Develop a portfolio of your experiences in the workplace

Assignment Help Other Subject

Reference no: EM133777459

Certificate III in Early Childhood Education and Care

Assessment Task: Support Inclusion and Diversity in Daily Practice

Task Summary - For this assessment task you are required to develop a portfolio of your experiences in the workplace supporting diversity and inclusion in an education and care service. You will be required to collect and collate documents or examples demonstrating your experience.

Task Instructions

For this assessment task, you are required to develop a portfolio of your experiences supporting and exploring diversity and inclusion in an education and care service. You will be required to collect and collate documents or examples demonstrating your experience.
The requirements of the portfolio include the following:
Three examples that show you identified opportunities to support inclusion and diversity with children in their centre/service, including routine and play experiences:
At least one example must include an example of how you embedded Aboriginal and/or Torres Strait Islander Peoples cultures into experiences and/or routines.
At least one example must demonstrate your use of digital media.
One observation record on a child in relation to supporting diversity and/or inclusion, for example, observing a child's interaction and participation in a learning experience, routine or practice about diversity/inclusion.
One example must be how you engaged with community members about diverse local groups and supported understanding in the learning community of cross-cultural issues and beliefs.
Include a written response describing how these documented examples relate to you directly supporting inclusion and diversity.
Include a written response to all questions about inclusion and diversity listed with the Portfolio Template (refer to Appendix B, also provided as a Word document to be completed electronically if preferred).

Evidence for your portfolio may include the following:
Curriculum and/or lesson plans you have developed to support children's learning
Photographs of yourself working alongside children during a learning experience
Photographs of displays you have created that showcase an area of diversity, such a different country, etc.
Procedures you have implemented to intervene when bias-related incidents occur
Strategies you have implemented to manage bias.
Ideas of learning experiences and/or practices that support children with inclusion and diversity on a day-to-day basis include:
Displays that you have created that showcase areas of diversity
Incursions you have organised such as a guest speaker to talk about an area of difference or a family member of one of the children to lead a cultural cooking activity, etc.
Display you have organised that make accessible multicultural and multilingual resources
Group discussions you have led about respectful and equal relationships to promote and model respect, positive attitudes and behaviours towards difference, etc.
Strategies you have implemented to actively manage bias when it occurs e.g. Openly discussing and acknowledge difference
Strategies you have implemented to responsibly intervene when bias-related incidence occur, such as teasing or name-calling
Techniques you have modelled with children about cultural acceptance e.g. Helping the child respond appropriately to discriminatory behaviour.
Examples of evidence related to how you engaged with community members about local diverse groups and supported understanding in the learning community of cross-cultural issues and beliefs.
Examples of posters you displayed
Conversation records
Meeting minutes
Newsletters
Displays that Documentation must include at least one observation record you have completed on a child in relation to supporting diversity and/or inclusion e.g. observing a child's interaction and participation in a learning experience or practice about diversity/inclusion.

Note: The Observation Record is a mandatory piece of evidence. However, all other examples of documentation, learning experiences/practices are not mandatory they are a list of suggestions. You are to decide which documents/pieces of evidence best suit the three examples of you showing that you have supported children with inclusion and diversity in your centre/service.
If you are planning to submit photographs as evidence, for reasons of privacy, make sure that no images of children's faces can be seen in the photograph. Once you have decided on each document, discuss these with your assessor immediately to ensure their suitability.
You may select 3-6 different documents/pieces of evidence for your portfolio to support your three examples plus one Observation Record.

Ensure you speak with you assessor immediately if you think you will have problems providing evidence for your portfolio.
You must organise a time to meet with your workplace supervisor to show them the items in your portfolio before submission. Your workplace supervisor must sign each piece of documentation in your portfolio and black out any identifiable or sensitive information (as required).
Your portfolio must be presented within the Portfolio Template. Attach each document/piece of evidence to this template before submitting. You assessor will explain submission requirements i.e. hardcopy or electronic submission.
You must support your documentation by providing a written response describing how these documents demonstrate three examples of you directly supporting children with diversity and inclusion.
You must also support your documentation by answering a series of questions these questions are located within the Portfolio Template and are centred on inclusion and diversity within your workplace.
Provide your written response for each document in the space(s) provided within the Portfolio Template. See Portfolio Template for an example written response.

Portfolio Template
Document three examples of supporting children with inclusion and diversity in your centre/service.
List all documents provided in your portfolio submission below.
You may submit 3-6 documents to support your three examples plus one observation record.
Note: Your supervisor must sign each piece of documentation in your portfolio and black out any identifiable or sensitive information (as required). For each document submitted, provide a written response below that describes how these documents relate to you directly supporting children with inclusion and diversity. Collectively documents must cover three examples of you supporting children.
At least one example must include an example of how you embedded Aboriginal and/or Torres Strait Islander Peoples cultures into experiences and/or routines.
At least one example must demonstrate your use of digital media.

Questions
Briefly outline the aspects of diversity and inclusion you observe in your workplace.

Review policy and procedure documents received at orientation/beginning of placement. Then, list the policies and procedures you can identify that support diversity and inclusion within the centre/ service. If the service has a Reconciliation Action Plan (RAP) write down one element from the plan that the service is committing to.

Give an example of how your service/centre promotes participation by all families.

Name at least two practices you have observed in your workplace that support cultural safety.

Give an example of the types of communication skills you used to foster respect and equity when supporting children with inclusion and diversity in the centre/ service.

Give one example of how you built on the children's diverse backgrounds and their families in your centre/service.

Name an occasion when you engaged with other educator(s) or other support workers to aid individual children with specific needs.

Name an occasion when you consulted with a family member and/or member of the local community to gather information and knowledge about a local cultural group. Explain the situation, and community protocols followed and why these protocols are important.

Assessment Task 4: Support an Aboriginal and/or Torres Strait Islander Cultures Group Experience

Task summary

For this assessment task, you are required to undertake the following tasks in the workplace:
Part A: Research and collaborate with others about local Aboriginal and/or Torres Strait Islander Peoples cultures using the provided template.
Part B: Based upon research and collaboration, examine three different learning opportunities for embedding local Aboriginal and/or Torres Strait Islander cultures in practical routines and learning experiences in culturally sensitive ways using provided template.
Part C: Communicate identified opportunities to others in the workplace using the provided template. Select one experience that integrates local Aboriginal and/or Torres Strait Islander Peoples cultures to implement in the workplace.
Part D: Workplace observation - undertake one group experience which demonstrates the integration of local Aboriginal and/or Torres Strait Islander Peoples cultures, language and ways of learning with a group of children in a culturally sensitive way. Respond to verbal questions allowing for further demonstration of knowledge and problem-solving skills

If this task is marked as Not Satisfactory (N/S), your assessor will provide you with feedback about which parts of the task were deemed unsatisfactory or insufficient. You may need to submit the whole task again or only the parts of the task that were deemed unsatisfactory - your assessor will advise you. Your assessor will provide you with a due date by which you must resubmit. You have up to three attempts to achieve a Satisfactory outcome.

Part A: Research and Collaborate

Task Instructions: Part A Step 1: Research
Research credible sources of information about local Aboriginal and/or Torres Strait Islander Peoples cultures and history. Ensure you consider the following aspects in your research:
Impacts of colonisation
Impacts of historical events
Current issues concerning these individuals and their culture
Aboriginal and/or Torres Strait Islander Peoples ways of learning including mathematics, music, art and science
Being culturally sensitive
Aboriginal and/or Torres Strait Islander Peoples language
Aboriginal and/or Torres Strait Islander Peoples cultures and sharing information.
Present your findings as a written summary, using the template provided. Include details of all credible sources of information used.

Step 2: Collaborate
Organise a time to meet with your workplace supervisor and two team members regarding your research findings.
If possible, meet as a small group, for example during a team meeting, however, if this is not possible due to time constraints/logistics meet with at least two team members and one supervisor on a one-on-one basis.
You are to explain your research and generate discussion about different ideas for promoting children's understanding of local Aboriginal and/or Torres Strait Islander Peoples culture and ways of learning.
Ideas must relate to maths, music and dance, storytelling, art, science, puzzles and games, artefacts and/or posters.
Use the Project Template - Part A to present the above findings to your assessor. This template must be complete and submitted to your assessor before you undertake Part B.

Resources and Equipment Required Your workplace supervisor and two colleagues to consult on ideas for promoting children's understanding of Aboriginal and/or Torres Strait Islander cultures.
Access to a computer, printer, the internet and email software.
Access to Microsoft Word or a similar program (as required)
Access to service standards, policies and procedures for:
Educational program and practice
Relationships with children
collaborative partnerships with families and communities including direct relationships with First Nations families and communities
Access to workplace programs and curriculums.
Access to credible sources of information on local Aboriginal and/or Torres Strait Islander Peoples history and culture.
Access to the National Quality Framework for Early Education and Care

PART B: EXAMINE DIFFERENT LEARNING OPPORTUNITIES

STEP 1: INVESTIGATE
Based upon research and collaboration activities undertaken in Part A, investigate five different opportunities for the embedding of local Aboriginal and/or Torres Strait Islander cultures in practical routines and learning experiences. List the opportunities investigated with a brief overview as to their suitability within the provided template. Note: opportunities must relate to maths, music and dance, storytelling, art and/or science. When providing an overview of suitability, consider how each opportunity might be implemented, as well as the possible learning outcomes, resources and materials needed.
STEP 2: IDENTIFY
From the investigation above, identify three most suitable opportunities for the embedding of local Aboriginal and/or Torres Strait Islander cultures in practical routines and learning experiences. When selecting the three opportunities must make sure:
? The three opportunities are consistent with the National Quality Framework for Early Education e.g. Quality Areas and Outcomes.
? The three opportunities are consistent with local Aboriginal and/or Torres Strait Islander Peoples community cultural protocols e.g. sharing cultural information.
Use the Project Template - Part B to present the above findings to your assessor. This template must be complete and submitted to your assessor before you undertake Part C.

? Access to a computer, printer, Internet and email software.
? Access to Microsoft Word or a similar program.
? Access to service standards, policies and procedures for:
- Educational program and practice
- Relationships with children
- collaborative partnerships with families and communities including direct relationships with First Nations families and communities
? Access to workplace programs and curriculums for the regulated education and care service.
? Access to credible sources of information on local Aboriginal and/or Torres Strait Islander history and culture.

PART C: COMMUNICATE LEARNING OPPORTUNITIES TO OTHERS

STEP 1: COMMUNICATE
Organise a time to meet with one workplace supervisor and two colleagues. If possible, meet as a small group, however if this is not possible due to time constraints, then meet with everyone on a one-on-one basis. The aim of communication is to assist you in your choice of which one of the three suitable opportunities is best for implementation in your centre/service. Gain your workplace supervisor's approval for implementation and present all notes scribed during communication activities using the provided template.
STEP 2: SELECT ONE OPPORTUNITY
From communication activities and feedback gained, select one opportunity that is best to implement in the centre/service.
The selected opportunity must relate to one of the following:
? Maths
? Music and dance
? Storytelling and books
? Science
You will then be observed by your assessor carrying out this opportunity as required in Part D.
Use the Project Template - Part C to present the above findings to your assessor. This template must be complete and submitted to your assessor before you undertake Part D.

PART D: UNDERTAKE A GROUP EXPERIENCE

You will be observed by your assessor in the workplace implementing one experience with a group of children which addresses the integration of local Aboriginal and/or Torres Strait Islander Peoples cultures as per the selected opportunity in Part C.
? The experience which you implement must demonstrate consideration for local Aboriginal and/or Torres Strait Islander protocols including:
- Permissions for sharing information
- Awareness of the appropriation of Aboriginal culture, such as art
- Awareness around languages being re-learned
- Cultural sensitivity.
? After the observation your assessor will ask you a series of verbal questions allowing for further demonstration of knowledge and skills.
? To support the observation, you must submit a lesson plan. You are to use your education and care service's templates for the creation of the lesson plan. Your lesson plan must cover aspects of the group experience, resources required and learning outcomes.
? During the observation your assessor will be looking to see that you:
- Facilitate one learning experience that acknowledges local Aboriginal and/or Torres Strait Islander Peoples cultures.
- Use communication skills that role model open, inclusive and respectful language and interactions.
- Incorporate and show respect for local Aboriginal and/or Torres Strait Islander Peoples ways of learning and language.
- Use opportunities as they arise to encourage children to reflect on and engage with the various aspects of local Aboriginal and/or Torres Strait Islander cultures.
- Use at least one opportunity to support inclusion and diversity with the children.
- Promote an anti-bias approach to the learning experience.
- Observe children's interactions and participation and communicate any needs for additional support to improve inclusive relations.
- Engage with peers or others to support individual children with specific needs.
? Following the observation, your assessor will ask you some verbal questions. These will relate to the following topics:
- Aboriginal and/or Torres Strait Islander Peoples perspectives on education.
- How you demonstrate respect for Aboriginal and Torres Strait Islander culture and intellectual property.
- Considerations about communicating effectively with Aboriginal and Torres Strait Islander People?
- What considerations you would make if you were to arrange an Aboriginal and/or Torres Strait Islander guest speaker presenting information about their culture.
- Important and traditional ways of learning for Aboriginal and/or Torres Strait Islander cultures.

Learning Objective

• Engage in attentive listening and narrative exercises to improve language and communication.
• Recognise and value different cultures and learning styles to promote diversity.

Assessment Task 5

A Third-Party Person from the workplace or your workplace supervisor is required to complete a report that confirms your application of workplace skills.

TASK INSTRUCTIONS
Give your workplace supervisor a copy of the attached Supervisor Report. They will need to fill it out based on their observations of your work performance over time. They may like to do this using the Word file or they may fill it out in hard copy.
Have a look at the items on the Supervisor Report - do you think you have shown that you can do all of these things to workplace standards? Discuss this with your workplace supervisor before asking them to complete the report.
Your assessor will use the information provided by your supervisor to contribute to the overall picture of Competence. It will be used alongside the other evidence you have submitted for the unit of competency to make a decision about Competence.

Assessment Task 3: Children's Health and Safety

TASK SUMMARY
This task focuses on the health and safety of children through a range of scenarios. Your Assessor will read you a range of scenarios and ask you to explain how you would respond and demonstrate the response where applicable.

Assessment Task 4: Caring for Babies

You will be observed caring for two different babies. This observation will either be conducted in your workplace or a simulated environment. See the note below.
Both babies must be 12 months of age or under.
For each child, your assessor will need to see you:
? changing nappies
? preparing bottles and bottle-feeding
? settling the baby for sleep
? preparing solid food and feeding the baby
? responding appropriately to baby's signs and cues
? monitoring and encouraging physical exploration and gross motor skill development.
During or after the observations your assessor will ask you a number of verbal questions.
Note: The observations must occur in the workplace where possible however where there is documented evidence that the service does not permit performance of any of the skills by individuals who are not staff members, the skills may be demonstrated in a simulated environment, but must involve real babies.

TASK INSTRUCTIONS
You will be observed caring for two different babies 12 months of age or under. During this time, you must complete the following tasks for each baby using age-appropriate verbal and non-verbal communication skills, following service and regulatory requirements.
If you are being observed in a simulated environment, you must follow the policies and procedures of Little.ly Early Learning Centre.
If you are being observed in your workplace, be sure to follow your workplace policies and procedures.
? change the baby's nappy
? prepare a bottle, bottle-feed and then clean relevant equipment
? prepare solid food and feed the baby
? respond appropriately to baby signs and cues
? prepare and settle the baby for sleep
? monitor and encourage age-appropriate physical exploration and development of gross motor skills during play time of at least 15 minutes
? keep appropriate records of eating, drinking and sleeping according to service procedures.
During or after the observations the assessor will ask you a number of verbal questions.
Note: The observations must occur in the workplace where possible however where there is documented evidence that the service does not permit performance of any of the skills by individuals who are not staff members, the skills may be demonstrated in a simulated environment, but must involve real babies.

Assessment Task 5: Caring for Toddlers

? Part A: Caring for toddlers
Caring for two different toddlers aged between 13 and 24 months, which must include assisting them with mealtimes, toileting, responding appropriately to cues, preparing and settling them for sleep, encouraging physical exploration and development of gross motor skills and using appropriate communication.
? Part B: Supervise one group of children for a complete activity or play period
Supervise one group of children during activity or play period, following regulations and service policies and ensuring an adequate level of supervision for the size of the group of children.
The observations in relation to Part A must occur in the workplace however where there is documented evidence that the service does not permit performance of skills related to working with toddlers by individuals who are not staff members, the skills may be demonstrated in a simulated environment, but must involve real toddlers.

PART A: ASSIST AND COMMUNICATE WITH TODDLERS

You will be observed by your assessor completing the following tasks at least once:
? assisting toddlers with toileting
? assisting toddlers during mealtimes
? responding appropriately to toddler signs and cues
? preparing and settling toddlers for sleep
? monitoring and encouraging age-appropriate physical exploration and gross motor skills.
? using age-appropriate verbal and non-verbal communication.
After or during the observations your assessor will ask you a series of verbal questions.
The observations must occur in the workplace where possible however where there is documented evidence that the service does not permit performance of any of the above skills by individuals who are not staff members, the skills may be demonstrated in a simulated environment, but must involve real toddlers.

PART B: SUPERVISE ONE GROUP OF CHILDREN FOR A COMPLETE ACTIVITY OR PLAY PERIOD
You will be observed by your assessor on one occasion, supervising a group of children during an activity or play experience.
This must occur in the workplace, either indoors or outdoors.

During the observation, your assessor will be looking to see that you can:
? follow regulations and service policies and procedures for the active supervision of children
? use developmentally appropriate communication when informing children of safety requirements
? adjust level of supervision according to:
- skill
- age mix
- dynamics
- size of group
- level of risk involve.
? assist children to recognise potential hazards and age-appropriate responses
? communicate with children in a way which develops their knowledge of personal protective behaviours at an age-appropriate level
? ensure toys and equipment are safe for children and safe to use in their proposed area
? communicate with colleagues and exchange information to provide adequate supervision at all times.
? minimise risks in the environment
? implement sun safety procedures (if applicable).
You must always use age-appropriate verbal and non-verbal communication when interacting with children.

Assessment Task 6: Reflect on Care Practices

The units in this cluster require you to complete at least 160 hours completing the tasks that relate to the units in a real workplace environment.
This task is about reflecting on the experiences that you encounter while you are in the workplace.
A template has been provided that asks a range of questions about the experiences you have in the workplace.
Complete each part of the Reflective Journal in as much detail as possible. You will be asked to document and reflect on your involvement in the following workplace duties:
? completing cleaning duties in line with workplace cleaning and infection control procedures
? responding to hazards and risks in the environment
? supporting children's health
? support and promote children's regular movement and physical education
? develop relationships with families.
You will also be required to submit the following documents to support your Reflective Journal:
? incident, accident or illness form or report - completed
? daily safety checks of buildings, equipment and/or the general environment - completed.
Important - interactions with babies, toddlers or children must be supervised by an approved early childhood educator.

? You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable).
? You will be advised of the due date for this task.

You are required to complete the Reflective Journal provided below to demonstrate your ability to:
? Part A: Respond appropriately to three different situations where health or safety of children may be compromised. Situations can include any of the following:
- Dealing with medical conditions. Including reading the health management plan, measuring out medication or explaining to supervisor how this would be administered.
- Health and safety, including matters relating to:
- nutrition, food, beverages and dietary requirements
- sun protection
- water safety, including safety during any water-based activities
- clothing and suitability.
- Incident, injury, trauma and illness procedures.
- Dealing with infectious diseases.
- Delivery of children to, and collection of children from, care service premises.
- Situations requiring the exclusion of children.
? Part B: : Demonstrate the principles of active supervision to supervise one group of children for a complete activity or play period, according to service procedures.
? Part C: Cleaning and infection control. You are required to complete cleaning duties in line with workplace cleaning and infection control procedures. Areas to be cleaned include
- Equipment. For example: change mats, prams or strollers, utensils and crockery, equipment storage areas, toileting areas.
- Furnishings. For example: soft furnishings such as bedding and cushions; and hard furnishings such as cots, tables, chairs, highchairs, change tables.
- Resources. For example: toys, art and craft supplies.
? Part D: Respond to hazards and risks in the environment. You are required to complete a series of reflection questions about occasions when you have responded to hazards/risks in the centre/service.
You must also provide one completed daily safety check of buildings, equipment and/or the general environment.
? Part E: Support children's health in the centre/service. You are required to complete a series of reflection questions about occasions when you have supported children's health in the centre/service.
You must also provide one completed incident, accident or illness form or report.
? Part F: Support and promote children's regular movement and physical education. You are required to complete a series of reflection questions about occasions when you have supported, promoted and participated in movement and physical education with children.
? Part G: Develop relationships with families. You are required to complete a series of reflection questions about occasions when you have developed relationships with families.

Assessment Task 7

A Third-Party Person from the workplace or your workplace supervisor is required to complete a report that confirms your application of workplace skills.

Assessment Task 4

You will be observed caring for two different babies 12 months of age or under. During this time, you must complete the following tasks for each baby using age-appropriate verbal and non-verbal communication skills, following service and regulatory requirements.
If you are being observed in a simulated environment, you must follow the policies and procedures of Little.ly Early Learning Centre.
If you are being observed in your workplace, be sure to follow your workplace policies and procedures.
? change the baby's nappy
? prepare a bottle, bottle-feed and then clean relevant equipment
? prepare solid food and feed the baby
? respond appropriately to baby signs and cues
? prepare and settle the baby for sleep
? monitor and encourage age-appropriate physical exploration and development of gross motor skills during play time of at least 15 minutes
? keep appropriate records of eating, drinking and sleeping according to service procedures.
During or after the observations the assessor will ask you a number of verbal questions.
Note: The observations must occur in the workplace where possible however where there is documented evidence that the service does not permit performance of any of the skills by individuals who are not staff members, the skills may be demonstrated in a simulated environment, but must involve real babies.

During the observation, your assessor will be looking to see that you can safely and appropriately:
? change a baby's nappy following service procedures
? prepare a bottle correctly, bottle-feed babies and safely and hygienically clean bottle-feeding equipment
? prepare solid food and feed babies
? respond appropriately to baby signs and cues
? prepare and settle babies for sleep
? monitor and encourage age-appropriate physical exploration and gross motor skills
? follow service and regulatory requirements when completing tasks
? keep appropriate records according to service procedures
? respond appropriately to baby signs and cues.
You must always use age-appropriate verbal and non-verbal communication when interacting with babies.
As part of the above tasks, you must record or document the tasks as per the service procedures. For example, a parent/service communication app, on a nappy chart, eating chart or sleep chart.

Assessment Task 5: Caring for Toddlers

You will be observed in the workplace completing a range of activities.
This includes:
? Part A: Caring for toddlers
Caring for two different toddlers aged between 13 and 24 months, which must include assisting them with mealtimes, toileting, responding appropriately to cues, preparing and settling them for sleep, encouraging physical exploration and development of gross motor skills and using appropriate communication.
? Part B: Supervise one group of children for a complete activity or play period
Supervise one group of children during activity or play period, following regulations and service policies and ensuring an adequate level of supervision for the size of the group of children.
The observations in relation to Part A must occur in the workplace however where there is documented evidence that the service does not permit performance of skills related to working with toddlers by individuals who are not staff members, the skills may be demonstrated in a simulated environment, but must involve real toddlers.
Important - Interactions with babies, toddlers or children must be supervised by a qualified early childhood educator.

PART A: ASSIST AND COMMUNICATE WITH TODDLERS

TASK INSTRUCTIONS: PART A
You will be observed by your assessor completing the following tasks at least once:
? assisting toddlers with toileting
? assisting toddlers during mealtimes
? responding appropriately to toddler signs and cues
? preparing and settling toddlers for sleep
? monitoring and encouraging age-appropriate physical exploration and gross motor skills.
? using age-appropriate verbal and non-verbal communication.
After or during the observations your assessor will ask you a series of verbal questions.
The observations must occur in the workplace where possible however where there is documented evidence that the service does not permit performance of any of the above skills by individuals who are not staff members, the skills may be demonstrated in a simulated environment, but must involve real toddlers.

PART B: SUPERVISE ONE GROUP OF CHILDREN FOR A COMPLETE ACTIVITY OR PLAY PERIOD

You will be observed by your assessor on one occasion, supervising a group of children during an activity or play experience.
This must occur in the workplace, either indoors or outdoors.

Assessment Task 6: Reflect on Care Practices

TASK INSTRUCTIONS
You are required to complete the Reflective Journal provided below to demonstrate your ability to:
? Part A: Respond appropriately to three different situations where health or safety of children may be compromised. Situations can include any of the following:
- Dealing with medical conditions. Including reading the health management plan, measuring out medication or explaining to supervisor how this would be administered.
- Health and safety, including matters relating to:
- nutrition, food, beverages and dietary requirements
- sun protection
- water safety, including safety during any water-based activities
- clothing and suitability.
- Incident, injury, trauma and illness procedures.
- Dealing with infectious diseases.
- Delivery of children to, and collection of children from, care service premises.
- Situations requiring the exclusion of children.
? Part B: : Demonstrate the principles of active supervision to supervise one group of children for a complete activity or play period, according to service procedures.
? Part C: Cleaning and infection control. You are required to complete cleaning duties in line with workplace cleaning and infection control procedures. Areas to be cleaned include
- Equipment. For example: change mats, prams or strollers, utensils and crockery, equipment storage areas, toileting areas.
- Furnishings. For example: soft furnishings such as bedding and cushions; and hard furnishings such as cots, tables, chairs, highchairs, change tables.
- Resources. For example: toys, art and craft supplies.
? Part D: Respond to hazards and risks in the environment. You are required to complete a series of reflection questions about occasions when you have responded to hazards/risks in the centre/service.
You must also provide one completed daily safety check of buildings, equipment and/or the general environment.
? Part E: Support children's health in the centre/service. You are required to complete a series of reflection questions about occasions when you have supported children's health in the centre/service.
You must also provide one completed incident, accident or illness form or report.
? Part F: Support and promote children's regular movement and physical education. You are required to complete a series of reflection questions about occasions when you have supported, promoted and participated in movement and physical education with children.
? Part G: Develop relationships with families. You are required to complete a series of reflection questions about occasions when you have developed relationships with families.

Assessment Task 7: Supervisor Report

TASK SUMMARY
A Third-Party Person from the workplace or your workplace supervisor is required to complete a report that confirms your application of workplace skills.

TASK INSTRUCTIONS
Give your workplace supervisor a copy of the attached Supervisor Report. They will need to fill it out based on their observations of your work performance over time. They may like to do this using the Word file or they may fill it out in hard copy.
Have a look at the items on the Supervisor Report - do you think you have shown that you can do all of these things to workplace standards? Discuss this with your workplace supervisor before asking them to complete the report.
Your assessor will use the information provided by your supervisor to contribute to the overall picture of Competence. It will be used alongside the other evidence you have submitted for the unit of competency to make a decision about Competence.

Reference no: EM133777459

Questions Cloud

Stages of team development : We learn from Levi that there are stages of team development that can bring success as well as failure.

Identify stakeholders with whom nurses would coordinate : Identify stakeholders with whom nurses would coordinate to drive safety enhancements with a specific safety quality issue.

What valuable insights and lessons : What valuable insights and lessons did you gain from conducting the research for our group project?

How your identified issues impact student-athletes : How your identified issues impact student-athletes and athletes in general. Also include, what you think is a way forward to address your identified issues.

Develop a portfolio of your experiences in the workplace : Develop a portfolio of your experiences in the workplace supporting diversity and inclusion in an education and care service

Overall recruitment strategy to solicit applicants : Summarize your overall recruitment strategy to solicit applicants who have the KSAOs needed to perform the job within this particular organization.

Summarizes the top three public health concerns in kingdom : Summarizes the top three public health concerns in the Kingdom, the status of current promotional activities, and your recommendations for improvement.

How epic systems corporation electronic : Identify how Epic Systems Corporation's Electronic Health Record system can help Penn State Health in all areas of talent management.

Role of scientific management principles : What new insights your peer brought into your perceptions of the role of scientific management principles in today's society.

User Account

All Pages