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CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE Subject 10 Children’s Behaviour & Inclusion CHCECE020 /  CHCECE021 /  CHCECE026 Assessment – Project Assessment (2) FEEDBACK COVER SHEETSTUDENT NAME   STUDENT ID  ASSESSOR NAME EVIDENCE COLLECTEDBENCHMARK REQUIREMENTS MET1st Attempt2nd Attempt3rd AttemptProject 2: Promote inclusion and respect diversity☐☐☐Task 1: Promote inclusion☐☐☐Task 2: Respect diversity☐☐☐OUTCOME☐Satisfactory ☐Not Satisfactory☐Satisfactory ☐Not Satisfactory☐Satisfactory ☐Not SatisfactoryDATE      /     / 20      /     / 20      /     / 20ASSESSOR INITIAL   FEEDBACK TO STUDENT                          ASSESSOR SIGNATURE DATE of FINAL OUTCOME   CHC50113Diploma of Early Childhood Education and Care Children’s Behaviour and Inclusion Version 2.4 Produced 19 March 2018 Copyright © 2018 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning Resources Version control & document history DateSummary of modifications madeVersion16 May 2014Version 1 final produced following assessment validation.1.016 October 2014Revised question – Q7, 9Mapping to Learner Guide1.113 February 2015Version 2 final produced following second assessment validation2.025 July 2016Minor updates made throughout document2.19 March 2017Intranet links and logins updated; minor changes to wording2.223 March 2017Updated Sparkling Stars Link2.319 March 20182.4 Table of Contents CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE. 1 Subject 10 Children’s Behaviour & Inclusion. 1 CHCECE020 /  CHCECE021 /  CHCECE026. 1 Assessment – Project Assessment (2) 1 Introduction.. 5 What is Competency-Based Assessment. 6 The Basic Principles of Assessing Nationally Recognised Training.. 7 The Dimensions of Competency. 8 Reasonable Adjustment. 9 The Units of Competency.. 10 Context for Assessment. 11 Assessment Requirements. 12 Assessment Methods. 13 Resources Required for Assessment. 13 Assessment Workbook Cover Sheet. 14 Project Assessment. 15 Project 2: Promote inclusion and respect diversity. 15 End of document. 20 Introduction The questions in this workbook are divided into two (2) categories: Knowledge Assessment, and Project Assessment. The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Project Assessments. You must answer all questions using your own words. However, you may reference your Learner Guide and other relevant resources and learning materials to complete this assessment. Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting. Accessing Intranet Pages and External Links There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages and external links are formatted in Blue Underlined Text. To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these links. What is Competency-Based Assessment The features of a competency-based assessment system are: assessment, a learner receives one of only two outcomes: competent or not yet competent. Definition of Competency Assessment in this context can be defined as: The fair, valid, reliable and flexible gathering and recording of evidence to support the judgement on whether competency has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. The Basic Principles of Assessing Nationally Recognised Training Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment (Source: Standards for RTOs 2015, Clauses 1.8 – 1.12) The rules of evidence When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current: Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes. This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent in all aspects of the unit of competency. When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. This relates to the recency of the evidence and whether the evidence relates to current abilities. (Source: Training in Australia by M Tovey, D Lawlor) The Dimensions of Competency The national concept of competency includes all aspects of work performance and not only narrow task skills. The four (4) dimensions of competency are: Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: The same learning opportunities as learners without a disability, andthe same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include: Customising resources and assessment activities within the training package or accredited courseModifying the presentation mediumLearner supportUse of assistive/adaptive technologiesMaking information accessible both before enrollment and during the courseMonitoring the adjustments to ensure learner needs continue to be met Assistive/Adaptive Technologies Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting Student assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the Student’s competency in writing, allowing the Student to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. The Units of Competency The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit(s) of competency from CHC50113 Diploma of Early Childhood Education and Care: CHCECE020 – Establish and implement plans for developing cooperative behaviour CHCECE021 – Implement strategies for the inclusion of all children CHCECE026 – Work in partnership with families to provide appropriate education and care for children For complete copies of the above units of competency: Download them from the TGA website:  CHCECE020 CHCECE021 CHCECE026 Context for Assessment To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Knowledge Assessment may be completed wholly at the student’s home or chosen place of study. The Project Assessment must be completed in a workplace. Assessment Requirements The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: Performance EvidenceKnowledge EvidenceAssessment Condition The associated assessment method in this kit covers all of these components as detailed in the matrix below:  Units of CompetencyAssessment ActivitiesCHCECE020CHCECE021CHCECE026Knowledge AssessmentþþþProject Assessmentþþ Assessment Methods This workbook uses the following assessment methods: Knowledge Assessment – A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit.Project Assessment – A set of tasks or activitiescompleted according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities require you to have access to a workplace. Resources Required for Assessment Student will need access to: that will allow you access to: Assessment Workbook Cover Sheet To the Student: Print this coversheet and complete it by filling in all the required information and affixing your signature in the space provided. Your signature must be handwritten. Scan the completed cover sheet and submit it along with your evidence submissions. Use the filename: 927_MaryKaur_s9990001_CHC50113_A5_JohnSmith_02052019. WORKBOOK:WORKBOOK 10TITLE:Children’s Behaviour and InclusionFIRST AND SURNAME:     PHONE:     EMAIL:      Please read the Student Declaration below and if you agree to the terms of the declaration sign and date in the space provided.By submitting this work, I declare that:Name:      Signature:  Date:       Project Assessment Project 2: Promote inclusion and respect diversity For this project, you will need to investigate, research, review policies, procedures and practices, and interview people in your vocational placement in order to successfully complete the tasks. Document and provide all the information being required for each task component. This project is divided into two (2) tasks: Promote inclusionRespect diversity Task 1: Promote inclusion Review the service’s philosophy, policies and practices or interview your nominated supervisor to be able to complete the table below.What is the service’s philosophy regarding inclusion, equity and diversity?     Obtain a copy of the service’s policies and highlight the areas relating to inclusion, equity and diversity. Submit the copy with your highlights and provide the filename.Filename:      Briefly describe how the service put into practice their philosophy and policies relating to inclusion, equity and diversity.      Interview an early childhood educator in your vocational work placement and ask him or her to describe the service’s practice on ensuring that curriculum decisions are made with a view to promoting inclusion and participation of all children. Guidance: Ask the educator to describe the process they underwent in making curriculum decisions and making sure that it supports inclusion of all children attending the service.Briefly describe the educator’s response below:      Observe the daily activities and practices in the centre aimed to promote inclusion. List at least three (3) practices which you think are equitable and effective in ensuring that all children have opportunities to achieve learning outcomes. Explain why each practice is equitable and effective.Practice #1:      Practice #2:      Practice #3:       Reflect on your interactions with children and their families in the service. List five (5) actions that you have done during your vocational work placement that demonstrates your belief in children’s capacity to succeed. Be as specific as possible in your enumeration.                           To be able to promote inclusion, you have to develop your professional knowledge and work in partnership with families, communities and other services and agencies. List two (2) ways you can develop your professional knowledge regarding inclusion.           List ways on how you can work in partnership with families, communities and other services and agencies (one (1) for each).Families:       Communities:       Other services and agencies:       Task 2: Respect diversity Describe a specific time in your vocational work placement where you valued different capacities and abilities, and respected differences in families’ home lives.       Briefly explain the importance of creating a learning environment that respects diversity and provides opportunities for children to explore diversity and its contribution to the richness of society.       Recall and describe a time in your vocational placement when you provided children with opportunities to explore the richness of diversity.       Describe how you, as an early childhood educator, uphold all children’s rights so that their cultures, identities, abilities and strengths are acknowledged and valued in curriculum decision making in the service. Guidance: You may refer to the Early Years Learning Framework (EYLF) when answering this question.       End of document