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Evidence Guide: CHCFC520C - Promote ethical understanding of children

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCFC520C - Promote ethical understanding of children

What evidence can you provide to prove your understanding of each of the following citeria?

Assist children to consider the consequences of their actions

  1. Prompt children to consider potential impacts as well as consequences that are observable
  2. Consider with children short term and longer term impacts
Prompt children to consider potential impacts as well as consequences that are observable

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider with children short term and longer term impacts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist children to make decisions about the fairness of their actions

  1. Encourage children to explore a range of responses to a situation
  2. Encourage children to consider a range of reasons underlying their actions
Encourage children to explore a range of responses to a situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage children to consider a range of reasons underlying their actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to children's questions about issues and principles

  1. Ensure communication about values and moral issues is appropriate to child's family and cultural background
  2. Ensure communication about values is in line with philosophy and guidelines of the service
  3. Discuss with children issues that require a moral/ ethical response
  4. Discuss with children examples of children responding to ethical issues in different ways
Ensure communication about values and moral issues is appropriate to child's family and cultural background

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure communication about values is in line with philosophy and guidelines of the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with children issues that require a moral/ ethical response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with children examples of children responding to ethical issues in different ways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist children to develop their role as members of a community

  1. Encourage children to voice their views in a range of forums relevant to an issue
  2. Encourage children to participate in decision-making forums
  3. Develop, select, implement and review practical strategies with children
  4. Develop opportunities for children to contribute to community events
  5. Develop opportunities where children can provide genuine assistance to others
Encourage children to voice their views in a range of forums relevant to an issue

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage children to participate in decision-making forums

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop, select, implement and review practical strategies with children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop opportunities for children to contribute to community events

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop opportunities where children can provide genuine assistance to others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Range Statement

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