Assessor Resource

CHCFC520C
Promote ethical understanding of children

Assessment tool

Version 1.0
Issue Date: March 2024


This unit may be applied in the delivery of child care services in a range of community service work contexts

This unit describes the knowledge and skills required by workers in childcare settings to assist and promote the development of children's ethical understanding

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable


Employability Skills

This unit contains Employability Skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, a range of conditions, and over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including access to:

a childcare workplace

children's services, resources and equipment

the local environment

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

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 identified work role

These include knowledge of:

Social development of children

Cognitive development of children

Emotional and psychological development of children

Philosophies underpinning children's services

Philosophy and mission of the organisation

Range of cultural values of families using the service

Range of religious values and teachings of families and children using service

Codes of ethics e.g. AECA

United Nations Convention on the rights of the child

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide opportunities for children to consider their actions and consequences whilst recognising different cultural values and beliefs

In addition, the candidate must be able 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 identified work role

These include the ability to:

Demonstrate application of skills in:

interpersonal

planning

organisation

dealing with cross-cultural issues and beliefs

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Citizenship may be at levels of:

Local

National

International

Global

Ethical understanding may include areas such as:

Relations with people

Relations with animals and pets

Relationship to the natural environment and the land

Links to the immediate environment of the service

Social responsibilities and rights

This unit becomes increasingly relevant as children develop:

For 3 to 5 year olds:

Focus is practical and concrete

Examples are used in discussion

A more local view of community membership is developed

For 5 to 12 year olds:

A wider view of community membership is developed including the global community

Increasing self responsibility and initiative expected in relation to social interactions

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Prompt children to consider potential impacts as well as consequences that are observable 
Consider with children short term and longer term impacts 
Encourage children to explore a range of responses to a situation 
Encourage children to consider a range of reasons underlying their actions 
Ensure communication about values and moral issues is appropriate to child's family and cultural background 
Ensure communication about values is in line with philosophy and guidelines of the service 
Discuss with children issues that require a moral/ ethical response 
Discuss with children examples of children responding to ethical issues in different ways 
Encourage children to voice their views in a range of forums relevant to an issue 
Encourage children to participate in decision-making forums 
Develop, select, implement and review practical strategies with children 
Develop opportunities for children to contribute to community events 
Develop opportunities where children can provide genuine assistance to others 

Forms

Assessment Cover Sheet

CHCFC520C - Promote ethical understanding of children
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCFC520C - Promote ethical understanding of children

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: