Workplace Effectiveness – My Assignment Tutor

CHC50113 Diploma of EarlyChildhood Education andCareSubject 3Workplace EffectivenessV5.4 Produced 24 June 2021Copyright © 2016 CompliantLearning Resources. All rights reserved. No part of this publication may bereproduced or distributed in any form or by any means, or stored in a database or retrieval system other thanpursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning Resources.Assessment Workbook 3Assessment Workbook 3 V5.4 Produced 24 June 2021Page 2 © Compliant Learning ResourcesVersion control & document history DateSummary of modifications madeVersion27 November 2013Version 1 final produced following assessmentvalidation.1.016 April 20141.2 – reworded question and benchmark forassessor1.3 – reworded question1.8 – added Guidance for student and assessor1.85 January 2015Version 2 final produced following secondvalidation session2.01 June 2016Version 3 final produced following thirdvalidation session3.05 July 2016Version 4 final produced following fourthvalidation sessionAssessment items have been revisedQuiz types have been changed4.010 August 2016Removed assessments mapped to CHCORG303C5.004 August 2017Updated intranet links5.116 August 2017Reworded Q12e5.223 August 2017Added url to hyperlink5.324 June 2021Updated workbook cover to CHC50113 Diplomaof Early Childhood Education and CareCorrected Assessment Methods sectionRevised Knowledge Assessment Q16Updated Case Study 2: Erica video recordingsubmission filename to CHC50113-Subject3-CaseStudy25.4 Assessment Workbook 3 V5.4 Produced 24 June 2021Page 3 © Compliant Learning ResourcesTABLE OF CONTENTSTABLE OF CONTENTS………………………………………………………………….3INSTRUCTIONS …………………………………………………………………………4WHAT IS COMPETENCY BASED ASSESSMENT?…………………………………….4THE BASIC PRINCIPLES OF ASSESSING NATIONALLYRECOGNISED TRAINING……………………………………………………………………………………………5The Principles of Assessment ………………………………………………………………………………………….5THE DIMENSIONS OF COMPETENCY………………………………………………..6REASONABLE ADJUSTMENT …………………………………………………………7CHEATING AND PLAGIARISM………………………………………………………..9What is Cheating? …………………………………………………………………………………………………………. 9What is Plagiarism? ………………………………………………………………………………………………………. 9How do I avoid Plagiarism or Cheating? ……………………………………………………………………….. 9THE UNITS OF COMPETENCY………………………………………………………10CHCLEG001 Work legally and ethically………………………………………………………………………. 10CHCECE009 Use an approved learning framework to guide practice……………………………11CHCPRT001 Identify and respond to children and young people at risk……………………….12CONTEXT FOR ASSESSMENT ………………………………………………………. 13ASSESSMENT METHODS …………………………………………………………… 14RESOURCES REQUIRED FOR ASSESSMENT………………………………………. 14PRESENTATION ……………………………………………………………………… 15ASSESSMENT WORKBOOK COVERSHEET……………………………………….. 16KNOWLEDGE ASSESSMENT ……………………………………………………….. 17CASE STUDIES………………………………………………………………………. 38Case 1……………………………………………………………………………………………………………………………38Case 2 ………………………………………………………………………………………………………………………….. 45WORKBOOK CHECKLIST…………………………………………………………… 51FEEDBACK…………………………………………………………………………….52Assessment Workbook 3 V5.4 Produced 24 June 2021Page 4 © Compliant Learning ResourcesINSTRUCTIONSSome questions cover underpinning knowledge of workplace effectiveness content andconcepts. These questions are all in a short answer format. The longer questions requiringthe application of concepts are covered in the other assessments. You must answer allquestions using your own words. However, you may reference your learner guide andother online or hard copy resources to complete this assessment.If you are currently working as part of an Early Childhood Education/Child Care team, youmay answer these questions based on your own workplace. Otherwise consider what youshould do if you were working as part of an Early Childhood Education/Child Care team.WHAT IS COMPETENCY BASED ASSESSMENT?The features of a competency based assessment system are:• It is focused on what learners can do and whether it meets the criteria specified byindustry as competency standards.• Assessment should mirror the environment the learner will encounter in theworkplace.• Assessment criteria should be clearly stated to the learner at the beginning of thelearning process.• Assessment should be holistic. That is it aims to assess as many elements and/orunits of competency as is feasible at one time.• In competency assessment a learner receives one of only two outcomes – competentor not yet competent.• The basis of assessment is in applying knowledge for some purpose. In acompetency system, knowledge for the sake of knowledge is seen to be ineffectualunless it assists a person to perform a task to the level required in the workplace.• The emphasis in assessment is on assessable outcomes that are clearly stated for thetrainer and learner. Assessable outcomes are tied to the relevant industrycompetency standards where these exist. Where such competencies do not exist, theoutcomes are based upon those identified in a training needs analysis.Assessment Workbook 3 V5.4 Produced 24 June 2021Page 5 © Compliant Learning ResourcesDefinition of competencyAssessment in this context can be defined as:• The fair, valid, reliable and flexible gathering and recording of evidence to supportjudgement on whether competence has been achieved. Skills and knowledge(developed either in a structured learning situation, at work, or in some othercontext) are assessed against national standards of competence required byindustry, rather than compared with the skills and knowledge of other learners.THE BASIC PRINCIPLES OF ASSESSING NATIONALLYRECOGNISED TRAININGDeveloping and conducing assessment, in an Australian vocational education and trainingcontext, is founded on a number of basic conventions:The Principles of Assessment• Assessment must be valido Assessment must include the full range of skills and knowledge needed todemonstrate competency.o Assessment must include the combination of knowledge and skills with theirpractical application.o Assessment, where possible, must include judgements based on evidencedrawn from a number of occasions and across a number of contexts.• Assessment must be reliableo Assessment must be reliable and must be regularly reviewed to ensure thatassessors are making decisions in a consistent manner.o Assessors must be trained in national competency standards for assessors toensure reliability.• Assessment must be flexibleo Assessment, where possible, must cover both the on and off-the-jobcomponents of training within a course.o Assessment must provide for the recognition of knowledge, skills, andattitudes regardless of how they have been acquired.o Assessment must be made accessible to learners though a variety of deliverymodes, so they can proceed through modularised training packages to gaincompetencies.Assessment Workbook 3 V5.4 Produced 24 June 2021Page 6 © Compliant Learning Resources• Assessment must be fair and equitableo Assessment must be equitable to all groups of learners.o Assessment procedures and criteria must be made clear to all learners beforeassessment.o Assessment must be mutually developed and agreed upon between assessorand the assessed.o Assessment must be able to be challenged. Appropriate mechanisms must bemade for reassessment as a result of challenge.The rules of evidence (from Training in Australia by M Tovey, D Lawlor)When collecting evidence there are certain rules that apply to that evidence. All evidencemust be valid, sufficient, authentic and current;• Valido Evidence gathered should meet the requirements of the unit of competency.This evidence should match or at least reflect the type of performance that isto be assessed, whether it covers knowledge, skills or attitudes.• Sufficiento This rule relates to the amount of evidence gathered It is imperative thatenough evidence is gathered to satisfy the requirements that the learner iscompetent across all aspects of the unit of competency.• Authentico When evidence is gathered the assessor must be satisfied that evidence is thelearner’s own work.• Currento This relates to the recency of the evidence and whether the evidence relates tocurrent abilities.THE DIMENSIONS OF COMPETENCYThe national concept of competency includes all aspects of work performance, and not onlynarrow task skills. The four dimensions of competency are:• Task skills• Task management skills• Contingency management skills• Job role and environment skillsAssessment Workbook 3 V5.4 Produced 24 June 2021Page 7 © Compliant Learning ResourcesREASONABLE ADJUSTMENTAdapted Reasonable Adjustment in teaching, learning, and assessment for learners witha disability – November 2010 – Prepared by – Queensland VET Development CentreReasonable adjustment in VET is the term applied to modifying the learning environmentor making changes to the training delivered to assist a learner with a disability. Areasonable adjustment can be as simple as changing classrooms to be closer to amenities,or installing a particular type of software on a computer for a person with visionimpairment.Why make a reasonable adjustment?We make reasonable adjustments in VET to make sure that learners with a disability have:• the same learning opportunities as learners without a disability• the same opportunity to perform and complete assessments as those without adisability.Reasonable adjustment applied to participation in teaching, learning andassessment activities can include:• customising resources and assessment activities within the training package oraccredited course• modifying the presentation medium learner support• use of assistive / adaptive technologies• making information accessible both prior to enrolment and during the course• monitoring the adjustments to ensure learner needs continue to be met.Assistive / Adaptive TechnologiesAssistive/adaptive technology means ‘software or hardware that has been specificallydesigned to assist people with disabilities in carrying out daily activities’ (World Wide WebConsortium – W3C). It includes screen readers, magnifiers, voice recognition software,alternative keyboards, devices for grasping, visual alert systems, and digital note takers.Assessment Workbook 3 V5.4 Produced 24 June 2021Page 8 © Compliant Learning ResourcesIMPORTANT NOTEReasonable adjustment made for collecting candidate assessment evidence must not impact on thestandard expected by the workplace, as expressed by the relevant Unit(s) of Competency. Forexample, if the assessment was gathering evidence of the candidate ’s competency in writing,allowing the candidate to complete the assessment verbally would not be a valid assessmentmethod. The method of assessment used by any reasonable adjustment must still meet thecompetency requirements.Assessment Workbook 3 V5.4 Produced 24 June 2021Page 9 © Compliant Learning ResourcesCHEATING AND PLAGIARISMWhat is Cheating?Cheating within the context of the study environment means to dishonestly present anassessment task or assessment activity as genuinely representing your own understandingof and/or ability in the subject concerned.Some examples of cheating are:• Submitting someone else’s work as your own. Whether you have that personsconsent or not.• Submitting another author’s work as your own, without proper acknowledgement ofthe author.• To allow someone else to submit your own work as theirs.• To use any part of someone else’s work without the proper acknowledgementThere are other forms of cheating not contained in this list. These are merely given as someexamples. If you are unsure about whether any particular behaviour would constituteplagiarism or cheating, check with your trainer prior to submitting your assessment work.What is Plagiarism?Plagiarism is a form of cheating and includes presenting another person or organisation’sideas or expressions as your own. This includes, however is not limited to: copying writtenworks such as books or journals, data or images, tables, diagrams, designs, plans,photographs, film, music, formulae, web sites, and computer programs.How do I avoid Plagiarism or Cheating?Students are advised to note the following advice to avoid claims of plagiarism or cheating:• Always reference other people’s work. You may quote from someone else’swork (for example from websites, textbooks, journals or other published materials)but you must always indicate the author and source of the material.• Always reference your sources. You should name sources for any graphs, tablesor specific data, which you include in your assignment.• You must not copy someone else’s work and present it as your own.• You must not falsify assessment evidence.Assessment Workbook 3 V5.4 Produced 24 June 2021Page 10 © Compliant Learning ResourcesTHE UNITS OF COMPETENCYEach unit of competency can be unbundled to reveal two key assessment components:1. the performance criteria• specifying the required level of performance2. the evidence guide• Describing the underpinning knowledge and skills that must bedemonstrated to determine competence. It provides essential advice forassessment of the unit of competency in the form of:▪ critical aspects of evidence▪ the essential skills▪ the essential knowledgeAn outline of the units of competency is included below. Note that some skills that are notable to be observed in the workplace during your Vocational Placement will be assessedutilising Case Studies and/or projects.CHCLEG001 Work legally and ethicallyThis unit describes the skills and knowledge required to identify and work within the legaland ethical frameworks that apply to an individual job role.• Identify and respond to legal requirements• Identify and meet ethical responsibilities• Contribute to workplace improvementsPerformance evidenceThe candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks and manage contingencies in the context ofthe job role. There must be evidence that the candidate has:• completed workplace activities in accordance with legal and ethical requirements inat least 3 different situations• developed appropriate responses to at least 3 different legal or ethical issuesrelevant to the work role• identified and communicated at least 2 potential work practice improvementsdesigned to enhance workplace responsiveness to legal and ethical requirementsKnowledge evidenceThe candidate must be able to demonstrate essential knowledge required to effectively dothe task outlined in elements and performance criteria of this unit, manage the task andmanage contingencies in the context of the work role. This includes knowledge of:Assessment Workbook 3 V5.4 Produced 24 June 2021Page 11 © Compliant Learning Resources• legal and ethical considerations (international, national, state/territory, local) forpeople working in the community services and health context, how they are appliedin organisations, how these impact individual workers, and the consequences ofbreaches:o children in the workplaceo codes of conducto codes of practiceo complaints managemento continuing professional educationo discriminationo dignity of risko duty of careo human rights▪ Universal declaration of human rights▪ relationship between human needs and human rights▪ frameworks, approaches and instruments used in the workplaceo informed consento mandatory reportingo practice standardso practitioner/client boundarieso privacy, confidentiality and disclosureo policy frameworkso records managemento rights and responsibilities of workers, employers and clientso industrial relations legislation relevant to employment conditions of roleo specific legislation in the area of work – objectives and key componentso work role boundaries – responsibilities and limitationso work health and safety• interrelationships, similarities and differences that may exist between legal andethical frameworks• legal issues in the context of the work role:o type of legal issues that ariseo ways to respond• ethical practice in the context of the work role:o type of ethical issues that ariseo ways to respond• workplace policies, procedures and protocols:o how they are/should be developedo processes for review, including consultation and mechanisms for inputCHCECE009 Use an approved learning framework to guide practiceThis unit describes the skills and knowledge required to enable educators to providechildren with opportunities to maximise their potential and develop a foundation for futuresuccess.Assessment Workbook 3 V5.4 Produced 24 June 2021Page 12 © Compliant Learning Resources1. Identify learning frameworks• Apply the learning frameworkFoundation SkillsThe foundation skills described those required skills (language, literacy and numeracy)that are essential to performance.• Reading – in order to interpret and apply relevant approved learning frameworks inthe context of own work role.The remaining foundation skills essential to performance are explicit in the performancecriteria of this unit.Knowledge EvidenceThe candidate must be able to demonstrate essential knowledge required to effectively dothe task outlined in elements and performance criteria of this unit, manage the task andmanage contingencies in the context of the work role. These include knowledge of:• how to access:o Belonging, Being and Becoming: The Early Years Learning Framework forAustraliao My Time, My Place: Framework for School Age Care in Australiao the relevant approved learning framework used in the service if differentfrom those above• how to navigate through framework documents to find areas relevant to this unit ofcompetency• United Nations Convention on the Rights of the Child• key participants in the implementation of the relevant approved learning framework• organisational standards, policies and procedures.Performance EvidenceThe candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks and manage contingencies in the context ofthe job role. There must be demonstrated evidence that the candidate has completed thefollowing tasks at least once:• worked collaboratively with at least one other educator to implement an approvedlearning framework within an approved education and care service, including:• investigating and documenting at least two examples of how the learning frameworkis demonstrated in the service• researching and documenting at least one example of how each principle of thelearning framework is reflected in the service• working closely with others and under supervision to help implement the framework• reflecting on and discussing practice with supervisor and others• investigated and documented their own involvement in at least three examples ofpedagogical practices in the service.CHCPRT001 Identify and respond to children and young people at riskAssessment Workbook 3 V5.4 Produced 24 June 2021Page 13 © Compliant Learning ResourcesThis unit describes the skills and knowledge required to support and protect children andyoung people who are at risk of harm. This work occurs within legislative and policyframeworks and carries a duty of care responsibility.1. Implement work practices which support the protection of children and youngpeople2. Report indications of possible risk of harm3. Apply ethical and nurturing practices in work with children and young peopleFoundation SkillsThe foundation skills described those required skills (language, literacy, and numeracy)that are essential to performance.• Reading lvl 4 – in order to read and understand forms and to make accurate reports• Writing lvl 4 – in order to record details of children and young people at risk and tomake reports using handwritten skills and computer skillsOther foundation skills essential to performance are explicit in the performance criteria ofthis unit.Performance EvidenceThe candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks, and manage contingencies in the context ofthe job role.There must be demonstrated evidence that the candidate has completed the following tasksat least once:• implemented work practices which support the protection of children and youngpeople, including:• complying with regulations, legislations and duty of care responsibilities• employing child-focused work practices to uphold the rights of children and youngpeople• maintaining confidentiality• providing appropriate responses in the protection of children and young people• read and interpreted the procedures for reporting children at risk in line withorganisational expectations and legislative requirements.Assessment for these units will be assessed through completion of WorkbookThree (3) and Workbook Eleven (11) in the section covering WorkplaceEffectiveness.CONTEXT FOR ASSESSMENTTo complete the assessment in this workbook, students need to have access to theirlearning materials and the internet. The written questions and case studies may becompleted wholly at the student’s home, or chosen place of study.Assessment Workbook 3 V5.4 Produced 24 June 2021Page 14 © Compliant Learning ResourcesASSESSMENT METHODSAssessment for these units will be assessed through completion of WorkbookThree (3) and Workbook Eleven (11).Workbook Three will focus on three assessment methods:1. Written Questions – based on the required knowledge component as described inthe Instructions for Assessment2. Case Studies – utilising the Sparkling Stars virtual Early Childhood Education andCare Service and Case Study activities set out in this workbookFurther Assessments:3. Workbook Eleven (11) Skills Journalparticipant must attend Vocational Placement and maintain a log of taskscompleted and signed off by supervisor in the workplace.RESOURCES REQUIRED FOR ASSESSMENTTo complete the assessments in this workbook, the candidates will need access to:• Computer with internet access, internet browser, MS Word, and Adobe AcrobatReader• One (1) piece of multimedia recording equipment such as:o Camcordero Camerao Voice recordero Mobile phone or tablet• One (1) volunteer to assist in minor role-playAssessment Workbook 3 V5.4 Produced 24 June 2021Page 15 © Compliant Learning ResourcesPRESENTATION Things to Consider:Only submit your workbook once all activities inside are complete. Should you haveany questions regarding your assessments, or not understand what is required foryou to complete your assessment, please feel free to ask your trainer.Keep your answers succinct and make sure you are answering the question. Re -readthe question after you have drafted up your response just to be sure you havecovered all that is needed.Your final assessment result will either be competent or not yet competent.If submitting your assessments please ensure that1. All assessment tasks within the workbook have been completed2. You have proof read your assessmentAnswering the Questions:1. If you are using Microsoft Word you will need to click in the grey area of the box tobegin typing your answer.Assessments may not be processed if the above guidelines are not adhered to. Toensure your assessment is processed as quickly as possible, please follow theseinstructions. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 16 © Compliant Learning ResourcesASSESSMENT WORKBOOK COVERSHEET WORKBOOK:WORKBOOK 3TITLE:Workplace EffectivenessFIRST AND SURNAME:PHONE:EMAIL:Read the Candidate Declaration below and if you agree to theterms of the declaration sign and date in the space provided.By submitting this work, I declare that:• I have been advised of the assessment requirements, have been madeaware of my rights and responsibilities as an assessment candidate,and choose to be assessed at this time.• I am aware that there is a limit to the number of submissions that Ican make for each assessment and I am submitting all documentsrequired to complete this Assessment Workbook.• I have organised and named the files I am submitting according to theinstructions provided and I am aware that my assessor will not assesswork that cannot be clearly identified and may request the work beresubmitted according to the correct process.• This work is my own and contains no material written by anotherperson except where due reference is made. I am aware that a falsedeclaration may lead to the withdrawal of a qualification or statementof attainment.• I am aware that there is a policy of checking the validity ofqualifications that I submit as evidence as well as thequalifications/evidence of parties who verify my performance orobservable skills. I give my consent to contact these parties forverification purposes.Name :Signature:Date: Assessment Workbook 3 V5.4 Produced 24 June 2021Page 17 © Compliant Learning ResourcesKNOWLEDGE ASSESSMENT 1. Identify the codes, practices, or pieces of legislation that apply in theworkplace. Select the best answer for the given descriptions below.a. Sets benchmarks for the quality of education and care services, against which anapproved service will be assessed and rated:National Quality StandardsEducation and Care Services National LawECA Code of Ethicsb. Provides for a number of children’s rights that must be upheld by the staff of aneducation and care providing facility:ECA Code of EthicsThe National RegulationsUnited Nations Convention on the Rights of the Childc. A set of statements outlining values of the profession that sets up appropriateand expected behaviour of educators and carers:National Quality StandardsEducation and Care Services National LawECA Code of Ethicsd. Learning framework that guides educators in developing quality programs forchildren, and assists services to provide young children with opportunities tomaximise their potential and develop a foundation for future success in learning:The National RegulationsThe Early Years Learning FrameworkNational Quality Standards Assessment Workbook 3 V5.4 Produced 24 June 2021Page 18 © Compliant Learning Resources 2. In the spaces provided, write T if the given statement is true and F if it is false.a. The United Nations Convention on the Rights of the Child (CRC) setsout the basic rights of children and the obligations of governments tofulfil those rights.b. By law, children must be allowed time to play because it helps developa wide range of skills, like problem-solving and working with a group.c. One of the four fundamental principles of the CRC is to make surechildren get high marks in school.d. The National Quality Standards is one of the components of theNational Legislative Framework.e. At school, nobody else is responsible for the protection of the childrenother than their classroom teachers.f. Children must not be verbally abused by educators or staff membersof an education and care service facility when they misbehave.g. Staff members who are not teachers in an education and care servicefacility are not covered by Education and Care Services NationalRegulations’ Regulation 84.h. It is the right of the child to have their opinions taken into accountwhen making decisions.i. It is important that children with disabilities are separated from otherchildren early on, so that they will learn to cope with how harshly thecommunity will treat them when they are older.j. It is important to teach children to be welcoming of other childrenwho come from different cultures and ethnicities.k. Breaching the stipulations of the CRC, the National LegislativeFramework, Education and Care Services National Regulations, andother pieces of legislation regarding children’s education and careservices may have legal implications for the offender.l. Sometimes, ethical issues are legal issues as well. Hence, breachingcertain codes of ethics may have legal implications for the offender. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 19 © Compliant Learning Resources m. Staff of all Education and Care facilities in Australia are required to beaware of and understand the principles contained in the ECA Code ofEthics.n. One of the rights of children, according to the CRC, is that they mustbe able to relax, play and meet with other groups of children , as longas this does not harm others or stop others from enjoying their rights. 3. Select the four (4) statements below that uphold a person’s rights, accordingto the Universal Declaration of Human Rights.a. Parents must ensure their children have high marks at school, so theyhave good jobs in the future.b. Parents may choose what kind of education their children will receiveand where they will receive it.c. Parents must send their children to private school.d. Children must be recognised as persons before the law.e. Children must be given whatever they want, whenever they want it.f. A child’s privacy must be respected.g. Children may be given passports, which bear their nationality.h. It is not important for children to have nationalities, since it is theirparents making all the decisions. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 20 © Compliant Learning Resources 4. Understanding how legislation impacts upon the daily workings of the serviceis an important part of being an early childhood educator and carer.Match the workplace task with its overarching legislation (listed below) bywriting the corresponding CAPITAL LETTER of the legislation in the spaceprovided.A. Privacy Act 1988B. Family Law Reform Act 1995C. Racial Discrimination Act 1975D. Workplace Health and Safety Act 2011E. Child Protection ActF. NQF (Education and Care Services National Law 2010 and the NationalRegulations)i. Each day, you perform safety checks of the equipment/environment usedii. You report any indicators of child abuse to your supervisoriii. You always ensure children’s records are stored securelyiv. You ensure all parenting orders are followed carefullyv. You are always careful to ensure the appropriate adult-child ratio ismaintainedvi. You are always careful to treat all clients and co-workers equitably Assessment Workbook 3 V5.4 Produced 24 June 2021Page 21 © Compliant Learning Resources 5. There are several different frameworks that guide your conduct as an earlychildhood educator and carer. Answer the following questions about earlychildhood education frameworks.a. Where must copies of Belonging, Being and Becoming: The Early Years LearningFramework (EYLF) and My Time, Our Place: Framework for School Age Care(FSAC) be located, to be accessible to educators? Select one (1).Educators can only access copies onlineCopies must be located at the centreEducators must be given their own copy by the centreb. All states/territories except Victoria now follow the EYLF and the FASC. What isthe name of the framework implemented in Victoria? Write the full name below:c. Children and families are stakeholders in the development of policies andprocedures in an education and care centre. True or false?TrueFalsed. In each state, a Regulatory Authority will be responsible for administering theNational Quality Framework, including approving, monitoring and qualityassessing services. Identify the State or Territory Regulator in your currentlocation:Your state or territory:Regulator: Assessment Workbook 3 V5.4 Produced 24 June 2021Page 22 © Compliant Learning Resources 6. Which framework is the most suitable for the following descriptions? In thespace provided, write the answer of your choice:EYLF – Early Years Learning FrameworkFSAC – My Time, Our Place: Framework for School Age Care in AustraliaVEYLF – Victorian Early Years Development Framework3 – applicable to all three frameworksGuidance: All descriptions are written in singular form, but may pertain toall three frameworks.a. This framework is suitable if you are in charge of organising activitiesfor a group of children ranging from 6 to 9 years old.b. This framework is suitable if you are planning a ‘natural environment’station in the garden of the centre, aimed at promoting respect forenvironment within a group of children aged 3 to 4 years old.c. This framework is approved under the National Quality Frameworkand shares the same five learning outcomes agreed by all Australiangovernments as important for children’s development.d. This framework is intended to support the work of all early childhoodprofessionals in a specific state and focuses on a slightly different setof practice/principles. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 23 © Compliant Learning Resources 7. List three (3) pieces of legislation that provide favourable employmentconditions for your role as an Early Childhood Educator. 8. In the spaces provided, write T if the given statement is true and F if it is false.a. Reflection, critical self-study, and continuing professionaldevelopment are means of upholding the provisions of EarlyChildhood Australia Code of Ethics 2006 relating to your role as aprofessional.b. Diligent documentation while conducting research is part of theChildhood Australia Code of Ethics 2006.c. Continuing professional education would guarantee a higher positionin the early childhood profession.d. Continuing professional education is one example of ethical practiceto uphold standards of the early childhood profession.e. Centres are legally required to provide a safe place for educators towork.f. If you are a new employee at a centre, your induction should occur onyour first day, where you will be introduced to the centre’s policies,procedures, responsibilities, evacuation points, toilets, accessibleareas etc. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 24 © Compliant Learning Resources 9. Below is an example of an early childhood education and care provider,Sparkling Stars Childcare Centre. Match these Sparkling Stars policies and theinformation they provide by writing the corresponding letter in the spacesprovided:A. Immunisation, medication and management of illness policyB. Health and hygiene policyC. Guiding children’s behaviour policyD. Grievance policyE. Sun Care policyF. Access and EquityYou can find the Sparkling Stars Childcare Centre’s policies on their website.Click on the logo below to access the site:(Username: learner Password: studyhard)PolicyPolicy contentsi. Outlines exclusion guidelinesii. Specifies process for staff to lodge a complaintiii. Specifies times to avoid outdoor playiv. Outlines service’s accepted behaviour management strategiesv. Sets out optimum procedure and times for staff and children to washhandsvi. Equity, equality, and inclusion Assessment Workbook 3 V5.4 Produced 24 June 2021Page 25 © Compliant Learning Resources 10. Go to Sparkling Stars’ main page by clicking on the logo below:(Username: learner Password: studyhard)Answer the following questions.a. What is Sparkling Stars’ mission statement?To provide quality care and early educationTo combine modern play equipment with natural surroundingsTo realise each child’s full potentialb. What is the philosophy behind Sparkling Stars’ mission statement?It is important to be easily accessible by the community.Each child is unique and must be encouraged to shine.The environment is very important.c. Read Sparkling Stars’ Organisational Chart, found on the same page.If you were one of the assistants in the Toddler Room, who would yoursupervisor be?Layla KempJan GrantSara Nockd. Who should Lucinda Backhouse report any internal issues to?Layla KempJan GrantSara Nock Assessment Workbook 3 V5.4 Produced 24 June 2021Page 26 © Compliant Learning Resources 11. Identify whether or not the given descriptions are indicators of abuse thatrequire immediate appropriate action. Check the box beside the statement if itis an indication of abuse.a. The child or young person is unable to explain an injury, orexplanations given are inconsistent, vague, or bizarre.b. The child has a cut on their finger.c. The child or young person is unusually frightened of a parent or carer, or isafraid to go home.d. The child did not get their favourite toy for their birthday.e. The parent or caretaker constantly criticises, threatens, belittles,insults, or rejects the child or young person with no evidence of love,support, or guidance.f. The child wears hand-me-down clothes and has no new outfits.g. The child shows signs of malnutrition, begging, stealing or hoardingfood.h. The child shows fear of being alone with a particular person.i. The child implies that they are required to keep secrets.j. The child has more friends of the same sex. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 27 © Compliant Learning Resources 12. Identify whether or not the given scenarios are dynamics of abuse. If they are,indicate if these are an abuse to age, gender, disability, culture, or sexuality.a. Maria is four years old. Her aunt often reminds her that if she tells anyone thather aunt is secretly taking items from their house, she will “get into a lot oftrouble.” Maria believes her aunt and will lie to her mother when asked where themissing items are.Is this a dynamic of abuse?YesNoIf yes, what is the aunt abusing?Maria’s ageMaria’s genderMaria’s disabilityMaria’s cultureMaria’s sexualityb. Joshua is six years old. He loves eating sweets like chocolates and candy, and heoften tries to escape doing homework. In effect, his mum has stopped buying himsweets, and only allows him to play games and watch television after he hasfinished doing all his homework. Joshua is upset by this.Is this a dynamic of abuse?YesNoIf yes, what is the mum abusing?Joshua’s ageJoshua’s genderJoshua’s disabilityJoshua’s cultureJoshua’s sexualityc. Jae Han is seven years old. His family just moved to Australia from Korea. Hedoes not speak very much English, so his classmates are teaching him the Englishwords for some school items.Is this a dynamic of abuse?YesNoIf yes, what are the classmatesabusing?Jae Han’s ageJae Han’s genderJae Han’s disabilityJae Han’s cultureJae Han’s sexuality Assessment Workbook 3 V5.4 Produced 24 June 2021Page 28 © Compliant Learning Resources d. Paul is a wheelchair-bound child. He is a kind boy, so the community treats himkindly as well. Despite being a sickly child, Paul’s father insists on bringing himout on errands even if he is not feeling well, so that he can use the handicapparking at different establishments.Is this a dynamic of abuse?YesNoIf yes, what is Paul’s fatherabusing?Paul’s agePaul’s genderPaul’s disabilityPaul’s culturePaul’s sexualitye. Alyssa is a seven-year-old girl. Her mother is a very figure-conscious woman whowas popular among the boys in her class during her younger years. WheneverAlyssa wants to eat sweets for snacks and dessert, her mother would often makecomments like, “Don’t eat too much. You’ll get fat and not have a boyfriend inthe future” or “Boys only like slim girls.” This scares Alyssa, and compels her notto eat sweets.Is this a dynamic of abuse?YesNoIf yes, what is Alyssa’s motherabusing?Alyssa’s ageAlyssa’s genderAlyssa’s disabilityAlyssa’s cultureAlyssa’s sexualityf. George is being raised by parents to be vegan. At some parties, the hosts find it ahassle to prepare vegan-friendly food for George, but the children enjoy hiscompany. To remedy this, the parents of his friends simply tell George that thefoods they serve are vegan because no meat is in it, despite having animalproducts like butter and milk. They tell him that it only counts if it’s actual meat.Is this a dynamic of abuse?YesNoIf yes, what are the parentsabusing?George’s ageGeorge’s genderGeorge’s disabilityGeorge’s cultureGeorge’s sexuality Assessment Workbook 3 V5.4 Produced 24 June 2021Page 29 © Compliant Learning Resources 13. Answer the following questions about abuse.a. True or False:The psychological or cognitive vulnerability of children with disability may putthem at a higher risk of child abuse.TrueFalseb. True or false:Harm on children can possibly lead to their inability to have healthyrelationships.TrueFalsec. Is it true that child abuse doesn’t happen in ‘good’ families?YesNod. You are one of the educators at an early childhood education centre. You noticeone of the children frequently has new bruises on his body. When asked about it,the boy tries to avoid answering the question. During art class, his drawingsuggests that his father hits him when he has consumed alcohol. Should youconfront the father?YesNoe. What is one possible explanation for the correct answer to the previousquestion?Confronting the father will make him stop the abuse.Confronting the father could place the boy at risk of further harm.Confronting the father could get you arrested.Confronting the father will embarrass the boy. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 30 © Compliant Learning Resources 14. Identify two (2) pieces of child protection legislation that apply to your currentState or Territory.Current State or Territory:Relevant Legislation (2): 15. In the spaces provided, write T if the statement about duty of care is trueand F if it is false.a. Early childhood educators are legally obliged to protect their studentsfrom foreseeable harm, infection, and injury.b. Duty of care only applies to school teachers.c. The actions of someone who does not exercise duty of care areconsidered negligent.d. A very high degree of care is owed to children because they have alimited capacity to care for themselves.e. Keeping your knowledge and skills up to date is one way of fulfillingyour duty of care.f. Neglect is not a form of abuse because the child is not physicallyharmed. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 31 © Compliant Learning Resources 16. Identify if the following issues are legal issues or ethical issues.In the spaces provided:Write L if the given example is a legal issue.Write E if it is an ethical issue.Write B if it can be both a legal and an ethical issue.a. Promising a child something you cannot keepYou promise a child that his parents will give him his favourite toyif he has high grades, but the parents do not deliver this promise.b. Physically hurting a childYou grab a child by the shoulders and shake them when theyrepeatedly disobey your classroom rules.c. Breach of confidenceYou tell your colleagues the family problems your student has toldyou in confidence.d. Favouring some children over othersYou tell one of the little girls she is the prettiest one in the class,even though this has no bearings on any judgement or assessmentsrelating to her or other children in class.e. NeglectYou do not give a child first aid when he cuts his finger during anarts and crafts session because he did not listen to yourinstructions the first time.f. Asking children for favoursYou ask for food from children when you see they have broughtsnacks that you like. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 32 © Compliant Learning Resources 17. Which among the following best shows the difference between a human needand a human right? Select one (1).a. All human rights are human needs.b. Human needs are tangible and intangible possessions that humanswill not survive without, like food and water.Human rights are tangible and intangible possessions that humansare entitled to by virtue of being human.c. Human needs are people’s tangible needs, like food and water.Human rights are people’s intangible needs, like freedom ofexpression.d. Human needs are available for free from the earth.Human rights are given by the government. 18. Which two (2) statements about dignity of risk are true? Check the boxes ofthe correct answers.a. The dignity of risk is a child’s right to experience potential failure, asthis helps them develop certain aspects of growth.b. Dignity of risk is only for parents to bestow on their children, asschools and learning facilities should be safe environments.c. Dignity of risk is reserved for older children who can make sounderdecisions than pre-school aged children.d. Dignity of risk upholds the child’s self-worth. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 33 © Compliant Learning Resources 19. Select three (3) statements below that are true about trauma-informedcare.a. Trauma-informed care is a pre-set system of care protocols forchildren that suffer trauma.b. Trauma-informed care systems prepare individually flexible plansand approaches in collaboration with the client.c. Trauma-informed care systems are specifically designed for parentsto deal with their children who have gone through a traumaticexperience.d. Trauma-informed care systems involve intrusive interrogation, but itis necessary for the resolution of trauma.e. As an education and care provider, your nominated supervisor shouldbe immediately notified in case you identify or are informed of anychildren that have suffered trauma.f. As an education and care provider, you must provide traumainformed care and act on the issue by immediately calling theappropriate child welfare agencies.g. Collaborating with or reporting to appropriate agencies, such as childwelfare, in cases where children experience traumatic events isimportant.h. It is important to remove the child from their home right away if onesuspects the child is suffering from trauma. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 34 © Compliant Learning Resources 20.As an education and care service provider, what are some ways to respond tolegal and ethical issues concerning children under your care?Select four (4).a. Follow organisational protocol for responding to specific issues.b. Threaten the child, so they would disclose more information on thematterc. Always listen to and support the child, and thank them for helpingyou to understand their situation.d. Do not make promises you cannot keep.e. Promise the child that everything will be okay, so that they will feelbetter.f. Make your own investigation on the matter.g. Disclose the issue to colleagues even those who are not involved, sothey may tell their students about the issue.h. Maintain a calm appearance. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 35 © Compliant Learning Resources 21. In the spaces provided, write T if the given statement is true and F if it is false.a. In order to work together effectively, team members must be open todiscussing other people’s suggestions and opinions.b. If the team decides that a particular suggestion is not practical orworth pursuing, it is important that the team member is made to feelthat the team have actively listened and given it fair consideration,before deciding against it.c. Policies and procedures in an education and care centre are generallydeveloped and revised in consultation with all stakeholders.d. If the team decides that a particular suggestion is not practical orworth pursuing, it is important to move forward to the next suggestionas soon as possible.e. Policies and procedures that are in the development or revision stagesare provided to families, staff and management to comment on,which are then used in discussions in formulating the new or revisedpolicy and procedures.f. Ultimately, it must be the supervisor that makes all the decisions,policies, and protocols, regardless of team input. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 36 © Compliant Learning Resources 22.Select six (6) statements below that are true.a. When conducting research that involves gathering data from or aboutchildren, it is important that the data is gathered with informedconsent.b. When conducting research that involves gathering data from or aboutchildren, it is important that the data is gathered as discreetly aspossible.c. When using a centre’s services, the client also has no responsibilitytowards the centre, as they are paying for their services.d. When using a centre’s services, the client also has a responsibility togive feedback to the centre.e. National Regulations require services to develop a combination ofsystems which record children’s attendance in school.f. It is important for a centre to keep records of children, so these mayserve as evidence for complaints and other issues, if needed, in thefuture.g. School records are not important. Interviews and third party reportsare more important when gathering evidence.h. All decisions involving children must be made based on their bestinterest and must uphold their human rights.i. The rights of children are more important than the rights of adults.j. It is important that the rights of all stakeholders are considered andupheld when making decisions. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 37 © Compliant Learning Resources 23.In the spaces provided, write B if the statements describe how you, as an earlychildhood education assistant, can keep practitioner-client boundaries. Thereare four (4) correct statements.a. Do not speak to your clients beyond class hours.b. Speak to clients in a way that upholds their dignity.c. Speak to your clients as if they are superior to you.d. Information about a child is kept private and shared only accordingto legal and organisational directions.e. Follow through with any commitments you have made with theclient.f. Use euphemisms when speaking to your clients, so that they willnot feel bad if they must hear something undesirable.g. The emotional safety of the child must be upheld throughout yourworking relationship with them and their families.h. Do not make any commitments to the client or child whatsoever. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 38 © Compliant Learning ResourcesCASE STUDIESCase 1 Read the following scenario:Ahmet GadaiAhmet Gadai is 3 years old and is one of Sparkling Stars’ newestattendees along with his sisters A’shadieeyah, age 5, and Rawhiyah, age 7. Heis the youngest child and only son of a Muslim family that have recentlyimmigrated to Australia.With English being the family’s second language, you have found thishas led to communication issues and Ahmet eventually demonstrat ing somefrustrating behaviour in response. You have also noticed that when the fatheris communicating with any of the women at the centre, he is very domineeringand aggressive in his approach to any discussion regarding Ahmet’s behaviour.To you, the father seems to favour Ahmet over his two older sisters, as youhave noticed he will scold the girls publicly in their mother language but doesnot act in the same manner towards Ahmet.One day, one of your colleagues referred to Ahmet as a ‘little terroris t’.Initially, you thought it was just an inappropriate joke; but over a few weeks,you heard your colleague say it several more times and noticed that she tendedto leave Ahmet out of class activities where Ahmet might cause trouble.You know there is an ethical issue to be dealt with but are not sure howto proceed.Think about the ethical issues involved, and then answer the questions that follow. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 39 © Compliant Learning Resources a. Identify two (2) conflicts of interest that exist in the scenario. Check the boxesof the correct answer.i. Ahmet’s father should show more respect towards women, but hedoes not want to.ii. Ahmet is not included in class activities, so that the educator will nothave to think about accommodating his needs.iii. Your colleagues are making jokes about Ahmet, so Ahmet shouldprobably learn more English to prove them wrong.iv. Ahmet’s sisters should speak up for themselves, but they are too shy.v. Your colleague’s inappropriate actions towards Ahmet must beaddressed, but you hesitate to do so, for fear of losing them as friends. b. Describe three (3) considerations – internal and external – that mightinfluence your own ethical judgement in Ahmet’s situation. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 40 © Compliant Learning Resources c. Your personal values and attitudes are some of the considerations that mayinfluence your ethical judgment when dealing with ethical issues.Identify one (1) personal value and one (1) attitude, and describe how thesemay influence the actions that you would take in the above scenario.Personal ValuesAttitudesHow this may influence my actions d. How would you take into account these personal values and attitudes youidentified in the previous question to ensure non-judgmental practice? Assessment Workbook 3 V5.4 Produced 24 June 2021Page 41 © Compliant Learning Resources e. Why is it essential that you address this unethical behaviour? Select three (3)reasons.i. The child is experiencing cultural abuse. It is in the student’s bestinterest to resolve the issue.ii. Speaking out about my colleagues’ unethical behaviour will get themfired, which they deserve.iii. As part of my duty of care, it is my responsibility to take appropriateaction against unethical practice.iv. My colleagues should not have spoken too loudly.v. It is your right, as an educator, to expose the wrong behaviour ofothers to children, so that they would not follow this bad example.vi. It is part if the Early Childhood Code of Ethics that I must work toensure children are not discriminated against on the basis of theirculture. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 42 © Compliant Learning Resources f. Identify how you will appropriately resolve the situation of your colleague’sunethical behaviour. Write the numbers 1 to 3 on the steps that you shouldfollow, in order, to address the situation.Other steps that are not appropriate measures should be left blank.Guidance: Refer to the Sparkling Stars Grievance Procedures. Click here.(http://compliantlearningresources.com.au/network/sparkling-stars/files/2013/04/Sparkling-Stars-GrievanceProcedures-%E2%80%93-Staff-v1.2.pdf)(username: learner password: studyhard)i. If the behaviour of another staff member is interfering with yourwork, then advise that person of the problem directly and try to workout a mutual resolution.ii. If the problem remains unresolved, approach the Director for advice.iii. If the problem remains unresolved, call the police.iv. If the dispute is of an extremely sensitive nature or involves theDirector, contact the parents of the child.v. If the dispute is of an extremely sensitive nature or involves theDirector, contact senior management. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 43 © Compliant Learning Resources g. A few weeks later, Ahmet’s father approaches you, very upset about what hasbeen said to his son. He wants to make a complaint about your colleague.What protocol should you follow to manage his complaint? Select one (1).i. Explain to him that he has no right to complain, because hisbehaviour towards his daughters is unethical to begin with.ii. Refer to the organisational policies and procedures for handlingcomplaints from parents.iii. Refer to the Universal Declaration of Human Rights.iv. Bring to his attention that a complaint can be filed against him forunethical behaviour.v. Speak to him so you can resolve the issue for your colleague. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 44 © Compliant Learning Resources h. Answer the following questions concerning the Sparkling Stars policies andprocedures for handling complaints from parents.Guidance: Refer to the Sparkling Stars Grievance Procedures. Click here.(http://compliantlearningresources.com.au/network/sparkling-stars/files/2013/04/Sparkling-Stars-GrievanceProcedures-%E2%80%93-Staff-v1.2.pdf)(username: learner password: studyhard)i. In case of conflict between a parent and a staff member, the parent shouldfirst discuss the problem with the relevant staff member concerned.True or false?True Falseii. If the parent is not satisfied with the outcome after speaking with the relevantstaff member, they may take the matter to the centre Director.True or false?True Falseiii. The Director will make the final decision in all conflicts.True or false?True Falseiv. Disputes and conflicts at the centre may be avoided if… (Select one (1).)… the staff follows the policy “The customer is always right.”… parents are prohibited from speaking to the staff beyond class hours.… clear guidelines are in place for all to follow. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 45 © Compliant Learning ResourcesCase 2 Read the following scenario. In this scenario, you are a childcare assistant atSparkling Stars Childcare Centre, based at Cascade Peak in your home State orTerritory.Erica SmithIt is school holidays, and the usual group of local children are attendingcare. One of the children, Erica Smith, is 10 years old and you have known hersince she started attending the centre 5 years ago. You can view here: Erica’sclient records. (username: learner password: studyhard)(http://compliantlearningresources.com.au/network/sparkling-stars/client-records/erica-smith/)These holidays you have noticed that Erica is not her usual bubbly self. Shehas come to the centre a few times in the same dirty clothes she wore the daybefore. One day you heard her ask a friend for some food at lunch time.One day, when you took the group swimming, Erica did not have herswimming costume with her. When you asked her about it, she responded “MyDad says I’m too fat to swim”.The next morning when Erica arrived at the centre with her father, her eyeswere red and puffy. You thought she looked like she had been crying. Thatsame morning, you noticed what might have been some bruises on Erica’supper arms when she was playing in home corner.Later that day, as you were preparing afternoon tea, Erica approached youshyly, speaking very quietly. You bend down to hear her better and she says“My Dad hurt me.”Answer the questions that follow. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 46 © Compliant Learning Resources a. Record a short video, in which you must demonstrate your response to Erica.Follow these instructions:i. Ask a friend to act as Erica in this scenario.ii. Set up a camera to record you and ‘Erica’ acting out the scenario.iii. Begin the video recording with ‘Erica’ telling you “My Dad hurt me”.iv. Respond to ‘Erica’ as if you were responding to an actual child at achildcare centre.a. Ask open and non-leading questions that would help youidentify in what way Erica was hurt.v. Save the file as “CHC50113-Subject3-CaseStudy2.” Use a file formatthat is compatible to most computers, such as .mp4.vi. Submit the video file to your assessor as part of your assessment.vii. There is no minimum time limit, but your video must not be morethan three (3) minutes in length.Note: If a video recording is not possible, an audio recording is alsoacceptable. If you opt for an audio recording, follow these additionalguidelines:viii. The tone of voice of in your response must be appropriate.ix. The dialogue must mention the environment or location where yourconversation with Erica takes place.x. Use a file format that is compatible to most computers, such as .mp3. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 47 © Compliant Learning Resources b. As an assistant educator, is it appropriate for you to conduct your owninvestigation into the matter? Select either yes or no, then explain why youchose that answer.Guidance: Refer to the Sparkling Stars Procedure for Disclosures. Click here.(http://compliantlearningresources.com.au/network/sparkling-stars/files/2013/04/Sparkling-Stars-GrievanceProcedures-%E2%80%93-Staff-v1.2.pdf)(username: learner password: studyhard)Yes NoExplanation: c. Read the Sparkling Stars Procedure for Disclosures. Then, fill out the“Sparkling Stars Recording Form for Disclosures, Observations of Child Abuseand Actions” form.Click here to access the form. (http://compliantlearningresources.com.au/network/sparkling –stars/files/2016/06/Recording-form-for-Disclosures-Obvs-of-Child-Abuse-and-Actions-v1.1.docx)(username: learner password: studyhard)Guidance: Ensure your writing is non-judgmental.Your nominated supervisor is Jan Grant.Assume that the date Erica spoke to you is the date today.Submit this form along with this answered workbook. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 48 © Compliant Learning Resources d. In the spaces provided, write T if the statement about mandatoryreporting is true and F if it is false.i. In New South Wales, an educator has the duty to report any sexualabuse if they suspect on reasonable grounds that a child hassuffered such.ii. In Victoria, any school staff must report that a child is sufferingfrom physical abuse if they have reasonable grounds to do so.iii. Neglect is a form of abuse, and some states and territories requireeducators to report to their nominated supervisors if they suspect achild is being neglected.iv. Exposure to family violence is not a form of abuse if the child is notbeing physically harmed.v. Suspected abuse in any form must be reported immediately to thepolice.vi. Early Childhood Education and Care centres will need to workclosely with a diverse range of practitioners, across a broad array ofprofessional disciplines.vii. Early Childhood Education and Care centres will need to work asindependently as possible, to make sure that information abouttheir students are not disclosed.viii. Consent about information regarding a child’s condition is notessential where it is likely to further jeopardise the child or youngperson’s safety, welfare, or wellbeing.ix. In considering the most effective response that will ensure thechild’s safety and wellbeing, you may need to gather informationand facts. One way to do this is continued observation.x. The perpetrator of abuse must be confronted immediately. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 49 © Compliant Learning Resources e. Identify the steps you must take when there is suspicion that a child issuffering from abuse. In the spaces provided, write the numbers 1 to 4 toidentify the steps to making a child protection report.Steps that are not relevant to making a report must be left blank.i. Assess the child’s circumstance and consult your findings withappropriate stakeholders.ii. Regularly interview all students to find out if they are experiencingabuse or neglect.iii. Identify if there is concerns of possible child abuse and neglect.iv. The supervisor must call the police immediately once they havebeen informed of suspected child abuse.v. Further assessments may be made by Early Childhood Educationand Care workers after your supervisor has notified them of the caseof abuse.vi. Notify your supervisor immediately so they can notify the relevantChild Protection authorities in your state. f. Fill out the “Early Childhood Education and Care Reporting Form for ChildAbuse”. Ensure the name and address of the relevant agency is correct foryour state/territory.Click here to access the form. (http://compliantlearningresources.com.au/network/sparkling –stars/files/2016/06/Early-Childhood-Education-and-Care-Reporting-Form-for-Child-Abuse-v1.1.docx)(username: learner password: studyhard)Guidance: Ensure your writing is non-judgmental.Compute Erica’s birth year so that she is presently 10 years old.Submit this form along with this answered workbook. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 50 © Compliant Learning Resources g. In the spaces provided, write T if the statement about privacy,confidentiality, or disclosure is true and F if it is false.i. It is essential that all of your dealing and interactions regarding thesuspected child abuse is treated as confidential.ii. Unless anything is proven or there is clear physical evidence, adisclosure from a child cannot be held with importance.iii. It is lawful for two authorised bodies or agencies to exchangeconfidential information with each other.iv. Should two authorised agencies exchange information concerningsensitive matters with each other, a written record of theinformation must be produced.v. Children have no right to privacy until they are the age of 12.vi. Standard forms are an acceptable method of communicating abuseinformation to relevant agencies.vii. A child needs to fill up a form first before their concerns can beprocessed.viii. One can uphold a child’s need for privacy by talking to them aboutsensitive matters in a private place, such as a closed office whereothers cannot hear the conversation. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 51 © Compliant Learning ResourcesWORKBOOK CHECKLIST When you have completed this assessment workbook, review the candidate’sassessment against the checklist below:The candidate has completed all the assessments in theworkbook:Knowledge AssessmentCase Study 1Case Study 2IMPORTANT REMINDERCandidates must achieve a satisfactory result to ALL assessment tasks to beawarded COMPETENT for the units relevant to this cluster.To award the candidate competent in the units relevant to this subject, the candidatemust successfully complete all the requirements listed above according to theprescribed benchmarks. Assessment Workbook 3 V5.4 Produced 24 June 2021Page 52 © Compliant Learning ResourcesFEEDBACKWell done for completing the delivery of this workbook. We hope thatyour training and assessment experience using our resources has been aseamless and fruitful journey. At Compliant Learning Resources, wecontinually strive to improve our training and assessment resources andheighten the training and assessment experience for you. One way we dothis is by seeking feedback. Your experience is important to us and we arevery keen to hear any suggestions or complaints you may have. Click onthe button below to let us know what you think of us and our learningresources.End of DocumentCLICK HERE

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