Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCECE020 Mapping and Delivery Guide
Establish and implement plans for developing cooperative behaviour

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCECE020 - Establish and implement plans for developing cooperative behaviour
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to support both individual and group plans for developing cooperative behaviour.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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes.
       
Element: Establish and apply limits and guidelines for behaviour
  • Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour
  • Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service
  • Develop guidelines in collaboration with children according to their ability to do so
  • Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly
       
Element: Identify and review behaviour as required
  • Gather information from all those involved in caring for the children
  • Reflect on the wide range of variables that can impact on behaviour
  • Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour
  • Scan environment and curriculum for possible influences on behaviour
  • Facilitate an analysis of children’s behaviour with all involved in caring for the children
  • Seek advice from appropriate authorities as required
  • Discuss incidents causing concern with families and colleagues as appropriate
  • Include families and colleagues in discussion about options for response
  • Discuss needs and concerns of other children who may be affected by the behaviour
       
Element: Develop a plan to guide a particular child’s behaviour where required
  • Identify long-term and short-term objectives in the plan
  • Clearly identify more acceptable alternative behaviours
  • Develop the plan in accordance with the service philosophy and policies
  • Develop goals of the plan consistent with child’s abilities, age and developmental stage
  • Ensure that the plan is realistic and that resources are available
  • Establish plan in consultation with colleagues, family members and others who may be caring for the child
  • Ensure plan considers relevant cultural practices for responding to behaviour
  • Liaise with appropriate authorities and referral bodies as necessary
       
Element: Implement and monitor behaviour plan
  • Support the child to understand specific expectations for behaviour
  • Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies
  • Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour
  • Support colleagues to implement the plan effectively and consistently
  • Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child
       
Element: Develop a plan to guide a particular child’s behaviour where required
  • Identify long-term and short-term objectives in the plan
  • Clearly identify more acceptable alternative behaviours
  • Develop the plan in accordance with the service philosophy and policies
  • Develop goals of the plan consistent with child’s abilities, age and developmental stage
  • Ensure that the plan is realistic and that resources are available
  • Establish plan in consultation with colleagues, family members and others who may be caring for the child
  • Ensure plan considers relevant cultural practices for responding to behaviour
  • Liaise with appropriate authorities and referral bodies as necessary
       


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. Establish and apply limits and guidelines for behaviour

1.1 Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour

1.2 Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service

1.3 Develop guidelines in collaboration with children according to their ability to do so

1.4 Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly

2. Identify and review behaviour as required

2.1 Gather information from all those involved in caring for the children

2.2 Reflect on the wide range of variables that can impact on behaviour

2.3 Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour

2.4 Scan environment and curriculum for possible influences on behaviour

2.5 Facilitate an analysis of children’s behaviour with all involved in caring for the children

2.6 Seek advice from appropriate authorities as required

2.7 Discuss incidents causing concern with families and colleagues as appropriate

2.8 Include families and colleagues in discussion about options for response

2.9 Discuss needs and concerns of other children who may be affected by the behaviour

3. Develop a plan to guide a particular child’s behaviour where required

3.1 Identify long-term and short-term objectives in the plan

3.2 Clearly identify more acceptable alternative behaviours

3.3 Develop the plan in accordance with the service philosophy and policies

3.4 Develop goals of the plan consistent with child’s abilities, age and developmental stage

3.5 Ensure that the plan is realistic and that resources are available

3.6 Establish plan in consultation with colleagues, family members and others who may be caring for the child

3.7 Ensure plan considers relevant cultural practices for responding to behaviour

3.8 Liaise with appropriate authorities and referral bodies as necessary

4. Implement and monitor behaviour plan

4.1 Support the child to understand specific expectations for behaviour

4.2 Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies

4.3 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour

4.4 Support colleagues to implement the plan effectively and consistently

4.5 Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. Establish and apply limits and guidelines for behaviour

1.1 Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour

1.2 Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service

1.3 Develop guidelines in collaboration with children according to their ability to do so

1.4 Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly

2. Identify and review behaviour as required

2.1 Gather information from all those involved in caring for the children

2.2 Reflect on the wide range of variables that can impact on behaviour

2.3 Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour

2.4 Scan environment and curriculum for possible influences on behaviour

2.5 Facilitate an analysis of children’s behaviour with all involved in caring for the children

2.6 Seek advice from appropriate authorities as required

2.7 Discuss incidents causing concern with families and colleagues as appropriate

2.8 Include families and colleagues in discussion about options for response

2.9 Discuss needs and concerns of other children who may be affected by the behaviour

3. Develop a plan to guide a particular child’s behaviour where required

3.1 Identify long-term and short-term objectives in the plan

3.2 Clearly identify more acceptable alternative behaviours

3.3 Develop the plan in accordance with the service philosophy and policies

3.4 Develop goals of the plan consistent with child’s abilities, age and developmental stage

3.5 Ensure that the plan is realistic and that resources are available

3.6 Establish plan in consultation with colleagues, family members and others who may be caring for the child

3.7 Ensure plan considers relevant cultural practices for responding to behaviour

3.8 Liaise with appropriate authorities and referral bodies as necessary

4. Implement and monitor behaviour plan

4.1 Support the child to understand specific expectations for behaviour

4.2 Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies

4.3 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour

4.4 Support colleagues to implement the plan effectively and consistently

4.5 Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child

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
 
Initiate strategies, which are consistent with children’s abilities, to support them to manage their own behaviour 
Establish guidelines in consultation with families that are relevant to the culture and background of the children and policies of the service 
Develop guidelines in collaboration with children according to their ability to do so 
Decide how to respond to incidents in a timely manner and implement response clearly, consistently and calmly 
Gather information from all those involved in caring for the children 
Reflect on the wide range of variables that can impact on behaviour 
Observe and analyse behaviour to identify triggers or consequences which are maintaining the behaviour 
Scan environment and curriculum for possible influences on behaviour 
Facilitate an analysis of children’s behaviour with all involved in caring for the children 
Seek advice from appropriate authorities as required 
Discuss incidents causing concern with families and colleagues as appropriate 
Include families and colleagues in discussion about options for response 
Discuss needs and concerns of other children who may be affected by the behaviour 
Identify long-term and short-term objectives in the plan 
Clearly identify more acceptable alternative behaviours 
Develop the plan in accordance with the service philosophy and policies 
Develop goals of the plan consistent with child’s abilities, age and developmental stage 
Ensure that the plan is realistic and that resources are available 
Establish plan in consultation with colleagues, family members and others who may be caring for the child 
Ensure plan considers relevant cultural practices for responding to behaviour 
Liaise with appropriate authorities and referral bodies as necessary 
Support the child to understand specific expectations for behaviour 
Inform all those involved in implementing and reinforcing the plan of its rationale, limits and strategies 
Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour 
Support colleagues to implement the plan effectively and consistently 
Review child’s behaviour against the plan and modify where necessary in consultation with colleagues, family members and others caring for the child 
Identify long-term and short-term objectives in the plan 
Clearly identify more acceptable alternative behaviours 
Develop the plan in accordance with the service philosophy and policies 
Develop goals of the plan consistent with child’s abilities, age and developmental stage 
Ensure that the plan is realistic and that resources are available 
Establish plan in consultation with colleagues, family members and others who may be caring for the child 
Ensure plan considers relevant cultural practices for responding to behaviour 
Liaise with appropriate authorities and referral bodies as necessary 

Forms

Assessment Cover Sheet

CHCECE020 - Establish and implement plans for developing cooperative behaviour
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

CHCECE020 - Establish and implement plans for developing cooperative behaviour

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: