Observing Bailey by v1Nibn1t

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									                                                   TAFE NSW – NEW ENGLAND INSTITUTE
                                                          HUMAN & PERSONAL SERVICES FACULTY




                                             Assessment Coversheet

Students are to attach this sheet when submitting evidence for assessment events .

Student Name
Student Group                                        Year 11 TVET Full Certificate lll
Teacher Name

Qualification Name &                                 Certificate III Children’s Services                                                                AQF level
Qualification Number                                 18206 (TVET)                                                                                       3
Unit/s Name &                                        CHCPR303D Develop an understanding of children’s interests and
Unit/s Number                                                     developmental needs
                                                     CHCFC301A Support the development of children
                                                     CHCPR301B Provide experiences to support children’s play and
                                                                 learning
Due Date                                             10th September 2012                          Date
                                                     17th September 2012                          Received
                                                     22nd October 2012
Assessment Name                                      Pre - Work Placement Tasks (Tasks 1, 2 and 3)
                                                     Work Placement Tasks (Tasks 1, 2 and 3)


                             FEEDBACK: Teacher/Assessor Comment
      See Teacher /Assessor comments on evidence guide

   Written                                   Electronic                                     Verbal                                  Demonstration


        Achieved Competency                                                                                                              Not Competent

Teacher/Assessor’s Signature and Date _____________________________________________

                            FEEDBACK ON ASSESSMENT
Student’s Comments: Would you like to make any comments about this assessment?



.....................................................................................................................................................................................
    RECEIPT OF ASSESSMENT                                                                                                 Student Copy
Student Name:


                                                                                                                                        Assessments 1 and 2
Unit of Comp:                                                                            Assessment Event Number:


Signature of Receiver:                                                                   Date Received:                                          /          /




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                               HUMAN & PERSONAL SERVICES FACULTY




Pre-Work Placement Tasks

Tasks 1, 2 and 3 are FORMATIVE tasks ie you must demonstrate your competence in
all tasks in order to be eligible to participate in Work Placement in Term 4.

Task 1: Focus Child observation and documentation

In class you will watch a child playing

You will be required to complete an anecdotal record based on the child, using the anecdote
format that we have used in class.
You must record your observation in the correct style of an anecdote.

Your observation must also include an Interpretation and some suggestions for future
planning for the child.

This part of the assessment will take place in class on 10th September and you will submit
your completed anecdotal record by 5 pm the next day via email or hand delivered.


Task 2: Focus Child Plan

Based on the anecdotal record referred to above , you are required to complete a “Focus Child
Plan” ie a planned activity/experience/provision based on the child’s skills, interests or
emerging skills .

The lesson on how to write a Focus Child Plan will be on : 10th September 2012

Use the format provided.

Note: there will not be the opportunity to implement your plan with the child. Therefore, you
will not be able to complete the ‘Evaluation’ and ‘Follow Up’ sections of the plan (sections 4, 5,
and 6). Please leave these blank.

You are required to complete this part of the assessment in your own time and submit it for
marking on 17th September .


Task 3: Focus Child Summary – Due 22nd October 2012

Complete the task “Observing Bailey”.

Transfer the information you have gained from the above task to a Focus Child Summary
format.
Note: there may be sections of the Focus Child Summary that you will be unable to complete
because the photographs of Bailey do not give us sufficient information (eg language and
emotional development, emerging skills sections).
                                                    Due Date: _________



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Method: Anecdote           Observation number:
Child’s name:
Child’s age:
Date:
Name of observer:


Information                                  Interpretation
Time:                                        Development:




                                             Interests:




                                             EYLF learning outcome:




Time:

 Follow up/Ideas for further planning:




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FOCUS CHILD PLAN

Date:                                            Student’s name:
Focus child’s name:                              Age:

1. REASON:
Observation number/s:
Brief summary of observation/s:




Area of development skills and/or behaviour:



EYLF outcome/s:



Interest/s:



2. SPECIFIC LEARNING OUTCOME:

For                  to

3. INTENTIONAL TEACHING
Resources: List all the materials/resources/props you will need to set up this learning environment.




Active learning environment: Describe where this learning experience will be located and how
it will be set up.




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Educator involvement:
Language: What you will say to the child to support the specific learning outcome and what you
expect the child will say?




Scaffold: What you will do with the child to support the specific learning outcome and what you
expect the child will do?




4. EVALUATION OF SPECIFIC LEARNING OUTCOME:




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5. REFLECTION ON YOUR SKILLS:
What did you learn about your knowledge and performance? How would you change things next time?




6. Follow up /planning idea: Based on your evaluation of the specific learning outcome list
   one specific follow up/planning idea for the focus child.

    




Ref: Department of Education, Employment and Workforce Reflections for the Council of Australian Government,
2009BELONGING, BEING, BECOMING: Early Years Learning Framework for Australia. DEEWR for the Council of Australian
Governments. Barton. ACT.




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                                  Task 3: Focus Child Summary

                                                Observing Bailey


This task provides an opportunity to think about observing children in a timely manner and in an
appropriate setting, recording a summary of their development/skills.


Examine the following photographs of Bailey (2 yrs). Look carefully at what he is doing and how he
is using his motor (fine/gross), self-help and cognitive skills. Based on what you can see:
a. List Bailey’s skills (point form).

b. There will obviously be gaps in your information about Bailey’s development.

   List the areas that you would need to further observe and identify when would be the most
   appropriate time to observe these motor skills.
   Write your responses on the sheets provided.




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In relation to skills Bailey can: (list using dot point)

Fine Motor                                                 Gross Motor


                                                            


                                                            


                                                            




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Self Help                                               Cognitive


                                                          


                                                          


                                                          




I would need to further observe the following skills.

                                                        THE APPROPRIATE TIME TO OBSERVE
SKILLS
                                                        THESE SKILLS




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                                       Focus Child Summary
Child’s first name:
Child’s age:
Date:
Name of observer:

                                     Skills:
Areas of                   Source    Strengths /Abilities:        Emerging Skills:
Development:



Physical Development



(The Healthy and
Physically Active Child)




Language
Development



(The Communicating
Child)




Cognitive
Development


(The Thinking,
Investigating,
Exploring and Problem
Solving Child)



Creative Development




(The Creative Child)




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Emotional
Development




(The Feeling Child)




Social Development



(The Social Child)


Interests:
1.

2.

3.

4.

Follow up/Planning ideas:
1.


2.




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                                                             EVIDENCE GUIDE
                                                         ASSESSMENT MARKING CRITERIA



Course:    Certificate III Children’s Services 18206 (TVET)                                       Teacher/Assessor:
                                   Develop an understanding of children’s interests and                                  CHCPR303D
                                   developmental needs
                                                                                                  Unit of
Unit of Competence Name:           Support the development of children                            Competence             CHCFC301A
                                                                                                  Number:
                                   Provide experiences to support children’s play and                                    CHCPR301B
                                   learning
Assessment Event:                  Pre - Work Placement Tasks (Task 1, Task 2 and Task 3)

Student Name
                                                                                                        Task 1: AC/NC
Date Submitted/Completed:                                                                  Result       Task 2: AC/NC
                                                                                                        Task 3: AC/NC

                                                             Task 1:Focus Child            Task 2:Focus Child Plan      Task 3:Focus Child
                        Criteria                             Observation & Documentation                                    Summary
                                                             AC                   NC       AC                 NC     AC                 NC
Develop an understanding of children’s interests and
developmental needs CHCPR303D
Learners must provide evidence of the ability to observe
children’s development and interests by:
           Using a range of observing and recording
            methods to gather information about children
           Gathering information using both primary and
            secondary sources
           Gathering information that reflects the
            children's strengths/needs/emerging skills and
            interests
           Ethical practice when gathering & documenting
            information about children.
           Documenting information gathered in a positive




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                                                     TAFE NSW – NEW ENGLAND INSTITUTE
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            & professional manner
           Basic interpretation of information gathered
           Using information gathered to contribute to
            program planning
           Applying service requirements and statutory
            regulations when gathering and using
            information about children
Support the development of children CHCFC301A
Learners must provide evidence of the ability to support
children’s development by:
           Demonstrating an understanding of the
            developmental characteristics and differences
            of children aged 0-12 years across all
            developmental areas.
           Using strategies and interactions effectively to
            support the development of children aged 0-12
            years across all developmental areas.
           Planning, implementing and documenting
            meaningful learning opportunities and
            experiences to support the developmental
            capabilities of children aged 0-12 years across
            all developmental areas.
Provide experiences to support children’s play and
learning CHCPR301A
Learners must provide evidence of the ability to plan,
implement and reflect on play and learning experience for
children by:
           Providing stimulating, developmentally
            appropriate and safe play and learning
            environments – indoors and outdoors - that
            reflect children’s interests, for children aged 0-
            12 years
           Showing knowledge of a range of play and
            leisure experiences for children of differing ages
           Planning, providing and actively encouraging
            children aged 0-12 years to participate in a
            variety of developmentally appropriate play and
            leisure experiences, including excursions.
           Enthusiastically interacting and monitoring
            children’s responses to facilitate play, learning
            and physical activity.


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                                Teacher/Assessor
Feedback Provided:   Yes / No                                                        Date:
                                Signature:                                                   /   /




Teacher/Assessor
Comments:




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Work Placement Tasks - Due at end of Work Placement

Task 1: Focus child observation and documentation

a) Documentation:

Choose one child who attends your service for at least three days per week (in consultation with staff).
You will have more opportunities to gather information if they attend the service more often.

Ensure that you follow the policies and procedures of the service in regards to documentation and that
you have the permission of the children’s family.

Complete the Background Information sheet with a family member.

Document four (4) observations on the focus child using the following formats;
           Anecdotal Record
           Work or photo sample
           Checklist
           Learning story



b) Focus Child Summary:

Use the information from the above documentation to complete a Focus Child Summary that will
summarise the focus child’s interests, strengths and emerging skills.

List two planning ideas to use for Part c).

Use the format provided in the Work Placement Record Book

NB: Observations and summary must be completed during the                first week of your work
placement and before any planning for part c) begins.




c) Two Focus Child Plans:

Using the planning ideas from your Focus Child Summary, complete two (2) Focus Child Plans.

That is, plan, implement and evaluate your two (2) planning ideas.

Use the format provided in the Work Placement Record Book




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Task 2: Emergent Plans (not your focus child)

During work placement you are expected to spontaneously interact with children to facilitate their play,
development and learning.

You will be required to record in writing and evaluate 2 (two) occasions when you spontaneously
interacted with a child/children and supported their development and learning. Record these instances
on an Emergent Plan format (not your focus child).

Use the format provided in the Work Placement Record Book



Task 3: Practical skills checklists

These checklists will be used by your TAFE Assessor as evidence guides for the units of competency for
the following units:

CHCPR303D - Develop an understanding of children’s interests and      developmental needs
CHCFC301A - Support children’s development in a service
CHCPR301B - Provide experiences to support children’s play and learning

At the commencement of Work Placement and throughout the two weeks, read over each checklist so
that you are familiar with what evidence is required by your Assessor.

You will find the Practical Skills Checklists in the Work Placement Record Book.




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                                                  TAFE NSW – NEW ENGLAND INSTITUTE
                                                      HUMAN & PERSONAL SERVICES FACULTY



                                                           EVIDENCE GUIDE
                                                       ASSESSMENT MARKING CRITERIA


Course:    Certificate III Children’s Services 18206 (TVET)                                 Teacher/Assessor:
                                  Develop an understanding of children’s interests and                                 CHCPR303D
                                  developmental needs
                                                                                            Unit of Competence
Unit of Competence Name:          Support the development of children                                                  CHCFC301A
                                                                                            Number:
                                  Provide experiences to support children’s play and                                   CHCPR301B
                                  learning
Assessment Event:
                                  Work Placement Tasks (Tasks 1, 2 and 3)
Student Name
                                                                                                     Task 1: AC/NC
Date Submitted/Completed:                                                                 Result     Task 1: AC/NC
                                                                                                     Task 1: AC/NC

                                                                  Task 1:Focus Child     Task 2:Emergent   Plans   Task 3:Practical Skills
                                                                   Observation  and                                     Checklists
                       Criteria                                     Documentation
                                                            AC                    NC   AC                  NC       AC                       NC
Develop an understanding of children’s interests
and developmental needs CHCPR303D
Learners must provide evidence of the ability to observe
children’s development and interests by:
           Using a range of observing and recording
            methods to gather information about children
           Gathering information using both primary
            and secondary sources
           Gathering information that reflects the
            children's strengths/needs/emerging skills
            and interests
           Ethical practice when gathering &
            documenting information about children.
           Documenting information gathered in a



     Document1                                     Page 1 of 20                                    Version 3
                                                     TAFE NSW – NEW ENGLAND INSTITUTE
                                                         HUMAN & PERSONAL SERVICES FACULTY


           positive & professional manner

          Basic interpretation of information gathered
          Using information gathered to contribute to
           program planning
          Applying service requirements and statutory
           regulations when gathering and using
           information about children

Support the development of children CHCFC301A
Learners must provide evidence of the ability to support
children’s development by:
           Demonstrating an understanding of the
            developmental characteristics and differences
            of children aged 0-12 years across all
            developmental areas.
           Using strategies and interactions effectively
            to support the development of children aged
            0-12 years across all developmental areas.
           Planning, implementing and documenting
            meaningful learning opportunities and
            experiences to support the developmental
            capabilities of children aged 0-12 years
            across all developmental areas.

Provide experiences to support children’s play and
learning CHCPR301A
Learners must provide evidence of the ability to plan,
implement and reflect on play and learning experience
for children by:
           Providing stimulating, developmentally
            appropriate and safe play and learning
            environments – indoors and outdoors - that
            reflect children’s interests, for children aged
            0-12 years
           Showing knowledge of a range of play and
            leisure experiences for children of differing
            ages
           Planning, providing and actively encouraging
            children aged 0-12 years to participate in a
            variety of developmentally appropriate play


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                                                 TAFE NSW – NEW ENGLAND INSTITUTE
                                                       HUMAN & PERSONAL SERVICES FACULTY


         and leisure experiences, including
         excursions.
        Enthusiastically interacting and monitoring
         children’s responses to facilitate play,
         learning and physical activity.

                                               Teacher/Assessor
Feedback Provided:            Yes / No                                                                 Date:
                                               Signature:                                                      /   /




Teacher/Assessor
Comments:




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