Design, implement and evaluate programs and care routines for children Evidence Guide

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Evidence Guide: CHCPR510B - Design, implement and evaluate programs and care routines for 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

CHCPR510B - Design, implement and evaluate programs and care routines for children

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

Design and implement programs with all those involved

Use or establish opportunities to gather all necessary information from and communicate to those involved
Identify ideas and concerns about the current program, care routines and setting and consider them in designing the program and care plans
Design and implement programs that reflect the philosophy and goals of the service

Use or establish opportunities to gather all necessary information from and communicate to those involved

Completed
Date:

Teacher:

Evidence:

Identify ideas and concerns about the current program, care routines and setting and consider them in designing the program and care plans

Completed
Date:

Teacher:

Evidence:

Design and implement programs that reflect the philosophy and goals of the service

Completed
Date:

Teacher:

Evidence:

Design and implement programs to enhance development of children

Gather information about each child's development to inform the program and routines
Develop and implement child centred programs that aim to extend children's experiences and develop children's self help skills
Develop and implement programs and routines to foster all aspects of children's development in a holistic way and support smooth transitions
Ensure programs provide for capabilities, interests, emerging skills and backgrounds of children who attend the service
Ensure all resources required for program are identified and available at the required time
Develop a flexible daily timetable, incorporating developmental opportunities, routines and transition experiences

Gather information about each child's development to inform the program and routines

Completed
Date:

Teacher:

Evidence:

Develop and implement child centred programs that aim to extend children's experiences and develop children's self help skills

Completed
Date:

Teacher:

Evidence:

Develop and implement programs and routines to foster all aspects of children's development in a holistic way and support smooth transitions

Completed
Date:

Teacher:

Evidence:

Ensure programs provide for capabilities, interests, emerging skills and backgrounds of children who attend the service

Completed
Date:

Teacher:

Evidence:

Ensure all resources required for program are identified and available at the required time

Completed
Date:

Teacher:

Evidence:

Develop a flexible daily timetable, incorporating developmental opportunities, routines and transition experiences

Completed
Date:

Teacher:

Evidence:

Design and implement programs that are relevant to cultural and social contexts of children and their community

Gather information about contexts of the children's lives and use it to guide planning
Identify varying expectations of parents of diverse backgrounds and accommodate where possible
Develop and implement programs that reflect diversity and inclusive perspectives in an ongoing manner
Select experiences and resources that reflect diversity and promote cross cultural awareness in a positive and respectful manner
Select experiences and resources that support and develop children's identities

Gather information about contexts of the children's lives and use it to guide planning

Completed
Date:

Teacher:

Evidence:

Identify varying expectations of parents of diverse backgrounds and accommodate where possible

Completed
Date:

Teacher:

Evidence:

Develop and implement programs that reflect diversity and inclusive perspectives in an ongoing manner

Completed
Date:

Teacher:

Evidence:

Select experiences and resources that reflect diversity and promote cross cultural awareness in a positive and respectful manner

Completed
Date:

Teacher:

Evidence:

Select experiences and resources that support and develop children's identities

Completed
Date:

Teacher:

Evidence:

Develop appropriate settings and environments

Evaluate settings, environments and resources and modify in relation to children's cultures, family backgrounds and interests
Evaluate settings, environments and resources and modify to foster all aspects of children's development and learning and provide children with choices
Implement modifications within constraints of resources available and service location and to promote the organisation and aesthetics

Evaluate settings, environments and resources and modify in relation to children's cultures, family backgrounds and interests

Completed
Date:

Teacher:

Evidence:

Evaluate settings, environments and resources and modify to foster all aspects of children's development and learning and provide children with choices

Completed
Date:

Teacher:

Evidence:

Implement modifications within constraints of resources available and service location and to promote the organisation and aesthetics

Completed
Date:

Teacher:

Evidence:

Monitor and evaluate programs

Adapt plans according to children's responses, conditions of the day and spontaneously arising opportunities
Gather and document information using a range of methods in order to assess the progress and achievements of each child.
Use or establish opportunities to gather feedback and comments from all those involved
Identify and apply appropriate criteria for evaluating the overall program
Include children's responses and comments as part of the evaluation process
Ensure programs are evaluated regularly and in accordance with service guidelines
Use evaluation information towards further design of programs

Adapt plans according to children's responses, conditions of the day and spontaneously arising opportunities

Completed
Date:

Teacher:

Evidence:

Gather and document information using a range of methods in order to assess the progress and achievements of each child.

Completed
Date:

Teacher:

Evidence:

Use or establish opportunities to gather feedback and comments from all those involved

Completed
Date:

Teacher:

Evidence:

Identify and apply appropriate criteria for evaluating the overall program

Completed
Date:

Teacher:

Evidence:

Include children's responses and comments as part of the evaluation process

Completed
Date:

Teacher:

Evidence:

Ensure programs are evaluated regularly and in accordance with service guidelines

Completed
Date:

Teacher:

Evidence:

Use evaluation information towards further design of programs

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 is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions

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 Assessment requires access to a range of opportunities defined in the Range Statement, including: 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:

Assessment tools to guide decision-making about programming

Criteria for selecting a specific programming approach

Criteria to review setting and environment

Detailed knowledge of facilitating a variety of learning and play experiences e.g. art, music, sport

Different approaches to program planning and development

Evaluation methods and reflective practice

Identification of range of resources required

Location of resources and materials

Organisation standards, policies and procedures

Regulatory and legislative requirements

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Relevant quality improvement and accreditation system principles

Respect for different family expectations

Stakeholders who need to be involved in evaluation

Theories of child development

Up to date information and a range of sources of information is accessed as resources for program development

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply a defined philosophical approach to delivery of services to children and to continuously improve services through reflecting on effectiveness of practices

Apply criteria to evaluate programs in relation to:

short term and long term goals of the program

progress of individual children

progress of the group of children

philosophy and goals of the service

cost effectiveness

appropriate practice

daily programs, weekly programs

Gather information and use as a basis for designing and planning programs to address identified needs

Organise and coordinate a range of experiences at one time and undertake appropriate evaluation of effectiveness of programs

Plan, implement, monitor and evaluate developmentally appropriate routines and programs to foster and enhance children's development

State and outline a personal philosophy about children's development through programming which considers theories of child development and learning and social justice and equity

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:

planning

contingency management

effective communication with target groups

analysis and reflective thinking

selecting and administering appropriate assessment and evaluation tools

Take into account, use and promote opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

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.

Programs may be designed and implemented for:	A group of children A playgroup A service Individuals

Programs include:	Experiences Interactions Organisation of time and space Routines Transitions

All those involved with program design may include:	Children Management Parents Staff/care providers

Ideas and suggestions for programming and may be gathered from:	Colleagues Networks Newsletters, magazines, articles Publications Resource workers Teachers in schools when service is co located

Information may be communicated by:	In fun and creative ways Other staff Parents Verbal means and written formats Volunteers

Experiences addressed by programs may include:	Busy/quiet experiences Challenging/confirming Excursions/at usual location Familiar experiences/special events Indoor/outdoor Surprising/predictable and planned Unstructured/structured

Philosophy of the service may include:	Culturally specific services philosophies Philosophies about children, their development and learning Philosophies and values about society and communities

Goals of the service may be oriented to an emphasis on:	Confidence with technology Creativity Cultural identity and knowledge Emotional well being Environmental understanding Holistic care and development Language development Learning and education Multicultural understanding Personal attention and flexibility Psychomotor development Recreation Social interaction and development Spiritual and moral development

Resources required may include:	Curriculum/learning materials Equipment Equipment and materials Food and drink Skills of staff Staffing Support staff and resource staff Transport Venue

Organising resources may include:	Booking Borrowing Employing staff Other staff Parents Purchasing Volunteers

Timetable considerations may include:	Booking details Costs Expectations Time

The context of the children's lives may include:	Community groupings, alliances and conflicts Cultural context Geographic context, e.g. Remoteness, high rise buildings, lack of open space Historical context of community, e.g. Significant events, future plans Social context, e.g. Social isolation, crowding and noise

Information about each child's development and social/cultural context may be gained by:	Consulting family/community representatives Consulting parents Conversation with child Recorded observations Work samples and other documentation Written reports/records

Children's identities may include:	Cultural Gender Peer group Racial Social

Information about a child's progress may be gathered by:	Comments from other children Directly involving the child in the process Observation Observations and comments from other staff, parents and family/community members Questioning Work samples and other documentation

Mobile services may need to design programs particularly targeted to children who are isolated:	Geographically Socially

NTISthis.com

Evidence Guide: CHCPR510B - Design, implement and evaluate programs and care routines for children

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCPR510B - Design, implement and evaluate programs and care routines for children

Design and implement programs with all those involved

Design and implement programs to enhance development of children

Design and implement programs that are relevant to cultural and social contexts of children and their community

Develop appropriate settings and environments

Monitor and evaluate programs

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _