respond. Q15 Tasks 1, 3, 4TS, TMS, CS, JRE

3.7 Children are encouraged to express their thoughts, feelings and words by the use of open ended questions.


3.8 Two-way communication is modelled and encouraged by questions and careful listening.


3.9 Children’s expressions are repeated and expanded in a natural style of conversation.








CHCFC5C Foster and enhance children’s cognitive and language developmentElement 4Support the child’s skills in their own (non English) language as relevant

4.1 The family’s language is identified and bilingual practices are used as relevant.


4.2 The child’s expressions are responded to with respect.


4.3 Materials in the child’s language are integrated into experiences.


4.4 Parents and family members are encouraged to participate in activities with the children.


4.5 Parents are encouraged to inform worker of key words and phrases.


4.6 The child’s cultural experiences are integrated into language development opportunities.


4.7 Specialised assistance is sought and used wherever required and available.


Element 5Assess language development of the child and plan strategies for language development

5.1 Children ‘at risk’ are identified and language development monitored.


5.2 Children’s individual language and communication abilities and needs are assessed.


5.3 Assessment of language development and use considers English and other languages.


5.4 Language and communication development strategies are developed for the individual child.


5.5 Assessment is discussed with the parents and a plan developed in consultation with them.


5.6 Specialised assistance is sought where necessary. Q15, 21 Tasks 1, 2, 3, 4TS, TMS, CS, JRE

5.7 Child’s progress and the plan is regularly reviewed. Q15, 21 Tasks 1, 2, 3, 4TS, TMS, CS, JRE







CHCFC5C Foster and enhance children’s cognitive and language developmentCritical aspects of evidence

Demonstrated ability to provide opportunities for children to think and problem solve, that give due regard to age, development, culture and needs of children.

Q15, 16, 17, 18


Demontrate the ability to stimulate language development taking into account special language needs. Ability to devlop strategies to access specialist language services.

Q15, 17, 18, 19


Required knowledge Look for evidence that confirms knowledge of: stages of cognitive development


peer group interactions Q14 Tasks 1, 3, 4TS, TMS, CS, JRE

child’s family and community context and influences Q8 Tasks 1, 3, 4TS, TMS, CS, JRE

organisational standards, policies and procedures. Q1, 2, 3, 5 Tasks 1, 3, 4TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: planning


problem solving process or tools or strategies to facilitate children’s problem solving.

Q13, 14, 18, 19









Element 1Plan, provide and implement integrated visual arts experiences for children

1.1 A range of developmentally appropriate visual arts experiences is identified and selected.


1.2 Appropriate materials are selected and attractively presented.


1.3 Work and play areas promoting aesthetic qualities for both children and adults are provided.


1.4 Strategies are formulated for fostering creative development and aesthetic awareness in children.


1.5 Children’s interests which arise spontaneously as they participate in visual arts experiences are responded to.


1.6 A visual arts program is designed in response to the observed needs and interests of individual children and groups of children.


1.7 Visual art experiences which encourage appreciation of diversity including cultural diversity are presented.


Element 2Plan and implement developmentally appropriate language and literature experiences for children

2.1 Story telling and story reading are used to enhance children’s development.


2.2 Stories are chosen which are developmentally appropriate.


2.3 Stories, rhymes and poetry are used to enhance children’s enjoyment of language.


2.4 Language and literature experiences which support acceptance and appreciation of diversity including cultural diversity are included.


2.5 Puppets and other props are used to stimulate children’s enjoyment of language and literature.










Candidates must demonstrate the ability to plan and provide programs that are clearly linked to children’s developmental stages and needs and that encourage and promote a love of learning in children by providing variety and innovation of approaches, materials, activities.

Q15, 16, 17, 18, 20


Required knowledge Look for evidence that confirms knowledge of: value of providing art media experiences for young

children


children’s readiness to participate in planned art media experiences


age-stage appropriate drawing, painting and clay experiences


adult’s role in supporting children’s creativity Q20 Tasks 2, 3, 4TS, TMS, CS, JRE

organising, implementing and evaulating art media experiences


health and safety considerations in selecting appropriate materials


values of language, listening and literature experience for young children


criteria for selecting development appropriate language and literature experiences for children


adult role in encouraging langauage and creative expression

Q15, Q17 Tasks 2, 3, 4TS, TMS, CS, JRE

language and literature extension experiences for older children


criteria for selecting displays and pictures to stimulate language









criteria for selecting and presenting age appropriate puppetry experiences


childhood developmental stages Q4, 6, 19 Tasks 2, 3, 4TS, TMS, CS, JRE

the main theories of learning and the implications for programming delivery


how to access relevant and local resources. Q19 Tasks 2, 3, 4TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: ability to select prepared props, accessories and

extensions to support children’s interests


ability to follow and respond to children’s interests and ideas

Q16, 17, 18, 20


research Q13, 14, 21 Tasks 2, 3, 4TS, TMS, CS, JRE

planning and programming skills Q19, 20, 21 Tasks 2, 3, 4TS, TMS, CS, JRE

communication with children Q8, 11, 12 Tasks 2, 3, 4TS, TMS, CS, JRE

appropriate language and content to meet children’s developmental stages.







Element Performance Criteria Question Practical Tasks Supplementary EvidenceCHCFC7C Use music as a medium to enhance children’s experience and development

Element 1Provide a range of developmentally appropriate music and movement experiences

1.1 A wide range of music experiences for children that may be used to enhance children’s development is identified and provided.


1.2 A wide range of movement experiences for children that may be used to enhance children’s development is identified and provided.


1.3 Appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity are selected and provided.


1.4 Opportunities for children to practise developing skills are provided.


Element 2Support, facilitate and extend children’s participation in music and movement

2.1 Environment is set up in a way that encourages children’s participation in developmentally appropriate music and movement experiences.


2.2 Music and movement activities are linked and made relevant to the children’s daily life in care.


2.3 Strategies are formulated to encourage the development of the individual music and movement potential of children.


2.4 Improvisation with instruments is encouraged. Q18 Tasks 3, 4TS, TMS, CS, JRE

2.5 The program is designed to respond to the children’s interests that arise spontaneously as they participate in music and movement experiences.


2.6 Strategies are used for modelling appropriate attitude and interaction to children to encourage input and participation in music and movement experiences.








Element 3Plan and implement a range of developmentally appropriate music and movement excursuses

3.1 Observations are used of individual children and groups of children to plan developmentally appropriate music and movement experiences for children.


3.2 A range of stimulating developmentally appropriate and inclusive music experiences are selected and presented for individual children and small groups of children.


3.3 A range of stimulating developmentally appropriate and inclusive movement experiences are selected and presented for individual children and small groups of children.


3.4 A range of methods are used for evaluating children’s participation in and reactions to planned music and movement experiences.


3.5 Information from evaluations are used as the basis for making ongoing modifications to stimulate interest and involvement in music and movement experiences.



The candidate must demonstrate the ability to engender an interest and appreciation of music in children and to encourage them to experiment with expressing themselves in music


Required knowledge Look for evidence that confirms knowledge of: values of providing a range of musical experiences for

children


values of movement for children Q18 Tasks 3, 4TS, TMS, CS, JRE

links between child’s stage of development and appropriateness of particular musical and movement experiences


strategies for fostering music and movement Q18 Tasks 3, 4







development TS, TMS, CS, JRE

adult awarness of appropriate selection of music and movement experiences for different ages


organising, implementing and evaluating music and movement experiences


ways to follow and respond to children’s ideas and interests


selection of appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity.


Required skills Look for evidence that confirms skills in: capacity to use music with children including singing

and simple percussion instruments


ability to choose appropriate settings for movement experiences.




Skills Set 4 – Program design

CHCPR10C Design, implement and evaluate programs of the serviceCHCPR2C Arrange/organise experiences which facilitate and enhance children’s development

CHCPR9C Document, interpret and use information about childrenCHCFC8A Provide experiences which enhance children’s development and learning


CHCPR10C Design, implement and evaluate programs of the serviceElement 1Design and implement programs with all those involved

1.1 Opportunities are used or established to gather information from and communicate all necessary information to those involved.


1.2 Ideas and concerns about the current program and setting are identified and considered in designing the program.


1.3 Ideas and concerns about the current program and setting are identified and considered in designing the program.

Q19 Tasks 4TS, TMS, CS, JRE

Element 2Design and implement programs to enhance development of children

2.1 Information about each child’s development is gathered to inform the program.

Q19, 21 Tasks 2TS, TMS, CS, JRE

2.2 Programs which are child centred and designed to widen children’s experiences are developed and implemented.


2.3 Programs which foster all aspects of children’s development in a holistic way are developed and implemented.


2.4 Programs provide for the capabilities, interests, needs and backgrounds of children who attend the service.


2.5 All the resources required for the program are identified and available at the required time.


2.6 A flexible daily timetable is developed which incorporates developmental opportunities, routines and transition experiences.


Element 3Design and implement programs which are relevant to the cultural and social contexts of the children and their community

3.1 Information is gathered about the contexts of the children’s lives and used to guide planning


3.2 The varying expectations of parents of diverse backgrounds are identified and accommodated where possible.








CHCPR10C Design, implement and evaluate programs of the service3.3 Programs are developed and implemented which

reflect diversity and inclusive perspectives in an ongoing manner.


3.4 Experiences and resources selected reflect diversity and promote cross cultural awareness in a positive and respectful manner.


3.5 Experiences and resources are selected which support and develop children’s identities.


Element 4Develop appropriate settings and environments

4.1 Settings, environments and resources are evaluated and modified in relation to children’s cultures, family backgrounds and interests.


4.2 Settings, environments and resources are evaluated and modified to ensure all aspects of children’s development and learning are fostered and provides children with choices.


4.3 Modifications are implemented within the constraints of resources available, service location and promotes the organisation and aesthetics.


Element 5Monitor and evaluate programs

5.1 Plans are adapted according to children’s responses, conditions of the day and spontaneously arising opportunities.


5.2 Information is gathered and documented using a range of methods in order to assess the progress and achievements of each child.

Q19, 21 Tasks 2TS, TMS, CS, JRE

5.3 Opportunities are used or established to gather feedback and comments from all those involved.


5.4 Appropriate criteria for evaluating the overall program are identified and applied.


5.5 Children’s responses and comments are included as part of the evaluation process.








CHCPR10C Design, implement and evaluate programs of service5.6 Programs are evaluated regularly and in accordance

with service guidelines.Q19 Tasks 4

TS, TMS, CS, JRE

5.7 Information is used towards further design of programs.



Demonstrated capacity to apply a defined philosophical approach to delivery of services to children and to continuously improve services through reflecting on effectiveness of practices.


Demonstrated capacity to state and outline a personal philosophy about children’s development through programming which considers theories of child development and learning, and social justice and equity.


Capacity to organise and coordinate a range of activities at once and to undertake appropriate evaluation of effectiveness of programs.


Demonstrated capacity to apply criteria to evaluate programs in relation to:

Q19

o short-term and long-term goals of the program Q19 Task 4TS, TMS, CS, JRE

o progress of individual children Q19 Task 2TS, TMS, CS, JRE

o progress of the group of children Q19 Tasks 2, 4TS, TMS, CS, JRE

o philosophy and goals of the service Q19 Tasks 4, 5TS, TMS, CS, JRE

o cost effectiveness Q19 Task 3TS, TMS, CS, JRE

o appropriate practice Q19 Tasks 3, 4, 5TS, TMS, CS, JRE

o daily programs, weekly programs. Q19 Task 4TS, TMS, CS, JRE







CHCPR10C Design, implement and evaluate programs of the serviceRequired knowledge Look for evidence that confirms knowledge of:

theories of child develomentQ19 Task 4

TS, TMS, CS, JRE

different approaches to program planning and development


criteria for selecting a specific programming approach Q19 Task 4TS, TMS, CS, JRE

assessment tools to guide decision making about programming


respect for different family expectations Q21 Task 4TS, TMS, CS, JRE

detailed knowledge of facilitiating a variey of learning experiences eg art, music, sport

Q13, 14, 15, 16, 17


up-to-date information and a range of sources of information is accessed as resourses for program development


organisational standards, policies and procedures Q1, 2, 3, 5 Task 5TS, TMS, CS, JRE

location of resources and materials Q13, 17, 18 Task 5TS, TMS, CS, JRE

identification of range of resources required Q13, 17, 18 Tasks 3, 4TS, TMS, CS, JRE

criteria to review setting and environment Q20, 21 Tasks 3, 4TS, TMS, CS, JRE

evaluation methods Q19 Task 4TS, TMS, CS, JRE

stakeholders who need to be involved in evaluation Q19 Task 4TS, TMS, CS, JRE

relevant quality improvement and accreditation system principles.








CHCPR10C Design, implement and evaluate programs of the serviceRequired skills Look for evidence that confirms skills in:

planningQ19, 21 Tasks 1, 2, 3, 4, 5

TS, TMS, CS, JRE

effective communication with target group Q19, 21 Tasks 2, 4TS, TMS, CS, JRE

analysis and reflective thinking Q19, 21 Tasks 1, 2, 3, 4, 5TS, TMS, CS, JRE

selecting and administering appropriate assessment and evaluation tools.


CHCPR2C Arrange/organise experiences which facilitate and enhance children’s developmentElement 1Establish an environment that can foster children’s development

1.1 Opportunities are provided for children to plan and/or modify their environment.


1.2 The environment is designed to accommodate all aspects of children’s development and curiosity.


1.3 The environment is designed to provide children with a choice of experiences.


1.4 Strategies are implemented to engage children in activities, especially those who have difficulty entering or exiting situations.

Q15, 16, 20 Task 3TS, TMS, CS, JRE

1.5 Materials are provided that capture attention, stimulate response and engage children.


Element 2Provide creative and challenging opportunities which stimulate learning and development of the child

2.1 The child is encouraged to gain skill and competence by persevering with a developmentally significant activity and developing it.


2.2 A range of creative experiences, play areas and materials is provided to encourage children to explore and make choices.


2.3 Opportunities are made available for free play and independent play.








CHCPR2C Arrange/organise experiences which facilitate and enhance children’s development2.4 Opportunities for children to practice developing

skills are provided.Q13, 20 Tasks 3, 4

TS, TMS, CS, JRE

2.5 Experiences and activities are provided for all the principal areas of development.


2.6 Arrange and implement appropriate exercises according to organisational guidelines.


Element 3Plan, implement and evaluate developmentally appropriate experiences for children

3.1 The program is guided by observations of the children and their views.


3.2 A program is developed in consultation with others. Q19 Tasks 3, 4TS, TMS, CS, JRE

3.3 Stories, visual materials and activities show diversity among children and adults.


3.4 Program is planned to reflect the range of children’s needs, abilities and interests.


3.5 Assist children to participate in a wide range of leisure activities.


3.6 The program responds to the children’s interests that arise spontaneously as they participate.


3.7 The program introduces new ideas and experiences for children as well as providing familiar experiences.


3.8 The program provides opportunity for children to follow up activities of high interest.


3.9 The program is inclusive and allows for full participation of all children.


3.10 Implement strategies to deal with contingencies that may arise.


3.11 Review the program according to organisational procedures to ensure ongoing relevance and quality.








CHCPR2C Arrange/organise experiences which facilitate and enhance children’s developmentElement 4Encourage children’s involvement in experiences

4.1 Children are consulted about what activities are made available.


4.2 Children’s work is acknowledged and valued. Q16 Tasks 2, 3, 4TS, TMS, CS, JRE

4.3 The child is encouraged to choose activities to support aspects of their development.


4.4 The child is encouraged to participate in a variety of experiences.


4.5 Children are consulted about what activities are made available.


4.6 A child’s choice not to participate is respected. Q20 Tasks 2, 3, 4TS, TMS, CS, JRE


Demonstrated ability to observe and interpret children’s behaviour and contribute to program planning.


Demonstrated ability to plan for, provide and review a range of activities and opportunities which stimulate children’s individual development.

Q13, 14, 15, 16, 17, 18, 19


Demonstrated ability to provide a range of experiences to stimulate children and aid their development.

Q13, 14, 15, 16, 17, 18, 19


Ability to vary experience depending on child’s age, abilities, development, culture and need.

Q8, 13, 14, 15, 16, 17, 18, 19


Required knowledge Look for evidence that confirms knowledge of: children’s developmental stages applicable to the

specific age group and what this means for appropriate resources/ materials selection

Q4, 6, 13, 14 Tasks 2, 4TS, TMS, CS, JRE

organisational standards, policies and procedures. Q1, 2, 3, 5 Task 5TS, TMS, CS, JRE







CHCPR2C Arrange/organise experiences which facilitate and enhance children’s developmentRequired skills Look for evidence that confirms skills in:

contingency managementQ22, 24, 25 Tasks 1, 2, 3, 4

TS, TMS, CS, JRE

interpersonal Q5, 6, 7, 8 Tasks 1, 2, 3, 4, 5TS, TMS, CS, JRE

active listening. Q4, 5, 7, 8 Tasks 1, 2, 3, 4, 5TS, TMS, CS, JRE

CHCPR9C Document, interpret and use information about childrenElement 1Gather and document detailed information about the child

1.1 Information and observations are gathered according to a specific need or purpose.


1.2 Detailed information about children is gathered and documented using a variety of appropriate methods.


1.3 Information and observations collected should be valid, representative, significant and relevant.


1.4 A series of observations which address all aspects of development are collected over a period of time and in a variety of situations.


1.5 Colleagues, families and others are consulted in a sensitive manner.


Element 2Monitor children’s developmental progress and develop understanding of individual children

2.1 Observations and information are used to assess and monitor the child’s play preferences, social interactions, communication and language, thinking styles, physical abilities and emotional status.


2.2 Information and observations are interpreted to identify the individual developmental needs, capabilities, potential, interests, preferences and needs of the child in order to guide program strategies to foster development.


2.3 Behaviour which is out of character for an individual child is monitored and interpreted and responded to appropriately.


2.4 Interpretations of observations demonstrate inclusive principles and understanding.








CHCPR9C Document, interpret and use information about childrenElement 3Use information form observations with others

3.1 Demonstrate quality observations practices to other workers.


3.2 Information is provided to others to inform program planning, support children’s play and evaluate programs.


3.3 Records of observations are used to provide feedback to children about their skills and competence and promote remembering.


3.4 Time is made available to share information with parents.


3.5 Any concerns regarding a child’s development are followed up with appropriate persons/services.


Element 4Use information to plan the program

4.1 All aspects of the child’s development are considered from the information and catered for within the program.


4.2 Opportunities and experiences that will foster the development of the child are planned from the information.


Element 5Design observation systems with others

5.1 Systematic ways of observing children are developed to ensure all children are included.


5.2 Systematic way of observing children are developed to ensure that all interpretations of behaviour can be clearly linked to evidence.


5.3 Observation systems that are developed are clearly linked to program planning and evaluation processes.


5.4 Processes are implemented to ensure appropriate access by others to observation information.








CHCPR9C Document, interpret and use information about childrenCritical aspects of evidence

Demonstrated ability to gather information form a variety of sources and observe and interpret children’s behaviour.


Demonstrated ability to monitor and assess children’s development and learning and use information to inform program planning.


Required knowledge Look for evidence that confirms knowledge of: how the observer influences interaction and behaviour

Q11, 15, 16, 17, 18


styles of thinking Q19, 21 Task 2TS, TMS, CS, JRE

developmental knowledge Q13, 14, 15, 16, 17, 18


understanding different cultures Q8, 16 Task 2TS, TMS, CS, JRE

developmental norms at different ages/stages Q4, 6, 12 Task 2TS, TMS, CS, JRE

organisational standards, policies and procedures. Q1, 2, 3, 5 Task 2TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: communication

Q4, 5, 6, 7 Task 2TS, TMS, CS, JRE

reporting Q19, 21, 22, 24


interpersonal Q4, 5, 6, 7 Task 2TS, TMS, CS, JRE

planning. Q19, 21, 22, 24








CHCFC8A Provide experiences which enhance children’s development and learningElement 1Promote children’s participation in a wide range of experiences to enhance their learning and development

1.1 Experiences and activities which relate to the principles of development are provided.


1.2 A range of experiences, play areas and materials is provided to meet the individual needs of the children.


1.3 Emerging skills are recognised, encouraged and provided for.


1.4 Age appropriate strategies are provided to facilitate these emerging skills.


1.5 Appropriate strategies are implemented for children who have difficulty initiating play themselves.


1.6 Children are encouraged and assisted to extend their play through a problem solving approach.


Element 2Promote opportunities for a wide range of developmentally appropriate experiences in science, mathematics, technology and the environment

2.1 A range of developmentally appropriate science, maths and technology experiences is presented.


2.2 A range of experiences to stimulate learning about the environment is presented.


2.3 Children’s abilities and interests are recognised and their learning potentials responded to.


2.4 Participation in science, maths, technology and environmental learning experiences is encouraged in a way that is enjoyable.


2.5 Experiences are presented which stimulate children’s curiosity and learning.


2.6 Opportunities are provided for children to further explore their concept development.








CHCFC8A Provide experiences which enhance children’s development and learningElement 3Provide developmentally appropriate dramatic and imaginative play experience for children

3.1 Play areas both indoors and outdoors which provide children with opportunities to enjoy dramatic and imaginative play are presented.


3.2 Experiences are planned/designed to stimulate children’s involvement and are developmentally appropriate.


3.3 Experiences which are inviting, stimulating and safe for individual children and small groups of children involved in imitative, dramatic and imaginative play are provided.


3.4 Adult support for the child/children through facilitation and extension of children’s imitative, dramatic and imaginative play experiences is provided.


3.5 Play areas which are culturally rich and reflect the diversity of families using the service are presented.


Critical aspects of knowledge

Candidates must demonstrate application of an understanding of the stages of children’s development in planning and delivering a range of appropriate activities to stimulate an interest and love of learning in children.

Q14, 15, 16, 17, 18


Required Knowledge Look for evidence that confirms knowledge of: the value of science, maths, technology and

environmental experiences for children


how children develop concepts related to maths, science, technology and the environment


a wide range of experiences for children Q15, 16, 17, 18, 19


characteristics of high quality learning environments Q15, 16, 17, 18, 19


aesthetic, safe, interesting, challenging environments to encourage curiosity, experimentation, active

Q15, 16, 17, 18, 19








learning and choice

CHCFC8A Provide experiences which enhance children’s development and learning scaffolding knowledge and skills Q15, 16, 17,

18, 19Tasks 3, 4TS, TMS, CS, JRE

role of adult in promoting and planning for learning in science, maths, technology and environmental experiences


the value of dramatic play Q17 Tasks 3, 4TS, TMS, CS, JRE

dramatic play and its role in socialisation Q17 Tasks 3, 4TS, TMS, CS, JRE

imitative, dramatic and imaginative play Q17 Tasks 3, 4TS, TMS, CS, JRE

adult’s role in creating inviting spaces Q15 Tasks 3, 4TS, TMS, CS, JRE

presentation of imitation play, dramatic play and imaginative play spaces for children


overview of an inclusive approach Q13, 15, 16, 17, 18, 19


use of evaluations for modifications and changes to extend play and stimulate involvement.


Required skills Look for evidence that confirms skills in: planning


communication with children Q13, 15, 16, 17, 18


identifying developmental delays in children. Q19, 21 Tasks 3, 4TS, TMS, CS, JRE



Skills Set 5 – Management systemsCHCOHS501A Manage workplace OHS management systemCHCINF5B Meet statutory and organisational information requirements

CHCQM601A Manage an accreditation processHCORG11B Lead and develop others

Element Performance Criteria Question Practical Tasks Supplementary EvidenceCHCQM601A Manage an accreditation processElement 1Facilitate an organisational self-evaluation process

1.1 A self-evaluation report is completed within the organisation in which practice is reviewed against nominated standards.


1.2 Focus groups, questionnaires and/or interviews are conducted with clients to receive feedback.


1.3 Focus groups, questionnaires and/or interviews are conducted with other stakeholders to receive feedback.


1.4 Record audits are conducted. Q24 Task 5TS, TMS, CS, JRE

1.5 Appropriate documentation is completed. Q24 Task 5TS, TMS, CS, JRE

Element 2Facilitate the development of a quality improvement plan

2.1 Assessment of the organisations performance against the standards are assessed and gaps identified.


2.2 Strategies to address identified gaps are developed. Q24 Task 5TS, TMS, CS, JRE

2.3 Where appropriate, relevant stakeholders are consulted in the development of a quality improvement plan.


Element 3Implement a quality improvement plan

3.1 A quality improvement work plan is developed including performance criteria to evaluate.


3.2 The quality improvement work plan is monitored regularly.


3.3 Regular reports against the work plan are prepared and presented to relevant parties.


3.4 Work plan is revised according to relevant feedback. Q24 Task 5TS, TMS, CS, JRE

Element 4Co-ordinate the organisation for an external evaluation

4.1 Relevant stakeholders are informed about the external evaluation process.


4.2 Interviews with staff and board members are scheduled where appropriate.




Skills Set 5 – Management systemsCHCOHS501A Manage workplace OHS management systemCHCINF5B Meet statutory and organisational information requirements


Element Performance Criteria Question Practical Tasks Supplementary EvidenceCHCQM601A Manage an accreditation process

4.3 Interviews with tenants and other service providers are scheduled.


4.4 Files and records are prepared for examination. Q24 Task 5TS, TMS, CS, JRE

4.5 All documentation is prepared for examination. Q24 Task 5TS, TMS, CS, JRE

4.6 Strategies to ensure continuous improvement mechanisms are identified and integrated into work systems.



Demonstrated understanding of accreditation process. Q24 Task 5TS, TMS, CS, JRE

Ability to coordinate a self-assessment process at an organisational level.


Maintaining knowledge of best practice. Q24 Task 5TS, TMS, CS, JRE

Required knowledge Look for evidence that confirms knowledge of: relevant legislation


relevant standards Q24 Task 5TS, TMS, CS, JRE

best practice principles. Q24 Task 5TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: goal setting

Q24 4, 5TS, TMS, CS, JRE

communication Q24 Task 5TS, TMS, CS, JRE

ability to develop policy Q24 Task 5TS, TMS, CS, JRE

evaluation and review Q24 Task 5TS, TMS, CS, JRE

consultation Q24 Task 5TS, TMS, CS, JRE

report writing. Q24 Task 5TS, TMS, CS, JRE




CHCOHS501A Manage workplace OHS management systemCHCINF5B Meet statutory and organisational information requirements


Element Performance Criteria Question Practical Tasks Supplementary EvidenceCHCORG11B Lead and develop othersElement 1Provide leadership, direction and guidance to the organisation

1.1 Briefing on work goals, plans and operational issues are provided regularly to work groups to minimise role ambiguity and maximise effectiveness.


1.2 Encouragement is provided to develop new and innovative work practices and strategies to optimise work outcomes and better meet client needs.


1.3 A high standard of performance and practice is modelled to staff.


1.4 Leadership and supervision appropriate to changing priorities and situations is provided and takes into account the differing needs and backgrounds of individuals, the requirements of the task and client needs.


1.5 Diversity in knowledge, skills and approaches of individuals is utilised to enhance work outcomes.


1.6 Principles and practices of equal employment opportunity, occupational health and safety and participative work practices are modelled and promoted to staff.


Element 2Maximise own performance outcomes

2.1 Effective time and work management techniques including monitoring workflow and outcomes are used to meet priorities and achieve identified objectives.


2.2 Work is planned and progress monitored to minimise effects of unexpected outcomes.


2.3 All work undertaken complies with established policies and procedures especially those relating to anti-discrimination and occupational health and safety.


2.4 Work practices are reviewed and revised regularly to assist achievement of identified objectives.


2.5 Opportunities are sought and taken for continuous self-development/learning.







Element Performance Criteria Question Practical Tasks Supplementary EvidenceCHCORG11B Lead and develop othersElement 3Manage effective work relationships

3.1 The link between the function of the group, the goals of the organisation and the responsibilities of individuals are clearly articulated and communicated to staff routinely.


3.2 Participative decision making processes are used routinely to allocate responsibilities and develop, implement and review work of the group.


3.3 Where relevant, conflict is identified and resolved with minimum disruption to workgroup function and in accordance with organisational procedures.


3.4 Allocation of tasks is within the competence of staff and is supported by appropriate delegation and training.


3.5 Interpersonal styles and methods are adjusted to the social and cultural context.


3.6 Communication and interaction with colleagues and management reflects a variety of appropriate techniques.


Element 4Manage and improve the performance of individuals

4.1 Individual outcomes are monitored and reviewed in consultation with the workgroup to measure and assess progress against objectives and identify issues for attention or further work.


4.2 Work practices are revised as required to achieve workgroup and corporate goals.


4.3 Performance problems are addressed in a fair, constructive and timely manner in accordance with relevant guidelines, procedures and natural justice.


4.4 Individual and group progress is monitored and regular feedback provided to optimise achievement of organisational objectives.


4.5 Support is provided to the work group to develop mutual commitment and cooperation.


4.6 Workgroup effectiveness is promoted and encouraged through active participation in group activities and communication processes.







Element Performance Criteria Question Practical Tasks Supplementary EvidenceCHCORG11B Lead and develop othersElement 5Support, participate and review group development

5.1 Development plans are put in place for each staff member with relevant development activities identified.


5.2 An action plan to meet individual and group training and development needs is developed, agreed and implemented.


5.3 Staff are encouraged and supported in applying skills and knowledge in the workplace.


5.4 Relevant specialist training which is required is identified and delivered, if required.


5.5 Appropriate training is arranged and provided to meet individual and organisational needs.


5.6 Staff are encouraged and supported to attend training courses and to take up other development opportunities.


Element 6Support and develop managers

6.1 Managers are provided with personal and career development opportunities from within and outside of the organisation.


6.2 Regular meetings are held with managers to review, adjust and develop strategies and priorities.


6.3 Priority tasks are agreed and achievement of work plans is monitored to maximise organisational effectiveness.


6.4 The overall performance of managers is monitored and feedback provided regularly in an appropriate manner.


6.5 Opportunities are provided for targeted professional development.







Element Performance Criteria Question Practical Tasks Supplementary EvidenceCHCORG11B Lead and develop othersCritical aspects of evidence

Works effectively in a team environment. Q25, 26 Task 5TS, TMS, CS, JRE

Uses both participitative and consultative management practices.


Provides appropriate development opportunities. Q26 Task 5TS, TMS, CS, JRE

Required knowledge Look for evidence that confirms knowledge of: human resource development and management

principles and practices


budget processes Q23 Task 5TS, TMS, CS, JRE

effective team management Q23, 24 Task 5TS, TMS, CS, JRE

Required skills Look for evidence that confirms skills in: effective communication and interpersonal skills

including:


o language competence required to fulfil the procedures of the organisation/service. Language used may be English, signing or a community language


o negotiation Q23, 24, 25, 26


time management and work planning Q23, 24, 25, 26


awareness and understanding of effective individual and team operations.

Q23, 24, 25, 26



