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

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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.

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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

 

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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.

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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.

3 Comments

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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2 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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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

 

1 Comments

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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