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assessment task 3 – unit project student and train

Assessment task 3 – unit project student and trainer/assessor details

Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Student ID

Student name

Assessment Submission Method

  • Any other method

(Please mention here)

Assessment Plan

Assessment Conditions

This unit describes the skills and knowledge required to promote and encourage children’s agency.

  • Design, implement and evaluate learning experiences for children

  • Support children to participate

  • Access to other learning materials such as textbooks The resources required for these assessment tasks also include:

    • Access to a computer, the Internet and word-processing system such as MS Word

Academic Integrity:

  • Ensure that academic work is in no way falsified

  • Seek permission to use the work of others, where required

Plagiarism:

  • Paraphrasing and presenting work or ideas without a reference

  • Copying work either in whole or in part

Collusion:

Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when you work without the authorisation of the teaching staff to:

  • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who

  • This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.

  • Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).

  • Australian Human Rights Commission Act 1986

  • Age Discrimination Act 2004

  • Occupational Health and Safety Act 2004 – Applicable in Victoria

  • Work Health and Safety Act 2011

For further information about this unit go to https://training.gov.au/Training/Details/CHCECE022

Additional Information

  • This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

  • Be a pivotal feature of learning and assessment design, not an add-on ritual

  • Focus on course and unit learning outcomes

Unit Pre-Assessment Checklist (UPAC)

UAT 1 – Unit Knowledge Test (UKT)

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

  • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).

  • Please make sure that you have access to a computer and the internet (if you prefer to type the answers).

  • Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

  • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.

  • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

  • Speaking

  • Reading

  • Demonstration of a skill

  • Use of diagrams

  • Reading

  • Writing

  • Confidence

language or literacy than is required to perform the job role

  • Use graphics, pictures and colour coding instead of, or to

support, text

account of the student’s needs

  • Using group rather than individual assessments

  • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

  • Inappropriate

training and

  • Make sure font size is not too small

  • Trainer/Assessor should refer to the student’s experience

  • Changes in lecture schedules and arrangements, e.g.

relocating classes to an accessible venue

Unit Assessment Task (UAT)

Assessment Task 1 - Unit Knowledge Test (UKT)

Assessment type:

Assessment task description:

  • You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.

  • You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

  • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

  • As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

Resubmissions and reattempts:

Location:

  • This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.

  • Your trainer/assessor will provide you further information regarding the location for completing this assessment task.

Instructions for answering written questions:

  • Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.

  • Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.

How your trainer/assessor will assess your work?

  • If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).

  • Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).

Purpose of the assessment task:

  • Knowledge to support play experiences initiated by children and allowing children to direct their own play and leisure experiences with peers.

  • Knowledge to design, implement and evaluate quality learning program for children by consulting educators and other stakeholders, using children’s observations and providing opportunities for following up activities of high interest

Assessment Task 1 - Unit Knowledge Test (UKT)

Instructions:

  • To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.

  • All questions must be answered in order to gain competency for this assessment.

    • Course ID or Course Code

    • Trainer and assessor name

Resources required to complete the assessment task:

  • Computer

  • Internet

Question 1: Navigate the ACECEQA website and fill the missing information below:

  1. Learning Environments are one of the key practices contained in the Early Years Learning Framework (EYLF)

  1. ‘An active learning environment is one in which children are encouraged to explore and interact with the environment to make meaning and knowledge through their experiences,

social interaction and negotiations with others’ EYLF p. 45.

ideas, culture, abilities and interests are the foundation of the program.

  1. Element 1.1.5 of NQS Quality area 2 states that Every child is supported to

Question 2: Outline any three (3) strategies that EYLF explains to engage children in intentional teaching.

Answer 2. The three strategies that EYLF can explains children to engage in intentional teaching include:

children’s participation for their learning and development.

Theories and implications for practice

Jean Piaget

Educators challenge assumptions about curriculum and query taken for-granted

practices

Habermas Freire
Pavlov

Educators and more knowledgeable others scaffold and transform learning in response to children’s prior

understandings

Vygotsky

2. Use artificial lightning in room.

Question 6. Read each statement and circle True or False

equipment and IT equipment.

True

False

7. Water is an important resource and play experience for children. Making water available in limited quantities, for example a container per child, helps children learn that that they need to use it wisely, and provides opportunity for intentional teaching about conservation.

True

False

and nappy change facilities according

to

Question 8. What kind of age appropriate resources /experiences can be provided to young babies and toddlers for supporting their learning and development? Provide any three (3) examples.

Question 9. List any four (4) activities that can be provided to children three to 5 years’ old for gaining skills and competence to benefit their age appropriate development.

Question 14. How can educators organise routines that maximise opportunities for each child’s

learning? Answer on 100-150 words.

opportunities for younger children, including infants to continuously contribute to the program by observing,

F. record children’s interests,

8. Educators acknowledge each child’s

uniqueness in positive ways by recognising their individual

Question 19. Answer the below mentioned questions 19a and 19b.

Question 19a.Why is it important to develop the curriculum in consultation with stakeholders, children and educators? Answer in 120-140 words.

Question 22. How educators can provide a flexible program that responds to unplanned children interests and activities of high interest? Answer in 85- 110 words.

Unit Assessment Result Sheet (UARS)

Student Declaration

  • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

Student Signature

Date

  • Current relevant industry skills

  • Current knowledge and skills in VET, and undertake

Office Use Only

Outcome of Assessment has been entered onto the Student Management System on (insert date)

Unit Pre-Assessment Checklist (UPAC)

Purpose of the checklist

Section 1: Information for Students

  • Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

  • Please make sure you understand what evidence is required to be collected and how.

  • Due date of this assessment task is according to your timetable.

  • In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.

Section 2: Reasonable adjustments

  • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.

  • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.

  • Changes to course design, e.g. substituting an assessment task

  • Writing

  • Numeracy

student’s individual need

  • Disability

  • Limited study

  • Identify the issues

skills and/or

learning strategies

taker for a student who cannot write

  • Changes in lecture schedules and arrangements, e.g.

lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 2 – Unit Knowledge Test (UKT)– Case Studies

Assessment type:

Assessment task description:

  • You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.

  • You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

  • As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.

  • Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:

Location:

  • Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the skills test:

  • You will be required to correctly attempt all activities of this assessment task.

How your trainer/assessor will assess your work?

  • Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.

  • If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).

This assessment task is designed to evaluate student’s knowledge regarding the following:

  • Knowledge to navigate standard documents and designing, implementing and evaluating the learning program by consulting families and stakeholders, using observations of the children and teaching methods.

  • Knowledge to support unplanned children’s interests and using a range of teaching methods

to support children who require additional support.

Assessment Instructions

  • You are required to read through the case studies and answer the questions related to the case study.

  • Unit ID or Unit Code

  • Course ID or Course Code

  • Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

  • Computer

  • Learning management system

Assessment task Instructions

Case study 1

CS 1.1): As an educator, how would you support Alisha? Answer in 50-55 words.

CS1.2) Navigate and read the EYLF learning outcomes and link the case study with learning framework outcome area?

Case Study 2.

Case study 3.

CS3.1) How did the Educator respond to the unplanned children’s interest? Mention any two (2)

points.

CS 4.1) Based on the above case scenario, what kind of additional resources will you provide to extend

on Noah’s interest and how will you extend his learning? Answer in 45-50 words.

Case study 5.

Case study 7.

Tania and William both aged 4 years were playing with the blocks and you have noticed that they are building an animal zoo and have been talking about monkeys, giraffes and William recently visited the zoo and he was talking about baby crocodile that he saw there.

CS 7.1) How will you respond to children’s interest, so they can modify and extend on their play?

Case study 9.

Wyatt is 4-year-old and has delayed speech. He has been linked to intervention services for helping with his speech development. Answer in 20- 25 words.

CS 9.1) As an educator, how will you support Belinda in the program for developing his language skills?

Case study 10.

Unit Assessment Result Sheet (UARS)

Assessment Task 2 – Unit Knowledge Test (UKT)– Case Studies Student and Trainer/Assessor Details

  • I have kept a copy of all relevant notes and reference material that I used as part of my submission.

  • I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.

Trainer/Assessor Name

Trainer/Assessor Declaration

  • Ongoing professional development in VET

I declare that I have assessed this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.

by (insert Name)

Unit Pre-Assessment Checklist (UPAC) UAT 3 – Unit Project

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Trainers/Assessors

  • Please make sure the student has discussed any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix).

  • Please make sure the student has access to a computer and the internet (if they prefer to type the answers).

  • Request for an extension to submit assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

  • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.

  • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

  • Changes to course design, e.g. substituting an assessment task

  • Modifications to physical environment, e.g. installing

  • Numeracy

  • Limited study skills and/or

  • Disability

  • Speaking

  • Identify the issues

  • Create a climate of support

learning strategies

format, e.g. a text book in braille

  • Changes in lecture schedules and arrangements, e.g.

relocating classes to an accessible venue

Explanation of reasonable adjustments strategy used (If required)

Assessment Task 3 – Unit Project

Assessment type:

  • Unit Project (UP)- Report on providing care for children by promoting children’ agency by establishing learning environments that provide opportunities for children’s individual learning and development involving educators or other stakeholders and reflects children’s interests/needs.

    • Part A(a) requires student to develop a report in 700-800 words for creating a physical learning environment that caters for the needs of the children and provide them resources and materials that interest’s children. The learning environment should meet the requirements of the National quality framework standards and guidelines

    • Part A (b) requires student in 200-250 words on scaffolding as a powerful strategy for children’s learning and development and link it with the theory of your choice.

Applicable conditions:

  • This project is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).

  • You will be assessed independently on this assessment task.

Resubmissions and reattempts:

resubmission attempt will be allowed.

  • You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).

Location:

General Instructions for attempting the project:

  • You will be expanding the knowledge and skills acquired during the previous assessment task.

How your trainer/assessor will assess your work?

  • Answers must demonstrate the student’s understanding and skills of the unit.

  • The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the asessment task:

This assessemnt task requires students ability to do the following:

  • Skills to plan, implement and evaluate learning experiences for children based on thier ability, age, any additional needs by consulting families or other stakeholders, using observation methods and intentional teaching practicies.

  • Skills to provide flexible routines and a variety of experiences that supports children’s learning

  • Skills to respect a child’s right not to particpate .

Assessment task Instructions

  • This assessment task requires student to research and provide report for Part A, B.

  • Creating an appropriate environment that meets the National quality standard guidelines.

  • Providing stimulating and challenging environment to children to gain skill and competence.

  • Intentional teaching.

  1. Provide a report in 200-250 words on scaffolding as a powerful strategy for children’s

  • Trainer must assess the performance as per the performance criteria and checklist provided.

Assessment Task 3– Unit Project

Assessment Instructions.

  • Your assessor will assess your work according to the given performance criteria/ performance checklist.

    • Course ID or Course Code

    • Trainer and assessor name

Resources required to complete the assessment task:

  • Computer

  • Internet

Part A

(a)

You are required to research and provide a report on creating a physical learning environment that caters for the needs of the children and provide them resources and materials that interest’s children. The learning environment should meet the requirements of the National quality framework standards and guidelines.

  • Providing predictable and flexible routines

  • Program planning, implementing, assessing and evaluating experiences of the children

(b)

Part B

Research and provide a report on developing awareness and responding to children with additional needs or children who require additional attention. In your report, you should also write the intentional teaching practices to support children’s uniqueness in positive ways.

Consider the following below written suggestive points, before writing the report:

a)

  • Research and provide a report on developing awareness and responding to children with additional needs or children who require additional attention. In your report, you should also write the intentional teaching practices to support children’s uniqueness in positive ways.

  • Demonstrated the ability to list the intentional teaching practices to support children’s uniqueness in positive ways

Unit Assessment Result Sheet (UARS)

Assessment Task 3 – Unit Project Student and Trainer/Assessor Details

  • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

  • I have kept a copy of all relevant notes and reference material that I used as part of my submission.

Date

Trainer/Assessor Name

  • Current knowledge and skills in VET, and undertake

  • Ongoing professional development in VET

Outcome of Assessment has been entered onto the Student Management System on (insert date)

by (insert Name)

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