CHCECE034

Use an approved learning framework to guide practice

Student Assessment

ASSESSMENT TASK 1 – QUESTIONING

Student Details

Student ID MEL16808 Group 9

Student Name Nicomar Sabiano

Conditions of  The student will have access to the relevant learning resources, listed under
Assessment the learning resource of this document, for this assessment.
 Questions will be completed in the student’s own time.
 Responses to the questions must be typed.

Student  This task requires you to complete a written response knowledge assessment.
Instructions for  You are required to answer all questions correctly in Assessment Task 1 –
completion Questioning.
 The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies and are fundamental to
the student’s knowledge and performance evidence. Use of correct grammar
and spelling is required to demonstrate foundation skills, so please ensure to
proofread your answers prior to submission.
 You may have up to three (3) attempts to receive a Satisfactory outcome for
this assessment.
 Failure to receive the Satisfactory outcome after the three (3) attempts, the
result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll
and repeat the unit to be eligible to be assessed again.
 APA referencing must be used where original sources have been used. Do
not copy and paste text from any of the online sources. SCEI has a strict
plagiarism policy and students who are found guilty of plagiarism, will be
penalised.
 The written assessment standards (8.2) outlined in the PP77 Assessment
policy and procedure apply to this assessment task.

Explanation of the  List / identify / state / give/provide = present in brief form

common command  Outline = provide the main facts about something, more than naming, but not
words used in the a detailed description
Assessment Task  Describe = Provide full details of characteristics and/or features, more
needed than an outline or than a list
 Explain / Discuss = Provide a reasonable argument to discuss cause and
effect and/or make links between things clear in your own words
 Analyse = Identify parts, the relationship between them, and their
relationships with the whole. Draw out and relate implications
 Demonstrate = Present, show or illustrate through example or action

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Use an approved learning framework to guide practice
Student Assessment

Assessment  You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
 You may seek clarification at any point in time during the assessment task. If
you feel you need more time to complete the assessment, you must negotiate
the time needed with the assessor prior to the assessment due date.
 Following the assessment, your responses will be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more
questions as unsatisfactory, students will be required to resubmit these
questions. For more information, detailed information can be found in PP77
Assessment Policy and Procedure
Due Date  14 days after the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.

1. Provide a response to the following.

a. Identify the learning frameworks currently used in Australian Education and Care services.

The Australian Children's Education and Care Quality Authority (ACECQA) has released
updates to the 2 national approved learning frameworks, the Victorian Early Years
Learning Framework (EYLF), Belonging, Being and Becoming and My Time Our Place.

b. How can you access these frameworks?

The Australian Children's Education and Care Quality Authority
Early Years Learning Framework.
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
My Time Our Place.
https://www.acecqa.gov.au/sites/default/files/2018-05/my_time_our_place_framework_for_school_age_ca
re_in_australia_0.pdf

2. Refer to the relevant learning frameworks and in your words, identify the key participants and their
roles in the implementation of the approved learning framework.

a. Coordinators and Program Leaders: Supervise the execution of the framework in

after-school care. They lead educators, synchronize with the framework, and plan activities.
b. Teachers and Staff: Similar to EYLF, instructors in school-age care organize and carry
out activities that promote the wellbeing of the kids. Programs are customized to fit each
person's requirements and interests.
c. Kids: Engage in a variety of activities to improve downtime, socialization, and personal
growth. Their suggestions and opinions influence the planning.
d. Parents and families: Work together with teachers, providing information on your child's
abilities and interests. They aid in the creation of programs that complement family
experiences.

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Student Assessment

3. Investigate the EYLF’s overall vision and briefly explain the basic principles of the terms belonging,
being and becoming in relation to supporting children’s learning.
Belonging

Experiencing belonging – knowing where and with whom you belong – is integral to human existence.
Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging
acknowledges children’s interdependence with others and the basis of relationships in defining
identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging.
Belonging is central to being and becoming in that it shapes who children are and who they can become.

https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_fra
mework_for_australia.pdf

Being

Childhood is a time to be, to seek and make meaning of the world.

Being recognises the significance of the here and now in children’s lives. It is about the present and
them knowing themselves, building and maintaining relationships with others, engaging with life’s joys
and complexities, and meeting challenges in everyday life. The early childhood years are not solely
preparation for the future but also about the present.

https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_fra
mework_for_australia.pdf

Becoming

Children’s identities, knowledge, understandings, capacities, skills and relationships change during
childhood. They are shaped by many different events and circumstances. Becoming reflects this
process of rapid and significant change that occurs in the early years as young children learn and
grow.
It emphasises learning to participate fully and actively in society.

https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_year
s_learning_framework_for_australia.pdf

4. Describe how the EYLF and learning outcomes could be applied to support children’s learning in
collaboration with other staff, parents and families.

Staff, parents and families may foster this learning by, for instance, reflecting on their
own attitudes to variety, planning lessons and activities, and providing materials that help
kids appreciate diversity.
-Encourage children to listen to others and accept other viewpoints by exposing them to
many languages and dialects and by teaching them to appreciate linguistic variety.
-Engage in encounters with children that foster respect for difference and encourage
individuality. Show positive reactions to diversity in their own behavior and in dialogues
with children.
-Investigate each child's culture, heritage, background, and customs in the context of
their community.
-Explore children's perceptions of variety with them.

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Use an approved learning framework to guide practice
Student Assessment

5. Research and navigate the EYLF, outline the eight (8) pedagogical practices that relate to the EYLF
practice principles and state how they can be integrated into the aspects of the curriculum to support
children’s learning experiences.
1. Holistic Approaches
Holistic development is at the core of the EYLF, and this is reflected in the first pedagogical practice.
Educators are encouraged to view children as active participants in their learning journey, recognising
that their physical, emotional, social, and cognitive development are interconnected. By taking a holistic
approach, educators can create a nurturing environment that supports children's growth in all these
domains.
2. Responsiveness to Children
The second pedagogical practice highlights the importance of being responsive to each child's unique
needs and interests. Educators are encouraged to engage in meaningful conversations with children,
observe their play, and adapt their teaching strategies accordingly. This responsiveness fosters a sense
of belonging and agency in children, allowing them to actively engage in their own learning process.
3. Learning through Play
Play is a fundamental aspect of childhood, and the EYLF recognises its significance in children's
development. The third pedagogical practice emphasises the use of play-based learning as a powerful
tool for exploration and discovery. Through play, children develop social skills, problem-solving abilities,
and creativity, laying a strong foundation for future learning.
4. Intentional Teaching
While play-based learning is crucial, the fourth pedagogical practice reminds educators that they also
play a pivotal role in guiding and facilitating children's learning. Intentional teaching involves careful
planning, observation, and assessment to scaffold children's development. Educators are encouraged
to create rich learning experiences that align with children's interests and developmental stages.
5. Learning Environments
The fifth pedagogical practice highlights the significance of the learning environment in supporting
children's learning and development. The physical and social aspects of the learning environment
should be carefully considered, ensuring that they are safe, stimulating, and inclusive. A well-designed
environment can inspire curiosity and provide opportunities for exploration and creativity.
6. Cultural Competence
Australia's diverse population is reflected in its early childhood education settings, making cultural
competence a critical pedagogical practice. Educators are encouraged to respect and embrace the
cultural backgrounds of children and their families, fostering a sense of belonging and identity. This
practice ensures that early childhood education is culturally sensitive and inclusive.
7. Continuity of Learning and Transitions
Children's learning journeys do not occur in isolation, and the seventh pedagogical practice emphasises
the importance of continuity and smooth transitions. Educators collaborate with families and other
educators to ensure that children's learning experiences are coherent as they move through different
stages of early childhood education. This practice promotes stability and a sense of security for children.
8. Assessment for Learning
Assessment is not about testing, grading, or labeling young children. Instead, the eighth pedagogical
practice highlights assessment for learning, which involves ongoing observation and documentation of
children's progress. By carefully observing children's interests and abilities, educators can tailor their
teaching strategies and provide individualised support, ensuring that each child reaches their full
potential.

https://www.careforkids.com.au/blog/exploring-the-early-years-learning-framework-in-australia-8-pedag
ogical-practices

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Use an approved learning framework to guide practice
Student Assessment

6. Research and navigate the EYLF and answer the following:

a. In the table below:
● List the five (5) principles of the EYLF.
● Briefly explain how you can relate your work as an Early Childhood Educator to the principles to
support children’s learning, development and wellbeing. You must provide at least three (3)
examples of your practice.

Principles of the How do you relate the principles to your work as an Educator
EYLF (Provide at least three (3) examples of your practice)

Secure, respectful 1. Establish respectful relationships with families, educators, and

and reciprocal mentors by extending greetings to them
relatioships 2. Keeping in touch with coworkers through meetings and
team-building exercises.
3. Using polite body language while addressing the family or other
staff members

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b. Explore and provide a brief explanation of the purpose of the principles and practices of the relevant
frameworks for early childhood.

7. Provide a response to the following questions:

a. List the five (5) learning outcomes in the EYLF.

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Student Assessment

b. Select one of the learning outcomes identified above and describe how you would practice
achieving this outcome and who would be involved in the practice.

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Student Assessment

8. Using the framework, define pedagogy and provide three (3) examples of how pedagogy relates to
your own work practice in an early childhood education and care setting.

9. Research the National Quality Standards and describe the quality area that discusses approved
learning frameworks that support children’s learning.

10. Provide a response to the following:

a. Who is the ‘Australian Children’s Education and Care Quality Authority’ (ACECQA)?

b. What are the roles of ACECQA in the implementation of the approved learning framework?

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Student Assessment

11. Clarify the relevance of the early learning frameworks for educators and stakeholders and note how
they are relevant to aspects of the law and regulations.

12. Locate a policy and procedure from an Early Childhood Education and Care Service.
a. Name the policy and state where located (Include link)

b. Briefly explain how it relates to the five learning outcomes of the EYLF.
LO 1 Children have a strong sense of identity

LO 2 Children are connected with and contribute to their world

LO 3 Children have a strong sense of wellbeing

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Student Assessment

LO 4 Children are confident and involved Students

LO 5 Children are effective communicators

13. Research and navigate the relevant frameworks and provide a response to the following.
a. Provide a brief explanation of the differences between:
● Belonging, Being and Becoming: The Early Years Learning Framework for Australia,
● My Time, My Place: Framework for School Age Care in Australia
● Victorian Early Years Learning and Development Framework.
1. Belonging, Being and Becoming: The Early Years Learning Framework for Australia
-Belonging is central to being and becoming in that it shapes who children are and who they can
become. Childhood is a time to be, to seek and make meaning of the world. Being recognises the
significance of the here and now in children's lives.
2. My Time, My Place: Framework for School Age Care in Australia
-The Framework provides broad direction for school age care educators in settings to facilitate children's
play, leisure and learning. It guides educators in their program decision-making and assists in planning,
implementing and evaluating quality in school age care settings.
3. Victorian Early Years Learning and Development Framework
-The VEYLDF sets out outcomes and practices to guide early childhood professionals1 in their work with
all families and their young children from birth. Supporting children to progress toward these outcomes, in
conjunction with their families, is the core of the VEYLDF.

b. Briefly explain, in your own words, how the frameworks Belonging, Being and Becoming: The Early
Years Learning Framework for Australia and My Time, My Place: Framework for School Age Care in
Australia support the United Nations Convention on the Rights of the Child.

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Student Assessment

14. Provide a response to the following.

a. What is reflection?

b. Whom do you consult with to reflect on your own practices in the workplace

c. Why is it important for educators to reflect on their pedagogical practices and continually refine them?

d. Provide at least three (3) examples that reflection is used to develop and improve practice as ECEC
educators.

e. How would you ensure your reflection is meaningful?

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Student Assessment

15. Provide a response to the following.

a. Outline an approach that could be used to reflect on your own practices in an early childhood setting.

b. Using the approach selected above, reflect on the benefits of having a mentor when working in a
new role in early childhood. Detail your reflection in the space below.

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Student Assessment

16. A parent arrived at the centre with an example of a worksheet stencil that they would like for their
preschool-aged child to be provided with each day. What would you do in this situation? Link this example
to a learning outcome and reflect on your approach and understanding of the use of ‘worksheets’ in early
childhood.

When responding to this situation, keep in mind both the needs of the parent and our
learning goals. You can discuss several ways to accomplish this goal, such as how the
worksheets could be incorporated into other courses or what we could do in their place,
by having a better understanding of the parent's perspective on the worksheets. Describe
how educators set the foundation for learning. As long as the parent's request doesn't
break any guidelines, we can consider it.

17. Provide an example of how collaborative practice can be implemented in order to achieve common
goals when working in early childhood settings.

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CHCECE034 Use an approved learning framework to guide
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practice CHC30121 Certificate III in Early Childhood Education and
Care Student Assessment - Version 1.1 May 2022