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

CHCECE022 Mapping and Delivery Guide
Promote childrens agency

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCECE022 - Promote childrens agency
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to promote and encourage children’s agency.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 a learning environment that reflects children’s interests
  • Provide opportunities for children to plan and/or modify their indoor and outdoor environments
  • Design indoor and outdoor environments that are vibrant, flexible and support children’s learning
  • Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child
  • Provide materials and resources that are natural and familiar
  • Give children access to materials and resources that provoke interest
       
Element: Provide opportunities that stimulate learning and development
  • Allow children to direct their own play and leisure experiences with peers
  • Create possibilities for peer scaffolding
  • Encourage children to gain skill and competence by persevering with a developmentally significant activity
  • Create opportunities for learning through play and intentional teaching
  • Support play experiences initiated by children
  • Organise routines in ways that maximise opportunities for each child’s learning
       
Element: Design, implement and evaluate learning experiences for children
  • Use children’s observations and their views to guide the program
  • Develop the curriculum in consultation with educators and stakeholders
  • Design and implement learning experiences to foster learning and development, and to reflect children’s interests
  • Ensure the program is sufficiently flexible to respond to unplanned children’s interests
  • Assess and evaluate planned and unplanned teaching and learning
  • Ensure the program provides opportunities to follow-up activities of high interest
       
Element: Support children to participate
  • Consult with children about the experiences and materials to be made available
  • Acknowledge each child’s uniqueness in positive ways
  • Support children’s efforts, assisting and encouraging as appropriate
  • Develop awareness and respond to children who may require additional support or attention
  • Encourage each child to participate in a variety of experiences
  • Demonstrate respect for a child’s choice not to participate
       
Element: Establish a learning environment that reflects children’s interests
  • Provide opportunities for children to plan and/or modify their indoor and outdoor environments
  • Design indoor and outdoor environments that are vibrant, flexible and support children’s learning
  • Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child
  • Provide materials and resources that are natural and familiar
  • Give children access to materials and resources that provoke interest
       


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 a learning environment that reflects children’s interests

1.1 Provide opportunities for children to plan and/or modify their indoor and outdoor environments

1.2 Design indoor and outdoor environments that are vibrant, flexible and support children’s learning

1.3 Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child

1.4 Provide materials and resources that are natural and familiar

1.5 Give children access to materials and resources that provoke interest

2. Provide opportunities that stimulate learning and development

2.1 Allow children to direct their own play and leisure experiences with peers

2.2 Create possibilities for peer scaffolding

2.3 Encourage children to gain skill and competence by persevering with a developmentally significant activity

2.4 Create opportunities for learning through play and intentional teaching

2.5 Support play experiences initiated by children

2.6 Organise routines in ways that maximise opportunities for each child’s learning

3. Design, implement and evaluate learning experiences for children

3.1 Use children’s observations and their views to guide the program

3.2 Develop the curriculum in consultation with educators and stakeholders

3.3 Design and implement learning experiences to foster learning and development, and to reflect children’s interests

3.4 Ensure the program is sufficiently flexible to respond to unplanned children’s interests

3.5 Assess and evaluate planned and unplanned teaching and learning

3.6 Ensure the program provides opportunities to follow-up activities of high interest

4. Support children to participate

4.1 Consult with children about the experiences and materials to be made available

4.2 Acknowledge each child’s uniqueness in positive ways

4.3 Support children’s efforts, assisting and encouraging as appropriate

4.4 Develop awareness and respond to children who may require additional support or attention

4.5 Encourage each child to participate in a variety of experiences

4.6 Demonstrate respect for a child’s choice not to participate

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 a learning environment that reflects children’s interests

1.1 Provide opportunities for children to plan and/or modify their indoor and outdoor environments

1.2 Design indoor and outdoor environments that are vibrant, flexible and support children’s learning

1.3 Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child

1.4 Provide materials and resources that are natural and familiar

1.5 Give children access to materials and resources that provoke interest

2. Provide opportunities that stimulate learning and development

2.1 Allow children to direct their own play and leisure experiences with peers

2.2 Create possibilities for peer scaffolding

2.3 Encourage children to gain skill and competence by persevering with a developmentally significant activity

2.4 Create opportunities for learning through play and intentional teaching

2.5 Support play experiences initiated by children

2.6 Organise routines in ways that maximise opportunities for each child’s learning

3. Design, implement and evaluate learning experiences for children

3.1 Use children’s observations and their views to guide the program

3.2 Develop the curriculum in consultation with educators and stakeholders

3.3 Design and implement learning experiences to foster learning and development, and to reflect children’s interests

3.4 Ensure the program is sufficiently flexible to respond to unplanned children’s interests

3.5 Assess and evaluate planned and unplanned teaching and learning

3.6 Ensure the program provides opportunities to follow-up activities of high interest

4. Support children to participate

4.1 Consult with children about the experiences and materials to be made available

4.2 Acknowledge each child’s uniqueness in positive ways

4.3 Support children’s efforts, assisting and encouraging as appropriate

4.4 Develop awareness and respond to children who may require additional support or attention

4.5 Encourage each child to participate in a variety of experiences

4.6 Demonstrate respect for a child’s choice not to participate

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
 
Provide opportunities for children to plan and/or modify their indoor and outdoor environments 
Design indoor and outdoor environments that are vibrant, flexible and support children’s learning 
Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child 
Provide materials and resources that are natural and familiar 
Give children access to materials and resources that provoke interest 
Allow children to direct their own play and leisure experiences with peers 
Create possibilities for peer scaffolding 
Encourage children to gain skill and competence by persevering with a developmentally significant activity 
Create opportunities for learning through play and intentional teaching 
Support play experiences initiated by children 
Organise routines in ways that maximise opportunities for each child’s learning 
Use children’s observations and their views to guide the program 
Develop the curriculum in consultation with educators and stakeholders 
Design and implement learning experiences to foster learning and development, and to reflect children’s interests 
Ensure the program is sufficiently flexible to respond to unplanned children’s interests 
Assess and evaluate planned and unplanned teaching and learning 
Ensure the program provides opportunities to follow-up activities of high interest 
Consult with children about the experiences and materials to be made available 
Acknowledge each child’s uniqueness in positive ways 
Support children’s efforts, assisting and encouraging as appropriate 
Develop awareness and respond to children who may require additional support or attention 
Encourage each child to participate in a variety of experiences 
Demonstrate respect for a child’s choice not to participate 
Provide opportunities for children to plan and/or modify their indoor and outdoor environments 
Design indoor and outdoor environments that are vibrant, flexible and support children’s learning 
Ensure design of indoor and outdoor environments is responsive to the interests and abilities of each child 
Provide materials and resources that are natural and familiar 
Give children access to materials and resources that provoke interest 

Forms

Assessment Cover Sheet

CHCECE022 - Promote childrens agency
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

CHCECE022 - Promote childrens agency

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: