Early Childhood Education and Care - Draft 2 Validation

CHCECE034_Use an approved learning framework to guide practice Draft 2

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Unit application and prerequisites

UNIT CODE

CHCECE034

UNIT TITLE

Use an approved learning framework to guide practice

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to source and use an approved childhood learning framework.

 

This unit applies to educators who support children’s learning according to established curriculum under the guidance of others 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

2 Comments

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Debbie Conway 22.01.2019 12.55PM

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CHCECE034

"Should this unit be CHCECE034 Use standards and frameworks to guide practice? There is no real place that the standards (NQS) fit and the learner needs to understand how this works to make everything come together."

Debbie Conway 14.01.2019 05.12PM

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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. Identify learning frameworks.
    1. Research the function of a learning framework in the context of children’s education and care.
    2. Determine the approved learning framework that applies to the service.
    3. Source and correctly interpret information on vision, principles, practices and learning outcomes of the relevant framework.
    4. Clarify the relationship between the framework and other aspects of relevant law and regulations.
  1. Apply the learning framework.
    1. Determine how the framework is applied to support educators’ practice.
    2. Utilise the framework to inform practices to support children’s learning, development and wellbeing.
  1. Review use of the learning framework.
    1. Identify situations where use of the framework positively supports children’s learning.
    2. Use positive examples from own experience and workplace observation as the basis for development of own practice.
    3. Identify opportunities to enhance own skills through critical reflection, and develop actions with supervisor.

8 Comments

Elements and performance criteria

"The addition of a new ‘Research the function of a learning framework in the context of children’s education and care’ 1.1 is an improvement if the term ‘research’ is intended to mean investigate at an applicable ACSF performance level. Also, I query re appropriateness of the term ‘critical reflection’ instead of previous ‘reflect on own practices’."

Lorraine Walker 21.02.2019 02.41PM

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Element 3

"I believe this element should be deleted - this is a skill expected at Diploma level - not a being Cert 3."

Karen Kearns 31.01.2019 04.12PM

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2.2

"What does this actually mean. How are students to ‘utilise’ the framework to inform practices when they are just being to learn about practices! "

Karen Kearns 31.01.2019 04.10PM

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CHCECE034 - PC2.2

"The word 'practice' in 2.2 is confusing to a cert III. They are already trying to get their head around the Practices of the framework and now they are looking at the 'practice' of... I wonder if it needs 'to inform practice' or could just be Utilise the framework to support children's learning, development and wellbeing. Or, Utilise the vision, principles, practices and learning outcomes to support children's learning. (if they are each being referred to)?"

Debbie Conway 30.01.2019 12.37PM

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CHCECE034

"The learning outcome are only mentioned in PC 1.3 as being sourced and interpreted and in the KE 2.4 as demonstrated knowledge required to complete tasks. If there are no real tasks does this make sense? Should the learning outcomes be added to performance evidence?"

Debbie Conway 22.01.2019 01.00PM

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CHCECE034 PC's

"PC 1.1: 'research' is a bit challenging for this unit which is delivered at cert III and usually one of the first units. It would be more suitable to be 'Understand'"

Debbie Conway 07.01.2019 03.04PM

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2 Replies

"Agree with Debbie, research implies a higher AQF Level, than is required here. However, 'Understand' is difficult to measure, observe or demonstrate. To link to the PE's and KE's listed below ' Summarise' might be more appropriate. ( refer to Revised Blooms Taxonomy for other choices) "

tony woolrich 08.01.2019 02.36PM

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"I agree Debbie , that "research" does not reflect an AQF level 3 learner"

Jodie Lindfield 29.01.2019 01.52PM

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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:

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Writing skills to:

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Oral communication skills to:

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Numeracy skills to:

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Learning skills to:

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Problem-solving skills to:

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Initiative and enterprise skills to:

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Teamwork skills to:

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Planning and organising skills to:

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Self-management skills to:

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Technology skills to:

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UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

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Performance evidence

TITLE

Assessment Requirements for CHCECE034 Use an approved learning framework to guide practice.

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:

  • participate in the implementation of an approved learning framework:
    • explain how the vision, principles and practices of the approved learning framework are demonstrated in the service
    • investigate and document at least one example of how each element of the vision, principles and practices of the approved learning framework is reflected in the service
    • document own involvement in at least three examples of practice that support the implementation of the approved framework in the service
    • use critical reflection to review use of the approved framework in the service and discuss the reflection process and outcome with a workplace or learning supervisor on two occasions.

3 Comments

PE clarity

"PE participate in the implementation of an approved learning framework is above the level and focus of a Certificate III student however the tasks listed underneath such as explain, document and reflect (not critical reflection) are applicable PE: What is classified as ‘examples of practice that support the implementation of the approved learning framework? What kind of and amount of ‘critical reflection’ needs to be done and discussed? What are the rules of evidence in providing details of the two occasions of discussion?"

steven schumann 19.03.2019 12.52PM

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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 02.41PM

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CHCECE034 - PE

"Just clarifying this statement in dot point 1.4 regarding critical reflection. This statement is unclear. Does it mean that: - the learner critically reflects on and reviews the approved framework, then discusses what they have found (relating to the framework) with another person on two occasions OR - the learner critically reflects on and reviews the approved framework, then discusses 'how' they reflected on the framework (the process of reflection) and what they found with another person on two occasions. OR (what seems it should be?) - the learner critically reflects on and reviews how they have been involved in the implementation of the approved framework (this could be three times if there is a flow on from dot point 1.3) then they discuss their reflections on this involvement with another person "

Debbie Conway 14.01.2019 05.23PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • the approved learning frameworks currently used in Australia
  • for the relevant approved learning framework:
    • overall vision and pedagogy
    • principles
    • practices
    • learning outcomes
  • key participants in the implementation of the approved learning framework and key features of collaborative practice
  • the different ways in which the learning framework can be integrated into all aspects of the curriculum:
    • daily practice
    • experiences
    • routines
  • reflective practice:
    • what is critical reflection
    • why and how educators use critical reflection
    • what makes for meaningful reflection
  • service standards, policies and procedures for:
    • educational program and practice.

4 Comments

"Perhaps modify 'the approved learning frameworks currently used in Australia' to identify all approved frameworks, then identify which framework is used in your state or jurisdiction / service Because at present is somewhat ambiguous"

Nancy Pavlovic 04.03.2019 12.20PM

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Knowledge evidence

"Draft 1’s version of the first point was more comprehensive: ‘the National Quality Standard(s) applicable to this unit: what it is / they are; the outcomes that contribute to the standard(s) being achieved; the link to the relevant approved learning framework.’ Suggest considering adapting the listed reflective practice criteria to one similar to CHCECE009 (i.e. reflection: what is a process of reflection, why and how do educators use a process of reflection, and what makes for meaningful reflection). "

Lorraine Walker 21.02.2019 02.42PM

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CHCECE034 - KE

"Would be good to add the NQS in"

Debbie Conway 14.01.2019 05.24PM

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CHCECE034 - KE

"Should knowledge evidence include knowledge of how the learning frameworks are connected to or relate to the NQF and its components?"

Debbie Conway 07.01.2019 05.01PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a regulated education and care service in Australia:

  • interactions with children must be supervised by an approved early childhood educator.

 

Skills related to the research, documentation and review aspects of performance may be demonstrated outside of the service.

 

Assessment must ensure access to:

  • information technology for research
  • National Quality Framework for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved learning framework
  • service standards, policies and procedures for:
    • educational program and practice.
    • educators and supervisor for collaborative activities
    • children in a regulated education and care service.

 

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

LINKS

Companion Volume Implementation Guide

1 Comments

assessment conditions clarity

"Stated that: The tasks must be completed in a regulated service, however it states that skills related to ‘research, documentation and review aspects of performance may be demonstrated outside of the service’ is this relevant when unregulated AND/OR unregistered services don’t employ the NQF and have no guarantee of related processes to regulated services? "

steven schumann 19.03.2019 12.52PM

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