Early Childhood Education and Care - Draft 2 Validation

CHCECE030_Support inclusion and diversity Draft 2

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Unit application and prerequisites

UNIT CODE

CHCECE030

UNIT TITLE

Support inclusion and diversity

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity and support children’s understanding.

 

This unit applies to all educators who work in children’s education and care services.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

PREREQUISTE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

 

UNIT SECTOR

Children’s Education and Care

3 Comments

SPELLING ERROR

"Should be PREREQUISITE not PREREQUISTE in tables of all units."

Jane Morton 28.03.2019 04.47PM

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Unit application description

"The application description has been simplified which appears to make it clearer to understand but it is at the detriment of important terminology such as cultural competence. This terminology forms part of the NQS and the EYLF and therefore needs to be introduced to students. It is implied but not stated in this description. A revision somewhere between the description used for CHCECE001 and CHCECE030 would be more apt."

Lorraine Walker 21.02.2019 02.28PM

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Test

"Test comment"

Tessa Spriggens 18.01.2019 10.02AM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Reflect on values and biases.
    1. Identify aspects of own family background or history which may influence current values, beliefs and attitudes.
    2. Identify potential impact of own background on interactions and relationships with people from different backgrounds using critical reflection.
    3. Identify and act on ways to improve self and social awareness of the impact of discrimination.
  1. Demonstrate respect for inclusion and diversity
    1. Use communication skills that role-model open, inclusive, ethical interactions with children, families and colleagues.
    2. Identify, use and support opportunities that encourage and promote participation by all individuals and groups.
    3. Use inclusive work practices that support cultural safety.
  1. Support children’s understanding of inclusion and diversity.
    1. Identify and use opportunities that build on the diverse backgrounds of children and families in the service
    2. Identify and consult with community members and follow community protocols to obtain or share knowledge of local cultural groups.
    3. Provide children with opportunities to learn about similarities and differences, and how we can learn to live together.
    4. Engage children in collaborative discussions about respectful and equal relations.
    5. Observe children’s interactions and participation and identify and communicate any needs for additional support to improve inclusive relationships.
    6. Engage with peers, mentors or others to support individual children with specific needs.

12 Comments

Critical Reflection

"think using the terminology "reflective practice" is better suited to this level qualification "

Sue Wyatt 23.04.2019 01.24PM

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Cert III ECEC qualification in rural and remote areas.

"• More flexibility in obtaining Cert III ECEC qualifications is required in rural and remote areas to enable families to access any child care; otherwise these families will miss out altogether. ICPA (Aust) is grateful for the two temporary provisions for rural and remote families available until January 2020 but being supervised by a qualified educator for 20% of the time whilst the IHC educator is studying for her Certificate III in ECEC can be difficult if phone and internet services are not working adequately. Also, distance from support or the Registered Training Organisation would prove problematic. • Would the now available Cert III Educational Support training through RuralBiz in NSW be sufficient to provide In Home Care to school-aged children? • There is a need for waivers, which are currently available for child care centres in rural and remote areas having difficulty accessing qualified ECEC staff, to be made easier to come by so that primary school teachers can educate the preschoolers instead of early childhood teachers, to prevent closure of kindergarten/preschool facilities as they are already in short supply. "

Jane Morton 28.03.2019 04.53PM

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3.2 Identify and consult with community members

"for Cert III I would recommend simplifying this PC, this language leans toward the practices supporting cultural safety. Certificate III educators need to begin with focusing on the children and families they are engaged with, to jump straight to consultation and addressing protocols overrides this"

Susan Werner 19.03.2019 09.20AM

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1 Reply

"agree Susan - this is a supporting role and asking a Cert III level to consult is unrealistic. This is AQF3 level "

Sue Wyatt 23.04.2019 01.21PM

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1.2 critical reflection

"Critical reflection is a very specific process that is functioned at a higher level than certificate III. I would advocate that this is changed to just reflection."

Susan Werner 19.03.2019 09.14AM

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1 Reply

"I agree, maybe it could say '1.2 Reflect on the potential impact of own background on interactions and relationships with people from different backgrounds'"

Nicole Kilner 30.03.2019 08.08AM

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Element 3.3

"I feel that his element refers to providing opportunities for children. This should be reinforced in the Knowledge section that this should be in line with either EYLF or MTOP or other approved learning framework"

Anne Parker 22.02.2019 04.19PM

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Elements and performance criteria

"There are streamlined elements and performance criteria but they are not necessarily easier to interpret as some wording involves students developing in-depth understanding of the language and concepts used in the context of the unit. So, streamlining has led to over-simplification. For example – critical reflection, cultural safety and cultural groups. "

Lorraine Walker 21.02.2019 02.29PM

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implicit rather than explicit

"2.3 'support cultural safety' with children, families and communities"

tony woolrich 17.12.2018 01.46PM

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2 Replies

"Cultural safety is very specific terminology that has been included here in a very simplistic manner. I believe the discussion of cultural safety aligns more correctly in CHCECE054 and would replace it in this unit with cultural competence as per the frameworks."

Susan Werner 19.03.2019 09.04AM

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"Agree Susan - I endose this feedback "

Sue Wyatt 23.04.2019 01.22PM

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The what and the why

"3.4 does not include a 'why' just the what.."

tony woolrich 17.12.2018 01.43PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Reading skills to:

  • interpret unfamiliar information of varying complexity.

Writing skills to:

  • Complete observation records.

Oral communication skills to:

  • Share information with appropriate personnel.

Numeracy skills to:

  •  

Learning skills to:

  •  

Problem-solving skills to:

  • Respond to challenging situations in a positive manner.

Initiative and enterprise skills to:

  • Identify and use appropriate opportunities to support inclusion and diversity.

Teamwork skills to:

  •  

Planning and organising skills to:

  •  

Self-management skills to:

  •  

Technology skills to:

  •  

 

  •  

UNIT MAPPING INFORMATION

No equivalent unit.

 

LINKS

Companion Volume Implementation Guide

1 Comments

Foundation skills

"the ability to plan should be on here as element 3 asks them to provide opportunities etc."

Anne Parker 22.02.2019 04.22PM

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Performance evidence

TITLE

Assessment Requirements for CHCECE030 Support inclusion and diversity

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • use critical reflection to explore impact of own values and biases and discuss the reflection process and outcome with a workplace or learning supervisor on two occasions
  • identify and describe aspects of diversity and inclusion in one service or community:
    • nature of diversity
    • how diversity and inclusion is supported
  • identify and use three different opportunities to support inclusion and diversity with children in daily practice.

9 Comments

Performance evidence requirements often written in a way more suited to knoweldge evidence

"There are many occasions throughout all units where performance evidence includes things that cannot easily be observed. This becomes a real issue when auditors enforce that everything that is performance evidence must be observed in the workplace. There needs to be more thought given around what exactly must be observed within a service and what could be achieved in a written assessment and make this clear. It can be seen that there is a move forward towards doing this which is great, however it needs to be consistent throughout all units. An example of this is 'Identify and describe aspects of diversity and inclusion in one service or community'. This does not read as performance evidence, how would this actually be observed? It is better suited written as Knowledge evidence or in the elements where they could write their answers down and keep the performance evidence for those things that are observable."

ECTARC Illawarra Area Child Care 25.03.2019 11.18AM

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identify and describe aspects of diversity and inclusion in one service or community: nature of dive

"This relates to knowledge not skill at it is not perform-able. Therefore this would either need to be moved to Knowledge performance or reworded to reflect a skill that is able to be demonstrated"

Nancy Pavlovic 19.03.2019 11.35AM

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Performance evidence

"As per my previous comment for the qualification - Overall, in regard to all chapters, consideration for the use of a process of reflection at Certificate III level vs. a more high order critical reflection process at Diploma level needs to be determined and clearly defined."

Lorraine Walker 21.02.2019 02.30PM

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1 Reply

"I agree"

Nicole Kilner 30.03.2019 08.24AM

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Point 3 in performance evidence

"Point 3 is a good task."

Nicola Johnston 15.01.2019 06.02PM

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On two occasions

"Curious, why does this need to occur on 2 occasions? Discussing your own biases with a workplace supervisor can be a delicate conversation. Once should be enough. We also must consider the time available of the workplace supervisor."

Nicola Johnston 15.01.2019 06.01PM

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3 Replies

"This performance criteria can’t be assessed - how does a trainer assess a discussion between the student and their supervisor unless the trainer is present or the supervisor provides written feedback? The only thing a trainer can do is verify that a conversation took place. This is an inappropriate performance criteria. Not everyone is comfortable talking about their cultural values - what happens if they clash with those of the supervisor? Not all supervisors have the skills to manage such conversations! "

Karen Kearns 24.01.2019 09.14AM

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"I agree with the concerns of Karen and Nicola about the appropriateness of holding and assessing this conversation. It is certainly valuable to reflect as an individual, particularly as an early childhood educator, but sharing this deeply personal discussion once, let alone twice, may be an imposition on the time and privacy of the workplace supervisor."

Robyn Jurd 25.01.2019 12.10PM

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"Yes very good points raised by Karen and Robyn and with such diverse cohorts of students many with a sensitive back story sharing these time and time again could be very difficult and cause undue stress for some. "

Lisa Langdon 30.04.2019 01.21PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

 

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • requirements of the National Quality Standard(s) and related regulations and laws applicable to this unit including:
    • relationships with children
    • partnerships with families and community
  • Early Childhood Australia Code of Ethics
  • the concepts of inclusion diversity and cultural safety:
    • definition of terms and their application in a children’s education and care context
    • their role and importance in children’s education and care work
  • aspects of identity and culture that may affect an individual’s perspectives about inclusion and diversity
  • areas of diversity in society, their characteristics and how individuals may be affected in living their daily lives:
    • culture, race, ethnicity
    • disability
    • sex
    • generational
    • sexual orientation / sexual identity
  • service policies and initiatives that support inclusion and diversity:
    • engagement with local communities
    • sharing of cultural knowledge
    • experiencing diversity through activities and interactions
    • building on diverse backgrounds of children
  • techniques used by educators to role-model and support open, respectful, inclusive and ethical interactions in children:
    • showing awareness of and respect for individual culture, values and beliefs
    • acknowledging both similarities and differences
    • demonstrating positive attitudes to differences
    • using cross-cultural communication skills
  • potential needs of marginalised groups or individuals requiring support:
    • protective factors
    • physical, mental and emotional health and care needs.

6 Comments

Knowledge evidence

"Diversity in society should also include family dynamic: single parents/ same-sex families, blended families etc"

Susan Werner 19.03.2019 09.23AM

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Support inclusion and diversity

"The PC’s are multiplied by 3-5 variations in each and whilst they cover many activities can be subjective and difficult to objectively assess. PE’s and Assessment conditions do not promote equity, flexibility or access - the following aspects of the Performance Evidence must be directly observed by the assessor: critical reflection – suggest remove critical as it denotes a higher level of reflection than required, why do personal reflections need to be discussed with a supervisor? Should they not be discussed with the assessor? Having a conversation where opinions may differ could be difficult for some students and a time consuming exercise for the supervisor. Identify and use three opportunities to support inclusion and diversity in interpersonal communications with children in daily practice – this could be an opportunity for a student to develop a portfolio of activities that develop an understanding of the complexity of diversity and inclusion to be submitted as an assessment item and should be aligned to approved learning frameworks. Performance evidence states 3 different opportunities to support inclusion and diversity with children in daily practice and assessment conditions states 1 opportunity to support inclusion and diversity in interpersonal communications with children in daily practice – is this then 4 times? Suggest replace 'Directly observed' with 'Direct evidence needs to be gathered to demonstrate'..." observation must be supplemented by authenticated third party reports and other forms of evidence – if the assessment requires being directly observed by an assessor why is supplementary evidence also required as there is also knowledge assessment to be demonstrated Interactions with babies, toddlers or children must be supervised by a qualified early childhood educator – not all educators are qualified in all services, however the RTO assessor has to be qualified in order to assess but will the RTO assessor be allowed to ‘interact’ with children? Are they not there to observe? How many interactions are required to be observed? Assessment conditions should specify that this unit needs to be completed in a regulated service as an unregulated environment may not provide all of the requirements Reference to NQF removed from home day care unit as did not seem relevant to this unit"

steven schumann 14.03.2019 05.44PM

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Useful unit

"This is a very useful unit and I applaud the reflection of values. I think further clarification of culture would be beneficial that is culture is not just about race or ethnicity. Perhaps separating the word itself from race and ethnicity and making it the heading. Expansion of inclusive practice in regard to ability would also be beneficial although the relationships unit does cover to some extent."

Robyn O'Neill 03.03.2019 01.02PM

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1 Reply

"Agreed"

Susan Werner 19.03.2019 09.22AM

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Knowledge evidence

"There is no direct reference to cultural competence and the EYLF although it is mentioned in the assessment conditions section. No reference to a process of reflection, cultural safety or cultural groups although they are included in the performance criteria. These inclusions would help deter misinterpretation. "

Lorraine Walker 21.02.2019 02.31PM

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1 Reply

"there is no mention of cultural security either"

Anne Parker 14.03.2019 07.58PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a children’s education and care service in Australia:

  • the following aspects of the Performance Evidence must be directly observed by the assessor:
    • interactions between children in a service
    • identify and use one opportunity to support inclusion and diversity in interpersonal communications with children in daily practice
  • observation must be supplemented by authenticated third party reports and other forms of evidence
  • interactions with babies, toddlers or children must be supervised by a qualified early childhood educator.

 

Skills related to reflection and research may be demonstrated outside of the service.

 

Assessment must ensure access to:

  • service policies for inclusion
  • National Quality Framework for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved national learning framework
  • Early Childhood Australia Code of Ethics
  • service standards, policies and procedures for:
    • relationships with children
    • partnerships with families and communities
  • children in an education and care service.

 

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

LINKS

Companion Volume Implementation Guide

21 Comments

Assessent conditions

"I think the requirement for direct observation should stay and be strengthened, so that all students are visited by an assessor at some point. This is very important for an overall high quality program and we cannot assume that the person supervising the student has provided sufficient, accurate, correct training (there are plenty of under-performing services who fail to meet the standards). Secondly, supervisors are not assessors and secondary evidence should not be relied upon to make a judgement on critical aspects of the unit, which is then used as the basis for issuing a qualification. The supervisor evidence is supplementary to authenticate what the assessor observed as being true and fair of the student's performance over the duration of the placement. Students and workplaces, who are absent from this discussion and consultation process, overwhelmingly agree that an assessor needs to visit the workplace to provide support, mentoring and guidance. It is important that we develop these courses based on the needs of industry and the student - not our business models. It is also important to have a trainer visit the service on the rare (but common enough) occasion when something goes wrong such as a dispute between the student and the educator. Workplaces who agree to take students almost always for free, deserve adequate support from the RTO."

Adam Green 20.08.2019 11.06AM

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3 Replies

"Hi Adam, I see where you are coming from and history has provided cause for concern making it understandable that many are reluctant to change their methods of delivery, however we must not be seen to be disadvantaging students just because an RTO cannot get an assessor out to remote areas because the delivery package dictates so. Also just because an assessor does not visit a service, does not mean in any way that the workplaces are not supported. Recent VET trends are showing more need for courses to be delivered online to meet learner needs – Learner expectations for when and where they will learn are also changing, and there is quantitative variation between prospective and current students (EYGL, 2018): ● 22% of current students preferred for the majority of their degree to be delivered online compared to 42% of prospective students ● 43% of current students indicated that availability of online study plays an important role in course selection versus 58% of prospective students ● 37% of current students believe that online learning is as effective as traditional learning compared to 49% of prospective students (retrieved from: https://itali.uq.edu.au/files/1240/Discussion-paper-Higher-Education-Landscape_%20Trends-and-Implications.pdf ) – AND from page 5: The overall trend of more favourable attitudes toward online delivery from prospective students and growth in lifelong learning for professionals signal a need to rethink the traditional, on-campus only model of learning. This is for higher education and the VET sector has a responsibility to keep up. There are many ways to be able to deliver to the needs of a learner and maintain quality of learning and evidence. Despite those that have not done so with quality and have tainted the aspect, there are still those who have done it with high quality and have received accolades from those associated with ASQA. I do agree with you though, we must think of the needs of our learners and by ensuring the appropriate direct evidence rules are applied and it is not just to be demonstrated through direct observation, then the needs of our learners will be met. "

Nicola Johnston 21.08.2019 10.32AM

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"Hi Nicola International Child Care College delivers theory online and it works very well. We have recieved accolades from ASQA, NCVER & state trianing! We have a 98% completion rate and a very high satisfaction rate from students who can be linked to a wide range of learning resources. There are over 130 RTOs' who use our platform (Public and Private). We also pride ourselves in visiting and supporting students and services to ensure timely observation of practices. I have also quantified the time required for the completion of all workplace tasks by taking into at home prep, consultation with workplace supervisor, execution of task and followup evaluation/report by student. My calculations show it takes 120 hours for students to complete their workplace tasks (that's if everything runs smoothly). This effectively leaves student no time just to practice, observe and be part of the team. I despair when I see the many comments suggesting more content knowledge. We need to establish a solid foundation of key knowledge/skills which would allow for ongoing learning via skill sets. The recent research related to the length of courses and the volume of learning as a factor in the retention or dropout of students is something everyone who s contributing to this consultation should read. 'Do course durations matter to training quality and outcomes?' NCVER. Regards Karen Kearns"

Karen Kearns 21.08.2019 04.40PM

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"I completely agree Karen. We deliver in a very similar way. You may have misinterpreted my point above though, its from the assessing point of view regarding direct observation, not the student point of view of only completing the course fully online with no industry experience resulting in more content knowledge (i think that is what you are referring to above correct?). It is absolutely imperative they do perform tasks on the job and are assessed in doing so and the course is not just theory based nor should we add more theory to it as it is quite intensive already. The amount of hours experience required per course currently is quite fair and substantial for what is needed. My point is in relation to observing- an assessor can not physically step foot into a service for every task that needs to be observed and as you have outlined above, there are many ways direct evidence (not at all referring to third party references which are supplementary evidence only) can be gathered to demonstrate a students competence and maintain quality of delivery for both the student and workplace."

Nicola Johnston 21.08.2019 05.54PM

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Evidence collection

"I believe there is too many forms of evidence required. The statement 'observation must be supplemented by authenticated third party reports and other forms of evidence' assumes that assessors would need to directly observe (as per previous point), gain third party reports, and additionally have further evidence (I am assuming examples such as reflection diaries, workplace tasks etc.). I find this would mean there would be 3 types of assessment in order to mark off each observable practice. I believe this may be too much and it should be at least changed to 'observation must be supplemented by authenticated third party reports OR other forms of evidence' or 'if direct observation cannot occur evidence must be found through authenticated third party reports and other forms of evidence'"

Nicole Kilner 30.03.2019 08.23AM

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1 Reply

"I think the requirement for direct observation should stay and be strengthened, so that all students are visited by an assessor at some point. This is very important for an overall high quality program and we cannot assume that the person supervising the student has provided sufficient, accurate, correct training (there are plenty of under-performing services who fail to meet the standards). Secondly, supervisors are not assessors and secondary evidence should not be relied upon to make a judgement on critical aspects of the unit, which is then used as the basis for issuing a qualification. The supervisor evidence is supplementary to authenticate what the assessor observed as being true and fair of the student's performance over the duration of the placement. Students and workplaces, who are absent from this discussion and consultation process, overwhelmingly agree that an assessor needs to visit the workplace to provide support, mentoring and guidance. It is important that we develop these courses based on the needs of industry and the student - not our business models. It is also important to have a trainer visit the service on the rare (but common enough) occasion when something goes wrong such as a dispute between the student and the educator. Workplaces who agree to take students almost always for free, deserve adequate support from the RTO."

Adam Green 20.08.2019 11.03AM

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Assessment Conditions comments

"- 'Interactions with babies, toddlers or children must be supervised by a qualified educator'. What if they are already qualified and upgrading? - States 'Service policies for inclusion' and then 'service standards, policies and procedures...'. It seems unnecessary to mention policies twice in the assessment conditions– the second statement with the added words relevant to inclusion or to this unit would suffice. Also why does an assessor need to observe interactions between the children in a service?"

ECTARC Illawarra Area Child Care 25.03.2019 11.44AM

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"Directly observed"

"Please change this to direct evidence required. This will allow for flexibility of direct evidence for students located in regional and remote areas - something which has not been considered for draft 2. Perhaps wider consultation would identify difficulties faced by students who do not live in capital cities. This is discriminatory."

Sue Boyce 27.02.2019 12.05PM

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1 Reply

"I think the requirement for direct observation should stay and be strengthened, so that all students are visited by an assessor at some point. This is very important for an overall high quality program and we cannot assume that the person supervising the student has provided sufficient, accurate, correct training (there are plenty of under-performing services who fail to meet the standards). Secondly, supervisors are not assessors and secondary evidence should not be relied upon to make a judgement on critical aspects of the unit, which is then used as the basis for issuing a qualification. The supervisor evidence is supplementary to authenticate what the assessor observed as being true and fair of the student's performance over the duration of the placement. Students and workplaces, who are absent from this discussion and consultation process, overwhelmingly agree that an assessor needs to visit the workplace to provide support, mentoring and guidance. It is important that we develop these courses based on the needs of industry and the student - not our business models. It is also important to have a trainer visit the service on the rare (but common enough) occasion when something goes wrong such as a dispute between the student and the educator. Workplaces who agree to take students almost always for free, deserve adequate support from the RTO."

Adam Green 20.08.2019 11.05AM

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Assessment conditions

"On re-reading this I have a query. Does the following assessment criteria relate to the the candidates observations of children in Element 3? ◾observation must be supplemented by authenticated third party reports and other forms of evidence (this would make sense-that the workplace supervisor authenticates that this actually happened)"

Anne Parker 22.02.2019 04.30PM

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Assessment conditions

"'the following aspects of the Performance Evidence must be directly observed by the assessor: ◦interactions between children in a service' Why must an assessor observe 'interactions between children'? "

Robyn Jurd 25.01.2019 12.35PM

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3 Replies

"This makes no sense to me either."

Sue Boyce 27.02.2019 12.01PM

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"Agreed, this should say 'Interactions with children in a service' not 'between'. "

Nicole Kilner 30.03.2019 08.18AM

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"Agreed as per comments indicated from Sue and Nicole as well"

Lisa Langdon 30.04.2019 01.24PM

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Assessment conditions CHCECE030

"After stating that the Performance Evidence must be directly observed by the Assessor the second dot point appears redundant and vague “observation must be supplemented by authenticated third party reports and other forms of evidence” Also dot point 3 “interactions with babies, toddlers or children must be supervised by a qualified early childhood educator” makes assumptions that all regulated services have a qualified supervisor to supervise. Often in rural and remote areas the lead Educator is studying towards their certificate. The Assessor assesses their competence by direct observation and discussion, workplace tasks and knowledge based tasks. I think these dot points need clarification-if the purpose is to ensu8re that skills with children are directly observed stipulate this and “on more than one occasion” for other evidence “may” is a more suitable term "

Anne Parker 15.01.2019 07.36PM

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3 Replies

"I agree, I am puzzled why direct observation requires supplementary evidence. I am also interested to know how dot point 3 “interactions with babies, toddlers or children must be supervised by a qualified early childhood educator” will be occurring in a Family Day Care setting."

Robyn Jurd 25.01.2019 12.28PM

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"Agreed 'must be supervised by a qualified early childhood educator” makes assumptions that all regulated services have a qualified supervisor to supervise, this is not easy to achieve in Family Day Care environments"

Nancy Pavlovic 15.03.2019 05.17PM

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"Agreed, need to quantify what constitutes a third-party report eg: qualification level identified"

Susan Werner 19.03.2019 09.25AM

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Directly observed

"Alternate assessment method needs to be included for the circumstances where this can not OR does not occur. Suggest replace 'Directly observed' with 'Direct evidence needs to be gathered to demonstrate'..."

Nicola Johnston 15.01.2019 06.05PM

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2 Replies

"Good point Nicola!"

Karen Kearns 24.01.2019 09.15AM

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"Agree. "

Sue Wyatt 23.04.2019 02.47PM

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