CHCECE021
Implement strategies for the inclusion of all children
Purpose of Assessment
Assessment is the process of gathering and judging evidence
... [Show More] in order to decide whether the student has achieved a standard or objective and it is a competency based assessment. The competency-based assessment is the method of gathering and judging of evidence in order to decide whether the student has achieved a standard of competency.
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the required knowledge and skills to Implement strategies for the inclusion of all children.
Successful completion of assessments will contribute to the attainment of the following unit of competency: CHCECE021 - Implement strategies for the inclusion of all children
Application
This unit describes the skills and knowledge required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Internet link to unit
https://training.gov.au/Training/Details/CHCECE021
Methods of assessments
There are two types of tasks in this assessment
a. Theory tasks
b. Workplace tasks and Simulated Case Study
The following methods are used for assessing competency for theory tasks in this unit:
• Analysis of responses to case scenarios
• Responses to Written questions
The following methods are used for assessing competency for workplace tasks and Simulated Case Study in this unit:
• Analysis of responses to written questions and activities
• observation at workplace by trainer / assessor and supervisor
Principles of Assessment
The four principles of assessment are followed in assessment of each Student's evidence of competence.
The four principles are:
• Validity
• Reliability
• Flexibility
• Fairness
Validity:
• assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance;
• assessment of knowledge and skills is integrated with their practical application;
• assessment to be based on evidence that demonstrates that a Student could establish these skills and knowledge in other similar situations; and
• Judgment of competence is based on evidence of Student performance that is aligned to the unit/s of competency and associated assessment requirements.
Reliability: Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.
Fairness: The individual Student’s needs are considered in the assessment process. Where ever appropriate, reasonable adjustments are applied by the Kal Training to take into account the individual Student’s needs. Kal Training informs the Student about the assessment process, and provides the Student with the opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility: Assessment is flexible to the individual Student by:
• reflecting the Student’s needs;
• assessing competencies held by the Student no matter how or where they have been acquired; and
• Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.
Rules of evidence
There are four rules of evidence that guide the collection of evidence. The learner’s work must demonstrate the rules of evidence e.g.:
Valid – The assessment task must cover the required skills and knowledge
Sufficient – it must be enough to satisfy the competency
Current – skills and knowledge must be up to date
Authentic – it must be the learner’s own work and supporting documents must be genuine.
Competency/Submission Details and Instructions
For you to achieve competency in this unit, you are required to complete the following tasks and submit according to your proposed training plan or else as negotiated with trainer. The Student instructions for each task have been mentioned before the start of each task. You must achieve satisfactory ratings on all tasks and all completed assessment tasks must be submitted.
• The submission of answers (theory assessment tasks), should be typed using software suite like Microsoft Office and submitted in printed form or through email.
• Reports / templates where provided (workplace assessment tasks) should be completed and submitted along with printed documents.
• At each submission of your assessment, the Student must declare that the work submitted is his/her own and has not been copied. Failure to do so will result in the assessment work being returned for completion thus delaying the assessment.
• Make sure you have read all supporting resources prior to commencing and completing any of the questions and activities in this assessment workbook.
• If you are unsure of the requirements of any assessment task – please contact your trainer/assessor, for clarification. Reasonable adjustment options are available however this must be arranged with the Training Department prior to assessment.
• You must ensure that you have attempted and completed all assessment tasks in this Student Assessment Workbook prior to submitting for assessing.
• Written questions require in-depth responses and answers must be correct, sufficient and in acceptable form of quality and standard
• All the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the assessment of your tasks.
Understanding the assessment grading system
Assessments for qualifications are competency based, which means Students are assessed against the unit of competency requirements. Assessment results are recorded as follows:
• Satisfactory (S) result: The Student’s submitted work satisfies the learning requirements and competency standards for the Task.
• Not Satisfactory (NS) result: The Student’s submitted work does not demonstrate the understanding of competency standards in the Task.
• Competent (C) result: Once a Student receives a satisfactory result for all required assessment Tasks, as per the learning requirements and all competency standards for the unit (in accordance with the unit of competency details at National Register www.training.gov.au), C outcome will be awarded for the entire unit.
• Not Yet Competent (NYC) result: If any of the Tasks in unit is NS, a Student will receive NYC outcome. He/she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The Student will then be required to rectify these gaps and re-submit his/her assessment for marking.
Re-assessment
If the result of your Unit Assessment is “Not yet Competent (NYC)”, you will be given an opportunity for re-assessment. Each Student has three (3) attempts to achieve a competent outcome, including two re-submission attempts. You will only work on the component(s) of the Task(s) that were marked “Not Satisfactory”. The re-assessment must be completed within 14 days of assessment feedback given to you by your facilitator/assessor. Please note that Kal Training will provide two (2) chances for re-assessment at no cost. If you are not able to achieve competency with all of these opportunities, you are required to repeat the unit at your own cost which will also impact on your extension of study period.
Plagiarism and Collusion
Plagiarism and collusion are both forms of cheating. It is taking and using someone else’s ideas, writings or information and representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a unit or a course. When you have any doubts about including the work of other authors in your assessments, please consult with your trainer/assessor and refer to the our Student Handbook. In case you need further information about plagiarism and collusion, please ask our staff to provide you with the copy of plagiarism and collusion policy and procedure. The following list outlines some of the activities for which a participant can be accused of plagiarism:
• Presenting any work by another individual as one’s own unintentionally
• Submitting assessments copied from another Student
• Presenting the work of another individual or group as their own work
• Submitting assessments without the adequate acknowledgement of sources used, including assessments copied totally or in part from the internet
Referencing your work
The Students are required to use the right sources in their work. By doing proper referencing, you are acknowledging that you have used someone else’s information or work. Kal Training encourages its Students to use APA 6th referencing Style. You can visit http://guides.lib.monash.edu/citing-referencing/apa for the style information or visit https://www.refme.com/au/referencing-generator/apa/ for APA style references generation. You must reference all sources that you use in your assignment, including words and ideas, facts, images, videos, audio, websites, statistics, diagrams and data.
There are two parts to every referencing system:
• In-text reference - a reference to a source of information placed within the body of the work.
• The reference list - a list of all sources referred to in the work, located at the end of the work.
Please ask your trainer if you do not know how to reference your evidence. Ensure your work is referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook.
Appealing a decision
Where a Student disagrees with a decision made by Kal Training regarding outcome of unit, plagiarism or cheating, he/she may pursue appeal proceedings in accordance with the Kal Training complaints and appeals process given in Complaints and Appeals procedures, as you have the right to appeal the final decision. More information about this process can be found in the Student Handbook or can be obtained from the Student Support Services.
Reasonable Adjustments
If you have special needs or disabilities, reasonable adjustment will be organized in accordance with the organization assessment process of policy and procedures manual section 5.
This may include but not limited to:
• visual difficulty; we can assist by making adjustments such as larger print of documents, assessment tools and forms
• physical disabilities; assessment may be broken down into shorter/longer lengths of time, where applicable
• sick or have medical condition, due date extension may be provided
• LLN Support
Examples of reasonable adjustment in assessment may include but not limited to:
• Submission of an oral assessment task for a written one
• Provision of extra time
• Use of adaptive technology
The requirements for special needs must be established and an appropriate record must be kept of the efforts made to establish special need and the outcomes of these efforts.
Elements and Performance Criteria
Elements Performance Criteria
1. Promote inclusion 1.1 Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children
1.2 Demonstrate a belief in children’s capacity to succeed in all interactions with families and children
1.3 Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes
1.4 Develop own professional knowledge and work in partnership with families, communities and other services and agencies
1.5 Support all children regardless of background, gender, age or ability to fully participate as valued members of the group
1.6 Assist, support and encourage each child’s efforts to participate
1.7 Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice
2. Respect diversity 2.1 Value different capacities and abilities, and respect differences in families’ home lives
2.2 Recognise that diversity contributes to the richness
of society and provide children with opportunities to explore this richness
2.3 Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions
2.4 Draw children’s attention to issues of fairness relevant to them
2.5 Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.
2.6 Engage children in discussions about respectful and equal relations
3. Identify children with barriers to learning 3.1 Investigate child’s barrier to learning
3.2 Collect and use data to form an accurate understanding of the barrier to learning
3.3 Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions
4. Develop a plan for support and inclusion 4.1 Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child
4.2 Develop the plan in consultation with other professionals and the family
4.3 Adapt the environment and routines to ensure inclusion of all children with additional needs
4.4 Constantly reflect on the effectiveness of the plan and its impact on the child
5. Implement strategies to meet the child’s additional needs 5.1 Support child’s entry into the service
5.2 Reflect on the level of support provided on a regular basis and adjust accordingly if necessary
5.3 Encourage others to adopt inclusive attitudes and practices
5.4 Communicate with and provide support to others to implement strategies
5.5 Investigate and trial strategies that may address barriers
5.6 Implement strategies designed or suggested by family or other professionals
5.7 Respond to the daily needs of children with additional needs and seek assistance as required
6. Monitor and review strategies 6.1 Share information about progress among all concerned
6.2 Identify and discuss issues of concern
6.3 Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies
6.4 Seek and gain family permission prior to consulting with others regarding the child
6.5 Ensure communication occurs within a culturally and linguistically responsive framework
6.6 Closely monitor new strategies and the impact of these on the child
6.7 Identify and respond to any barriers to the strategies being implemented
Foundation skills
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
• developed and implemented a plan for support and inclusion for at least one child, including:
• contributing to individualised, child-centred planning and service delivery
• collaborating and sharing information with family and other educators to develop and implement an inclusion plan
• investigating and trialling strategies to address the needs of the child
• reviewing and suggesting adaptations to service delivery to meet the needs of children with special needs
• identifying and assessing the additional needs of individual children
• gathering additional resources or sources of information to assist in developing and adapting curriculum to meet additional needs.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:
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