CHCSAC004 - Support the holistic development of children in school age care
Assessor Resource
CHCSAC004 Support the holistic development of children in school age care
Assessment tool
Version 1.0 Issue Date: April 2024
This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from 5 to 12 years of age.
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.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
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.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Support physical development
1.1 Use daily routines as opportunities to support children to acquire and practise skills
1.2 Assist in selecting and arranging equipment that will develop fine and gross motor skills, and to challenge and encourage choice and spontaneity in physically active play
1.3 Support creation of opportunities to build the emerging physical skills of individual children
1.4 Assist children to take increasing responsibility for their own health and wellbeing
2. Support social development
2.1 Support children to understand and accept responsibility for their own actions appropriate to their level of understanding
2.2 Create opportunities for one-on-one interactions
2.3 Model care, empathy and respect for children, educators and families
2.4 Join in play and social experiences with other children
2.5 Assist and support children when they are having difficulty understanding or communicating with each other
2.6 Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals
2.7 Assist children to develop trusting relationships with educators and other adults
2.8 Encourage children to respect and regard each other’s individual differences
2.9 Offer children play choices and respect children’s choice to watch and observe
3. Support emotional development
3.1 Provide children with a range of strategies to make informed choices about their behaviours appropriate to their level of understanding
3.2 Ensure children experience pride and confidence in their achievements
3.3 Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn
3.4 Encourage children to express and manage feelings appropriately
3.5 Support children’s efforts, assisting and encouraging as appropriate
3.6 Motivate and encourage children to persevere with challenges
3.7 Share children’s successes with families
4. Support cognitive development
4.1 Intentionally scaffold children’s learning
4.2 Provide children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate cognitive development
4.3 Provide experiences that allow children to explore a range of concepts
5. Support communication development
5.1 Value the child’s linguistic heritage and encourage the use and acquisition of home languages
5.2 Select, read and tell developmentally appropriate stories
5.3 Use puppets and other props to stimulate children’s enjoyment of language and literature
5.4 Model and encourage two-way communication by asking questions and listening carefully
5.5 Encourage children to explore symbols, patterns and their relationships to each other
5.6 Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds
5.7 Create opportunities for group discussions and exchange of views between children
5.8 Ask and answer questions during the reading and discussion of books or other texts
5.9 Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes
6. Create an environment for holistic learning and development
6.1 Support and initiate inquiry processes, try new ideas and take on challenges
6.2 Provide resources and materials that offer challenge, intrigue and surprise
6.3 Help to promote children’s sense of belonging and connectedness
6.4 Engage children in sustained shared conversations to extend their thinking
6.5 Provide the opportunity for scaffolding learning and development
6.6 Assist children to see their mistakes as opportunities to learn and grow
6.7 Facilitate families’ diverse contributions to the learning community
6.8 Share information with colleagues about child development and wellbeing
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.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Support physical development
1.1 Use daily routines as opportunities to support children to acquire and practise skills
1.2 Assist in selecting and arranging equipment that will develop fine and gross motor skills, and to challenge and encourage choice and spontaneity in physically active play
1.3 Support creation of opportunities to build the emerging physical skills of individual children
1.4 Assist children to take increasing responsibility for their own health and wellbeing
2. Support social development
2.1 Support children to understand and accept responsibility for their own actions appropriate to their level of understanding
2.2 Create opportunities for one-on-one interactions
2.3 Model care, empathy and respect for children, educators and families
2.4 Join in play and social experiences with other children
2.5 Assist and support children when they are having difficulty understanding or communicating with each other
2.6 Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals
2.7 Assist children to develop trusting relationships with educators and other adults
2.8 Encourage children to respect and regard each other’s individual differences
2.9 Offer children play choices and respect children’s choice to watch and observe
3. Support emotional development
3.1 Provide children with a range of strategies to make informed choices about their behaviours appropriate to their level of understanding
3.2 Ensure children experience pride and confidence in their achievements
3.3 Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn
3.4 Encourage children to express and manage feelings appropriately
3.5 Support children’s efforts, assisting and encouraging as appropriate
3.6 Motivate and encourage children to persevere with challenges
3.7 Share children’s successes with families
4. Support cognitive development
4.1 Intentionally scaffold children’s learning
4.2 Provide children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate cognitive development
4.3 Provide experiences that allow children to explore a range of concepts
5. Support communication development
5.1 Value the child’s linguistic heritage and encourage the use and acquisition of home languages
5.2 Select, read and tell developmentally appropriate stories
5.3 Use puppets and other props to stimulate children’s enjoyment of language and literature
5.4 Model and encourage two-way communication by asking questions and listening carefully
5.5 Encourage children to explore symbols, patterns and their relationships to each other
5.6 Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds
5.7 Create opportunities for group discussions and exchange of views between children
5.8 Ask and answer questions during the reading and discussion of books or other texts
5.9 Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes
6. Create an environment for holistic learning and development
6.1 Support and initiate inquiry processes, try new ideas and take on challenges
6.2 Provide resources and materials that offer challenge, intrigue and surprise
6.3 Help to promote children’s sense of belonging and connectedness
6.4 Engage children in sustained shared conversations to extend their thinking
6.5 Provide the opportunity for scaffolding learning and development
6.6 Assist children to see their mistakes as opportunities to learn and grow
6.7 Facilitate families’ diverse contributions to the learning community
6.8 Share information with colleagues about child development and wellbeing
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
Use daily routines as opportunities to support children to acquire and practise skills
Assist in selecting and arranging equipment that will develop fine and gross motor skills, and to challenge and encourage choice and spontaneity in physically active play
Support creation of opportunities to build the emerging physical skills of individual children
Assist children to take increasing responsibility for their own health and wellbeing
Support children to understand and accept responsibility for their own actions appropriate to their level of understanding
Create opportunities for one-on-one interactions
Model care, empathy and respect for children, educators and families
Join in play and social experiences with other children
Assist and support children when they are having difficulty understanding or communicating with each other
Model language that children can use to express ideas, negotiate roles and collaborate to achieve goals
Assist children to develop trusting relationships with educators and other adults
Encourage children to respect and regard each other’s individual differences
Offer children play choices and respect children’s choice to watch and observe
Provide children with a range of strategies to make informed choices about their behaviours appropriate to their level of understanding
Ensure children experience pride and confidence in their achievements
Provide acknowledgement and support if a child experiences frustration and encourage children to see mistakes as an opportunity to learn
Encourage children to express and manage feelings appropriately
Support children’s efforts, assisting and encouraging as appropriate
Motivate and encourage children to persevere with challenges
Share children’s successes with families
Intentionally scaffold children’s learning
Provide children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate cognitive development
Provide experiences that allow children to explore a range of concepts
Value the child’s linguistic heritage and encourage the use and acquisition of home languages
Select, read and tell developmentally appropriate stories
Use puppets and other props to stimulate children’s enjoyment of language and literature
Model and encourage two-way communication by asking questions and listening carefully
Encourage children to explore symbols, patterns and their relationships to each other
Draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds
Create opportunities for group discussions and exchange of views between children
Ask and answer questions during the reading and discussion of books or other texts
Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes
Support and initiate inquiry processes, try new ideas and take on challenges
Provide resources and materials that offer challenge, intrigue and surprise
Help to promote children’s sense of belonging and connectedness
Engage children in sustained shared conversations to extend their thinking
Provide the opportunity for scaffolding learning and development
Assist children to see their mistakes as opportunities to learn and grow
Facilitate families’ diverse contributions to the learning community
Share information with colleagues about child development and wellbeing
Forms
Assessment Cover Sheet
CHCSAC004 - Support the holistic development of children in school age care
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
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Assessment Record Sheet
CHCSAC004 - Support the holistic development of children in school age care
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent