Early Childhood Education and Care - Draft 2 Validation

CHCECE048_Plan and implement children's education and care curriculum Draft 2

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Unit application and prerequisites

UNIT CODE

CHCECE048

UNIT TITLE

Plan and implement children’s education and care curriculum

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate curriculum over a period of time to foster children’s learning and development.

 

This unit applies to educators who both develop and implement curriculum in the context of an approved learning framework in children’s education and care services. Work is undertaken independently, but according to the philosophy of the service.

 

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

7 Comments

Suggested alternative wording and reworking

"Alternative wording suggestions Rationale: the name, elements and performance criteria need to draw on all elements of the current NQF without too much muddying of the waters. Curriculum needs to be seen as the overall structure incorporating aims and goals; content and subject matter; methods or procedures and processes for reflection, evaluation and assessment - based on the approved learning framework. The program is the plan for the practical implementation of the curriculum. The EYLF definition of curriculum is not helpful in a broader educational context. The same definition is given to programming in the MTOP! Unit application and prerequisites UNIT CODE CHCECE048 UNIT TITLE Plan and implement educational and care programs for young children APPLICATION This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate programs to foster young children’s learning and development. This unit applies to educators and teachers who use an approved learning framework to guide curriculum decision-making in early childhood education and care services. Work is undertaken independently according to the philosophy of the service. 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 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. Use a range of sources to inform curriculum decision-making. 1.1 Identify information about each child’s current knowledge, strengths, ideas, culture, abilities and interests. 1.2 Collect and use information about the service setting, philosophy and policies to guide curriculum design and on-going programming. 1.3 Seek feedback from colleagues, children and families about on-going programming and learning environments using formal and informal methods. 1.4 Consider local community contexts and events when selecting curriculum content and planning the on-going program. 1.5 Use contemporary knowledge about early learning, development and educational practice to frame curriculum decision-making. 2. Design curriculum and learning experiences in accord with an approved learning framework. 2.1 Use information about the development and learning of individual children and groups of children to inform the design 2.2 Clarify intentions, learning environments and educator roles using the approved framework’s learning outcomes, principles and practices. 2.3 Design an on-going program, environments, routines and transitions that foster active, holistic learning and development. 2.4 Integrate a balance between child-initiated and educator-supported learning by providing opportunities for scaffolding learning and development 2.5 Allow for planned and unplanned experiences. 3. Implement curriculum and learning experiences. 3.1 Access sufficient materials and set up inclusive learning opportunities that allow every child to engage in play-based learning. 3.2 Use responsive techniques and intentional teaching to co-construct meaning with children and ensure there are sustained interactions. 3.3 Model positive learning dispositions and scaffold learning in ways that support children’s development over time. 3.4 Identify spontaneous teachable moments as they occur and use them to build on children’s learning. 3.5 Document and reflect on children’s participation in the program with reference to an approved learning framework. 4. Evaluate teaching and learning. 4.1 Critically reflect on children’s learning and development, both as individuals and in groups to refine curriculum and on-going program. 4.2 Use critical reflection about children’s responses, planned and unplanned outcomes and own pedagogical practices to identify future curriculum refinements. 4.3 Identify and use opportunities to share information and program outcomes with colleagues, families and children. 4.4 Reflect and evaluate regularly and collaboratively and document according to services guidelines 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 the learning framework. Writing skills to: • document curriculum and record evaluations Oral communication skills to: • Numeracy skills to: • Learning skills to: • Problem-solving skills to: • Initiative and enterprise skills to: • Teamwork skills to: • Planning and organising skills to: • Self-management skills to: • Technology skills to: • document curriculum and record evaluations using digital media. UNIT MAPPING INFORMATION No equivalent unit. LINKS Performance evidence TITLE Assessment Requirements for CHCECE048 Plan and implement children’s education and care curriculum 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: • plan, document, and implement a curriculum and on-going program that incorporates development and learning for: o three individual children o a group of at least five children • planning must include all of the following: o play experiences o routines o transitions o indoor and outdoor activities • use collaboration and critical reflection to evaluate the implemented curriculum and on-going program • document the evaluation process and outcomes for the implemented curriculum and on-going program • perform the activities outlined in the performance criteria of this unit during at least 280 hours of work in at least one children’s service, of which 240 must be in a regulated education and care service in Australia. Knowledge evidence KNOWLEDGE EVIDENCE Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit: • requirements of the following National Quality Standard(s) and related regulations and laws applicable to this unit, including: o educational program and practice o health and safety o physical environment o relationships with children • the principles and practices of the approved learning framework and related contemporary knowledge • how a service develops a specific philosophy and the link to curriculum design • stages of the curriculum planning cycle and how to manage that cycle: o using information o planning o implementation o reflection, evaluation and review • strategies for curriculum planning: o linking the collection and analysis of information to planning for each child’s play and learning o using the learning framework to inform planning with appropriate links to the principles, practices and learning outcomes o incorporating consultation, collaboration and communication with: • children • families • other educators o planning environments, opportunities and experiences o using daily interactions to promote play and learning o using intentional teaching strategies o developing documentation methods o developing monitoring and assessment strategies and tools • strategies for curriculum implementation: o using the learning framework to guide the way plans are put into practice o collaborating with children, families and educators o creating opportunities and environments that support play, learning and development o actively engaging with children to support and co-construct learning o modelling positive learning dispositions o using professional judgment to vary plans in response to children’s needs and emerging interests • the need for multiple perspectives and how educators can encourage and support collaborative critical reflection in the service • reflective practice: o what is critical reflection o why and how educators use critical reflection o what is meaningful reflection? Assessment conditions ASSESSMENT CONDITIONS Skills must be demonstrated in a regulated education and care service in Australia: • the assessor must directly observe the following aspects of Performance Evidence: o implementation of one aspect of the curriculum • observation must be supplemented by authenticated third-party reports and other forms of evidence • an approved early childhood educator must supervise interactions with children. Skills related to identifying information, design and evaluation may be demonstrated outside of the service. Assessment must ensure access to: • information technology • National Quality Framework for Early Childhood Education and Care o National Quality Standard o the relevant approved national learning framework • service standards, policies and procedures for: o educational program and practice o health and safety o physical environment o relationships with children • children between the ages of birth to six years in a regulated education and care service. Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors."

Maree Aldwinckle 28.05.2019 06.31PM

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1 Reply

"Maree, I think we are on the same wavelength. Getting back to the learning framework planning cycle. Currently it seems to go in and out is inconsistent in a variety of ways."

Debbie Conway 28.05.2019 07.49PM

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Title of unit

"Use of word curriculum in the title is problematic. Although 'curriculum' is used by EYLF, the regulations and the NQF still talk about 'program'. In the field, these terms are often used interchangeably, and many educators and teachers are very confused. The popular EC textbook for this area is still called 'Programming and planning in Early Childhood Services'. Strongly suggest the term program be used. What about Plan and implement educational and care programs for young children. "

Maree Aldwinckle 28.05.2019 02.36PM

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CHCECE048-entire unit

"I have been spending lots of time trying to map out how this unit (and 047 - which I feel should be linked together to reduce a massive load of repetition and create a flow) can be developed into a lesson plan set out to make sense to a learner and included in a way that links to the planning cycle in the EYLF etc. I am struggling to do this and worry that it has become intertwined in such a way that its meaning will be lost. Maybe both these curriculum planning units need to get right back to elements of the cycle that include observe, question, plan, act and reflect. At present it goes in and out of each of the areas. For example, evaluation of the current curriculum is separated from evaluation and reflection (including critical reflection) on teaching and learning. Curriculum planning is already a challenge for learners, it would be good to make these units simple, not only so the learner is able to concentrate on creating strong curriculum, but also so trainer assessors can easily put a learning plan together that will be understood and capture the essence of the units. Referring back to the language used in the planning cycle would make a world of difference. Using additional wording is troublesome and can cause confusion and loss of contemporary goals."

Debbie Conway 16.05.2019 12.35PM

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Underpinning knowledge

"Students would benefit from the underpinning knowledge from CHCECE034 & CHCECE036 "

Susan Downey 30.04.2019 01.21PM

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"Work is undertaken independently, but according to the philosophy of the service. remove the comma (,) and the word( 'but')"

Nancy Pavlovic 04.03.2019 02.26PM

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Unit application description

"Changes to wording are an improvement."

Lorraine Walker 22.02.2019 04.30PM

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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. Seek information to inform curriculum design.

 

    1. Seek feedback from colleagues, children and families on current curriculum and learning environments using formal and informal communication methods.
    2. Evaluate capacity of current service practice to support all aspects of children’s learning and provide opportunities for sustained shared thinking and collaborative learning.
    3. Identify and reflect on how the philosophy and policies of the service may impact curriculum design and adaptation.
    4. Establish current strengths and goals for improvement from information gathered.
  1. Design curriculum.

 

 

    1. Identify and access information from observations and analysis that will inform design.
    2. Clarify specific objectives, learning environments and educator roles using the approved framework’s learning outcomes, principles and practices.
    3. Design curriculum and environments that foster holistic learning and provide continuity of learning and transitions.
    4. Provide the opportunity for scaffolding learning and development.
    5. Integrate a balance between child-initiated and educator-       supported learning.
    6. Plan the monitoring and assessment of children’s learning consistent with the principles and practices of the approved framework and allow for planned and unplanned experiences.
    7. Document the curriculum according to service guidelines.
  1. Implement curriculum.

 

 

    1. Identify and access required materials for learning opportunities.
    2. Set up the physical environment according to requirements of the learning experience.
    3. Use techniques and intentional teaching to co-construct meaning with children and ensure there are sustained interactions.
    4. Scaffold learning in ways that support children’s development over time.
    5. Identify spontaneous teachable moments as they occur and use them to build on children’s learning.
    6. Model and promote positive learning dispositions.
  1. Evaluate teaching and learning.
    1. Monitor children’s learning and use critical reflection of outcomes and own pedagogical practices for continuous refinement.
    2. Identify and use opportunities to gather feedback from colleagues, families and children.
    3. Use and expand on children’s ideas and skills to refine curriculum
    4. Evaluate and critically reflect on planned and unplanned teaching and learning, in the context of the approved frameworks.
    5. Make evaluation a regular collaborative activity, and document outcomes according to service guidelines.
    6. Use evaluation outcomes to influence the design of future curriculum.

2 Comments

Elements and performance criteria

"Overall, new wording of all Elements are an improvement, and some of it provides for more in-depth content in this unit. Although there are inconsistencies with terminology (i.e. ‘plan’ is used in the new title and in the Performance Evidence but ‘design’ is still used in the Elements and PCs. Also, 2.5 ‘Integrate a balance between child-initiated and educator- supported learning’ is almost a repeat of CHCECE042 4.6. "

Lorraine Walker 22.02.2019 04.30PM

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1 Reply

"I feel the unit flows well too and draws on the knowledge of previous units and specifically 042 and 047."

Anne Parker 16.05.2019 02.57PM

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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 the learning framework.

Writing skills to:

  •  

Oral communication skills to:

  •  

Numeracy skills to:

  •  

Learning skills to:

  •  

Problem-solving skills to:

  •  

Initiative and enterprise skills to:

  •  

Teamwork skills to:

  •  

Planning and organising skills to:

  •  

Self-management skills to:

  •  

Technology skills to:

  • document curriculum and record evaluations using digital media.

UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

 

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCECE048 Plan and implement children’s education and care curriculum

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:

  • plan, document and implement a curriculum that incorporates development and learning for:
    • three individual children
    • a group of at least five children
  • curriculum must include all of the following:
    • play experiences
    • routines
    • transitions
    • indoor and outdoor activities
  • use collaboration and critical reflection to evaluate the implemented curriculum
  • document the evaluation process and outcomes for the implemented curriculum
  • perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work in at least one children’s service, of which 240 must be in a regulated education and care service in Australia.

2 Comments

"Is it worth articulating the age /s range of the children?"

Nancy Pavlovic 04.03.2019 02.28PM

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Performance evidence

"Improved wording."

Lorraine Walker 22.02.2019 04.31PM

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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 following National Quality Standard(s) and related regulations and laws applicable to this unit including:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
  • the pedagogy of the approved learning framework and related current and emerging thinking
  • how and why a service might have or develop a specific philosophy and the potential impact on curriculum design
  • stages of the curriculum planning cycle and how to manage that cycle:
    • collecting information
    • questioning / analysing information
    • planning
    • implementation
    • review and reflection
  • strategies for curriculum planning:
    • linking the collection and analysis of information to planning for each child’s play and learning
    • using the learning framework to inform plans with appropriate links to the principles, practices and learning outcomes
    • incorporating consultation, collaboration and communication:
      • children
      • families
      • other educators
    • planning environments, opportunities and experiences
    • using daily interactions to promote play and learning
    • planning intentional teaching strategies
    • documenting curriculum
    • developing monitoring and assessment strategies and tools
  • strategies for curriculum implementation:
    • using the learning framework to guide the way plans are put into practice
    • collaborating with children, families and educators
    • creating opportunities and environments that support play and learning
    • actively engaging with children to support and co-construct learning
    • modelling positive learning dispositions
    • using professional judgment to vary plans in response to children’s needs and emerging interests
  • the need for multiple perspectives and how educators can encourage and support collaborative critical reflection in the service
  • reflective practice:
    • what is critical reflection
    • why and how educators use critical reflection
    • what is meaningful reflection.

10 Comments

CHCECE048-KE

"Should this KE include NQS QA6 - collaborative partnerships with families and communities. This aligns with content about collaboration and gathering feedback. It is also vital that educators 'GET' element 6.1.2 (expertise of families respected and decision making included) in particular, and create curriculum that belongs to the service community rather than being focused on the educators opinion."

Debbie Conway 05.05.2019 04.45PM

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2 Replies

"Also NQS QA7 7.1.1 re philosophy."

Debbie Conway 05.05.2019 05.06PM

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"Maybe the addition of a "families" dot point in the "requirements of the National standards" is what is needed so that it is clear that this is a knowledge assessment too."

Anne Parker 06.05.2019 11.17AM

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"Perhaps clarify: the pedagogy of the approved learning framework and related current and emerging thinking as per jurisdiction (given different frameworks are available. "

Nancy Pavlovic 04.03.2019 02.30PM

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Knowledge evidence

"More detailed so an improvement. "

Lorraine Walker 22.02.2019 04.31PM

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KE2.0

"KE2.0 refers to "the pedagogy of THE approved learning framework and related current and emerging thinking." Does this refer to the EYLF?"

Theo Aman 15.01.2019 02.59PM

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4 Replies

"This unit is related to early childhood so the EYLF is the appropriate 'national' framework. I have been talking to ACECQA as there is an issue with other frameworks (WA/VIC). The regulations only include the WA framework as relevant. The ACECQA website only mentions the VEYLDF. They are planning to put the WA framework on their website, however, have not returned to me yet with their plans for the VEYLDF. It would seem that either it needs to be noticed as not approved, or regulations need to be amended. Bit scary that none of us have noticed this."

Debbie Conway 15.01.2019 03.20PM

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"That's very interesting and informative. Thanks, Debbie 😊"

Theo Aman 15.01.2019 03.33PM

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"ACECQA have confirmed that EYLF and MTOP are national approved learning frameworks. The WA framework is approved as it is part of WA curriculum guidelines. The VEYLDF is same."

Debbie Conway 05.05.2019 04.40PM

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"thanks for the up date"

Anne Parker 06.05.2019 11.13AM

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Assessment conditions

ASSESSMENT CONDITIONS

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

  • the following aspects of Performance Evidence must be directly observed by the assessor:
    • implementation of one aspect of the curriculum
  • observation must be supplemented by authenticated third party reports and other forms of evidence
  • interactions with children must be supervised by an approved early childhood educator.

 

Skills related to research, design and evaluation may be demonstrated outside of the service.

 

Assessment must ensure access to:

  • information technology
  • National Quality Framework for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved national learning framework
  • service standards, policies and procedures for:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
  • children between the ages of birth to six years in a regulated education and care service.

 

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

LINKS

 

6 Comments

supervised by an 'approved' early childhood educator?

"An 'approved' early childhood educator? 'Approved by who? Probably 'qualified'?"

Mihaela El Azzi 13.08.2019 12.55PM

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

"What is the purpose of this-it is in a lot of units-this should not affect a student assessment however it may have come in to the units as a requirement for traineeships and supervision? "

Anne Parker 06.05.2019 11.20AM

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Observation

"Direct observation of the implementation of one aspect of the curriculum is not adequate for this 280 hour unit. Observation of interactions with children in different aspects of the curriculum on at least two occasions over a period of time would seem more appropriate. "

Susan Downey 30.04.2019 01.19PM

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Information technology???

"I wonder why this is an assessment condition. An effective curriculum is not dependent of IT, though this may now be common. To make it a requirement may unnecessarily disadvantage."

Alison Balcombe 29.03.2019 09.21AM

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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 17.01.2019 10.46AM

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1 Reply

"clarification rquired on "information technology""

Sue Dahlenburg 28.02.2019 09.11AM

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