Workplace Assessment Task | My Assignment Tutor

CHCECE019 Facilitate compliance in an education and care service Version 1.2 June 2020 Workplace Assessment Task Student Full Name:Saraswati DangolStudent ID:05808Date Submitted:17/08/2021 Workplace Assessment TaskUnit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the required knowledge and skills required to facilitate legislative, regulatory and National Quality Framework compliance within an education and care service. Elements The following elements define the essential outcomes of this unit: Element 1 Interpret the National Quality FrameworkElement 2 Facilitate an organisation self-assessmentElement 3 Facilitate the development of a quality improvement planElement 4 Coordinate the service for a site visit Assessment Requirements 001: Facilitate an Organisation Self-Assessment Authenticity Requirements Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s exclusion from a unit or the entire course. The following activities will be considered plagiarism: Presenting any work by another individual as one’s own intentionally or unintentionallyHanding in work copied from another student.Presenting the work of another individual or group as their own work.Handing in work without the adequate acknowledgement of sources used, including work taken totally or in part from the internet. You must PRINT AND SIGN this document Student Declaration You must sign your completed workplace tasks and acknowledge the authenticity of your work prior to submission to the College. I understand my responsibility to provide assessment responses with my own materials and thoughts, except where specifically acknowledged or taken from other sources. The material contained in these tasks is my own work. I understand that at any time if it is shown, that in an assessment task, a student has significantly misrepresented material, any assessment outcome awarded to that student on the basis of this material may be revoked including any qualification outcomes and/ or statement of attainmentName: Saraswati DangolSignature: SaraDate:17/08/2021 Supervisor Declaration Your workplace supervisor must view your completed workplace tasks and acknowledge the authenticity of your work prior to submission to the College. I can confirm this task was completed by the above-named student, in a regulated children’s service. These tasks were completed in accordance to organisation policy and procedures.Supervisor: Signature:Date:  Assessment Instructions Students are required to complete a range of assessment tasks throughout the training period to demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills ALL workplace assessment tasks MUST be completed within a regulated children’s service. Workplace supervisors must authenticate these tasks have been completed, under supervision and to an acceptable workplace standard for organisation policies and procedures. Attempting assessment tasks Students are required to provide appropriate responses to the indicated questions for each task. Assessment Conditions Skills must be demonstrated in a regulated EC services. Assessment must demonstrate consistent capable performance: Skills assessment can be fully or partially completed in a self-study environment, or via word/pdf documents BUT must show evidence of practical application/coordination/consultation in the workplace.The student must complete the required assessment to a Satisfactory level.Where students require further evidence to determine competency, the trainer is to identify the evidence/additional tasks that are needed to be complete in order to determine Competency. Assessment Outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission. Reasonable Adjustment Students may apply for reasonable adjustment to assessment tasks. If you feel ‘reasonable adjustment’ may apply to you, please discuss further with BCCI. Student Appeals Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of the decision or finding. Completing workplace tasks – Print and Sign To create a printed assessment to complete, click on the word or pdf version link provided and print the document to a local printer To print, complete and submit work for marking students will need to either: Access and download either the word or PDF version of this assessment documentPrint to a local printerProvide responses to ALL activitiesOnce completed, scan all documents and save them to a secure location on your desktop.Click on the Upload button on the right-hand side of the web pageClick on Choose File and select the relevant files to attach.Click on Submit for MarkingStudents are also able to post or hand in written assessment tasks directly to the college. Submitting tasks – Upload or Post Students are encouraged to submit all completed assessment tasks either hard copy to their trainer or send it through email. This ensures your work will NEVER be lost. You must complete a Student Declaration to verify that the responses are authentic. A separate coversheet should be submitted along with the assessment. Accessing Required Readings Students will need to access the Required Readings throughout the assessment process. These readings provide important underpinning knowledge and key information to help students provide appropriate responses to assessment tasks. It is important that each student reads these to build a better understanding of the Early Childhood requirements and how to effectively contribute to the Education and Care of young children. Students are able to access these readings online: under the Required Readings heading on this document. (see below) Saving and/or Printing Required Readings Students will access the Required Readings via the hyperlinks in this document, either viewing the document online, saving the file/s to a personal computer or printing. Please be advised that some readings are more than 100 pages and may be costly to print. Required Readings In order to complete this unit of competency you are required to access the following key resources. Textbook Kearns, K. (2017). The Business of Child Care: Working in Early Childhood Education and Care Series (4th ed.). Victoria: Cengage Learning Australia. Core Documents Education and Care Services National Regulations. (Dec 2016). Ministerial Council for Education, Early Childhood Development and Youth Affairs.Guide to the National Quality Standard. (2017). Australian Children’s Education and Care Quality Authority. ACT: Commonwealth of Australia. Additional Readings: Additional Evidence to Support Quality Practices. Newcastle, NSW: ICCC. Guide to Developing A Quality Improvement Plan. (2014). Australian Children’s Education and Care Quality Authority. ACT: Commonwealth of AustraliaQuality Improvement Plan (QIP): Key Principles and Process. Newcastle, NSW: ICCC. 001 Facilitate an Organisation Self-Assessment CHCECE019 Facilitate compliance in an education and care service Element 1 Interpret the National Quality Framework Element 2 Facilitate an organisation self-assessment Element 3 Facilitate the development of a quality improvement plan Element 4 Coordinate the service for a site visit Performance Evidence Knowledge Evidence Pre-Activity 1 To complete this task refer to Chapter 2 of your textbook ‘The Business of Child Care’ and your readings: Additional Evidence to Support Quality Practices.Education and Care Services National Regulations.Guide to Developing A Quality Improvement PlanGuide to the National Quality FrameworkQuality Improvement Plan (QIP): Key Principles and Process. This task requires the co-operation of your workplace supervisor and workplace colleagues, and provides you with the opportunity to apply the skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance within an education and care service. Specifically you will complete a review of the outdoor space at your service as outlined in Quality Area 3 Physical Environment: Standard 3.1: The design of the facilities is appropriate for the operation of a service Element 3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every childElement 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.Standard 3.2: The service environment is inclusive, promotes competence, and supports exploration and play-based learning. Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environmentsElement 3.2.2 Resources, materials and allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.Element 3.2.3 The services cares for the environment and supports children to become environmentally responsible. The review process will be undertaken through a series of steps (or activities). Please ensure you follow each step sequentially. You will notice that some steps require you to write a report of your findings. These reports, in most instances should be no more than 300 – 550 words. You may use bullet points to summarise key points. Once your review is complete you will complete one section of a Quality Improvement Plan (QIP) using a range of assessment tools. The goal of the QIP is to assist stakeholders to evaluate the service and benchmark against best practice. It is a collaborative process designed to be completed over a period of time. However, for the purposes of assessment for this unit of competency you will be required to undertake the role of evaluator. Throughout this task you will need to access, read, interpret and apply documents from the Australian Children’s Education & Care Quality Authority. Workplace Task – Pre – Activity 1 Self-Assessment Activity ChecklistThis checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time, plan and complete all the requirements for this task.Student Name:Complete  / DateSupervisor SignatureNo.Activity1Action Planning2Preparation for Assessment and Rating Process3Disseminate Information to the Team4Exploring the Outdoor Play Area5Meeting Regulatory Requirements6Checklist for Quality Improvement Plan7The Child’s Perspective8The Educator’s Perspective9The Parent/Guardian’s Perspective10Analysis of Findings for QA311Report the Findings12Quality Improvement Plan13Reflection on QIP ProcessesAll tasks approved and signed by Workplace Supervisor Activity 1 Action Planning For this activity you will need to devise an action plan for completion of the entire workplace task (activities 2-14). In consultation with your Workplace Supervisor discuss the entire task and each of the activities involved. Plan the steps you will undertake to complete each activity and use the template provided to document your planned actions and set timeframes for the completion of activities 2-14. You will need to ensure that you have regular opportunities for collaboration with team members. Document your plan on the attached ‘Action Planning’ template. Workplace Task 001 – Activity 1 Action PlanningActivityActionDate / timeWho is involved1Set review dates to monitor your progress2345678910111213 Activity 2 Preparation for the Assessment and Rating Process This activity requires you to meet with your workplace supervisor and/or Director and investigate the processes your service uses, or has used, to undertake an Assessment and Rating review under the National Quality Standards (NQS). In particular, you will need to discuss and document: The process the service used to complete the Quality Improvement Plan.How the service supported educators to understand the National Quality Framework (NQF) including legislation, regulations and the NQS. If your service has not yet undergone an assessment, discuss with your workplace supervisor how the service is preparing for an Assessment and Rating Review. Write a brief report on your findings. Document your response on the ‘Preparing for Assessment and Rating Report’ template. Workplace Task 001 – Activity 2 Preparing for Assessment and Rating Report Activity 3 Disseminate information to team Disseminate information to all educators advising them that you are required to undertake an assessment of the outdoor play space against the NQS as part of your studies. In your communication inform educators that you will be seeking their contribution to help inform your assessment. You will need to include four questions and/or ideas for them to seek feedback in regards to the strengths, weaknesses and opportunities for improvement in the outdoor play space. Choose an appropriate method to disseminate this information to your fellow educator’s e.g. via email, written note to all educators, or a notice on the staff noticeboard. Documentation Required: Communication method used.Copy of the information distributed to educators. Document your response on the ‘Information Sharing’ template. Workplace Task 001 – Activity 3 Information SharingThis information will be disseminated via:  E-mail  Written note  Noticeboard  Other:Provide a copy of the information given to your fellow educators. Activity 4 Explore the Outdoor Play Area In consultation with your workplace supervisor identify the outdoor play area that you will assess. (For example, your service may have separate play areas for infants/toddlers and preschool children). Draw a sketch of this play area on the template provided. Show how the area is accessed from indoors; include fixtures – sandpit, gardens, trees, storage sheds, gates, shade areas, paving, grassed areas, any fixed equipment. List the range of equipment and resources available within this area. Please Note: You are not required to list every item of equipment – rather you should list general items available e.g. Sand play equipment, water play equipment, bikes etc. You should also indicate any indoor equipment/resources that are regularly used outdoors. Documentation Required: Sketch of outdoor play area.List of equipment/resources used in the outdoor area. Document your sketch and equipment list on the ‘Exploring the Outdoor Area’ template. Workplace Task 001 – Activity 4 Exploring the Outdoor Area – Sketch of EnvironmentOutdoor Play Area Selected:Workplace Task 001 – Activity 4 Exploring the Outdoor Area – Resource and EquipmentList indoor/ outdoor equipment/ resources that are regularly used in the area: Activity 5 Meeting regulatory requirements For this activity you will need to investigate how the outdoor play area you have selected meets the requirements of Regulation 113 and 114. 113 Outdoor space—natural environment The approved provider of a centre-based service must ensure that the outdoor spaces provided at the education and care service premises allow children to explore and experience the natural environment. 114 Outdoor space—shade The approved provider of a centre-based service must ensure that outdoor spaces provided at the education and care service premises include adequate shaded areas to protect children from overexposure to ultraviolet radiation from the sun. Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). Education and Care Services National Regulations, p. 52 Firstly, you will need to provide a description, including examples and photographs, of how the outdoor area complies with these regulations. Next you will analyse your findings and write a brief report on your findings. Comment on any challenges the service may have in meeting these requirements (for example natural elements). Documentation Required: Description of how the outdoor area meets Regulation 113 and 114 (include examples and photographs where appropriate).Report on findings. Document your report on the ‘Meeting Regulatory Requirements’ template. Workplace Task 001 – Activity 5 Meeting Regulatory RequirementsHow does the outdoor play area meet Regulation 113 Outdoor space – natural environment? (Provide examples/photographs where appropriate)How does the outdoor play area meet Regulation 114 Outdoor space – shade? (Provide examples/photographs where appropriate) Workplace Task 001 – Activity 5 Meeting Regulatory Requirements – Report on Findings Activity 6 Checklist for QIP For this task you are required to assess the outdoor play environment in relation to the National Quality Standard, specifically: Standard 3.2: The service environment is inclusive, promotes competence, and supports exploration and play-based learning. Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments . In order to this you will need to complete the Quality Indicator Checklist for your selected outdoor play area. You may add to or modify the checklist to suit your service. As you are completing this checklist think about how the children and educators use the various elements of the play area and how it supports quality outcomes for the children. Write a report on your findings. The focus of the report is to identify key strengths. You should also identify any challenges in relation to the outdoor physical environment and recommend any areas for improvement. Documentation Required: Assessment of environment against Quality Indicator checklist.Report on findings, identifying strengths and challenges. Document your report on the ‘Quality Indicator Checklist’ template. Workplace Task 001 – Activity 6 Quality Indicator ChecklistQuality IndicatorsHow does the outdoor play area support this quality indicator?Comfortable seating is available for children and educators to sit and observe or interact.The children have access to water and are encouraged to be water wise.Water play is made available each day.There is space for active play such as running, kicking/throwing a ball.There is space for messy and noisy play.There are spaces for quiet play.The children have easy access to gardens.There is sufficient space for children to play alone, in pairs and in small groups.The equipment can accommodate children with a range of physical skills.The play area layout encourages social play.The equipment encourages social play.The play area and equipment promotes independence.The equipment is open-ended and can be used in a variety of ways.There are loose parts and moveable equipment.The sandpit is large enough to accommodate the number of children accessing it.The play area provides opportunities for children to interact with natural materials – plants, bark, leaves, grass, soil, water, rocks, boulders, logs, sticks, shells, etc.There are pathways for bikes and other ride-on equipment.Climbing equipment offers appropriate challenge.There are opportunities for a level of age-appropriate risk-taking play.Children are encouraged to care for and respect the environment and natural resources.Children have access to a range of recycled materials.The outdoor environment reflects the cultural diversity of children attending the program.The outdoor area is accessible to children with physical disabilities.The play area promotes problem-solving, investigation and discovery.Key Strengths:Challenges:Recommendations: Activity 7 The Child’s Perspective For this activity you are required ‘to look’ at the outdoor play space through the eyes of the child and document your findings. This may be done through, for example: Observing: How children move into and out of the outdoor area.Where children tend to congregate.What appears to be the most popular play spaces?How children use equipment.How children use play spaces.Discussing (where appropriate): What they like or don’t like about the area.What, if anything, they would like to add to the play area or change.What is their favourite space? Make sure you get down to the child’s level and observe what the environment looks, feels and sounds like from their height. Consider whether the environment promotes their sense of safety and security yet at the same time supports them to take risks and challenges. Document your findings on the ‘Report on The Child’s Perspective’ template. Workplace Task 001 – Activity 7 Report on The Child’s PerspectiveAge Group:Date:How children move into and out of the outdoor play area?Where do children tend to congregate?What appears to be the most popular play spaces?How do children use equipment?How do children use the play spaces?What are the children’s thoughts about the area? – What do they like/not like? What would they add to or change about the play area? What is their favourite space etc.?Get down to the child’s level and consider how does the environment promote their sense of safety and security yet at the same time support them to take risks and challenges.Other observations/findings: Activity 8 The Educator’s Perspective. For this task you are required to consult with your fellow educators to investigate their perspectives on the outdoor play space. Develop a list of questions to ask educators that will determine their opinions, ideas and perspectives on the following: Ease of access.Ease of supervision.Ease of access to equipment.Effectiveness of specific play spaces.What they believe children like about the play spaces.What they like/don’t like about the play area.What, if anything, they would change or add (if finances were available).How it relates to the centre philosophy. During your consultation with educators you should also discuss how they go about engaging with children to support and challenge children’s learning in the outdoor play space. Document any other relevant findings from your conversations with your fellow educators. Document your findings on the ‘Report on the Educator’s Perspective’ template. Workplace Task 001 – Activity 8 Report on the Educator’s PerspectiveEase of access to the outdoor play environment and the areas within it.Ease of supervision.Ease of access to equipment.Effectiveness of specific play spaces.Aspects that educators like/dislike about the outdoor play environment.What ideas (additions/changes) would the educators like to implement within the outdoor play environment, if any?How do educators engage with children to support and challenge learning in the play space?Any other relevant findings. Activity 9 To complete this task refer to Chapter 6 of your textbook ‘The Big Picture’ and refer to your readings: Orientation/Transition Policy.UN Convention on the Rights of the Child: In Child Friendly Language. The Parent’s/Guardian’s Perspective As part of your assessment of the outdoor environment you are required to talk to three parents/guardians to gain their perspective of the outdoor space at the service. Areas you will need to discuss with each parent include: How important is outdoor play to the parent/guardian?What does the parent/guardian like about the outdoor play space?What, if anything, would they change or improve? Document any other relevant information provided by the parent/guardian. Before you begin print three of the following templates and use these to record parent responses. Documentation Required: Three (3) copies of the attached parent/guardian perspectives template. Document your findings on the attached ‘Report on the Parent’s Perspective’ template. Workplace Task 001 – Activity 9 Report on the Parent’s PerspectiveParent’s First Name:Date:Importance of play.What the parents/guardians like about the space.What, if anything, would they change or improve?Other relevant findings. Activity 10 Analysis of Findings for Quality Area 3 For this task you are required to gather all the data you have collected and reflect on and analyse this information to develop a report summarising your findings for: Quality Area 3: Physical Environment Standard 3.1: The design of the facilities is appropriate for the operation of a service Standard 3.2: The service environment is inclusive, promotes competence, and supports exploration and play-based learning. Your summary will include: Documentation of the relevant policies and procedures that demonstrate evidence of this standard.Documentation of the practices, processes etc. that demonstrate evidence of meeting the standard and elements. Use bullet points to highlight key points.Identified strengths in relation to the standard and elements.Identified areas for further development. These may be any gaps, issues, or areas of non-compliance or they may be related to developing existing quality practices to a higher standard.Ideas for quality improvements. Remember your findings and evidence should link directly to the information you have gathered including the perspectives from children, educators and parent/guardians. Please Note: You will be presenting this report to your fellow educators so ensure it is succinct. Document your findings on the ‘Summary of Finding for QIP’ template. Workplace Task 001 – Activity 10 Summary of Finding for QIPNQS AreaQA3 Physical EnvironmentStandardStandard 3.1: The design of the facilities is appropriate for the operation of a serviceRelated Policies/Procedures:ElementEvidence of practices, processes etc.3.1.1Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child3.1.2Premises, furniture and equipment are safe, clean and well maintained. StandardStandard 3.2 The service environment is inclusive, promotes competence, and supports exploration and play-based learning.Related Policies/Procedures:ElementEvidence of practices, processes etc.3.2.1Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments3.2.2Resources, materials and allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.3.2.3Children are supported to become environmentally responsible and show respect for the environment.Identified Strengths:Identified Areas for Further Development (if required):Ideas for Quality Improvements: Activity 11 Report the Findings For this task you will need to seek approval from your workplace supervisor to create a display of your findings. Your workplace supervisor must approve your report and display before it is viewed by the other team members. You will need to advise the team that you are creating a display of the report and that you are seeking feedback or suggestions for continuous improvement to support quality outdoor play. Include a brief overview of your findings. Ensure that within your display you have an area that the other team members are able to write and offer feedback. Present your report at a team service meeting. Write a brief report on the outcomes of the meeting in relation to the feedback given about your report and suggestions for continuous improvement. Attach a photograph of your display to the assessment. Document your findings on the ‘Feedback and Ideas for Continuous Improvement’ template. Workplace Task 001 – Activity 11 Feedback and Ideas for Continuous ImprovementFeedback on Report:Suggestions for Continuous Improvement:Photograph of display attached Activity 12 Quality Improvement Plan Using your summary of findings for the QIP and the information gathered from the team/staff meeting; develop a Quality Improvement Plan for one element within: Standard 3.1: The design of the facilities is appropriate for the operation of a service OR Standard 3.2: The service environment is inclusive, promotes competence, and supports exploration and play-based learning. For your chosen element you must: Identify the issue/s you are seeking to improve (no more than three).Suggest an improvement for each of your identified issues.Provide a reason for your suggested improvement.Provide an outline of the strategies or steps that will or can be taken to achieve this improvement. Please Note: You are only required to complete the plan in regards to the outdoor environment. If you have not identified any areas for improvement you should write a short justification that outlines why there is no need for improvements. Document your findings on the ‘Quality Improvement Plan for Quality Area 3’ template. Workplace Task 001 – Activity 12 Quality Improvement Plan for Quality Area 3 (modified for student assessment purposes)Key improvement sought for:ElementIdentified Issues Improvement Plan Suggested improvementReasonHow this can be achieved Activity 13 Reflection on the QIP Process This task requires you to reflect on the process you have undergone to complete the QIP. In your reflection you need to address: The skills/knowledge you have developed – for example, time management, understanding of how to assess quality areas etc.How you felt about the process – how it is managed and the challenges of gathering and documenting evidence.Questions you may have about the review and assessment process and suggestions for the future. Documentation Required: Reflections on your knowledge and role in the process.Reflection on the process of assessing and planning for quality improvement.Questions and suggestions for consideration in the future.Research and describe two resources / support networks / websites you could access and use that will assist in developing ideas and best practices. Document your findings on the ‘Reflection on QIP Processes’ template. Workplace Task 001 – Activity 13 Reflection on QIP ProcessesReflection on your knowledge and role in the process:Reflection on the process of assessing and planning for quality improvement:Questions and suggestions for consideration in the future:Research and describe two resources / support networks / websites you could access and use that will assist in developing ideas and best practices:

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

Leave a Reply

Your email address will not be published. Required fields are marked *