ASSESSMENT COVER SHEET
(PLEASE PRINT IN BLOCK LETTERS)
*Mandatory Document*
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| Course Name: Click or tap here to enter text. | ||||
| Unit Code/Name: Click or tap here to enter text. | ||||
| Trainer Name: Click or tap here to enter text. | ||||
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Student Declaration
I Click or tap here to enter text. (insert your name) declare that these tasks are my own work. None of this work has been completed by any other person and I have not cheated, plagiarised or colluded with any other student. I have correctly referenced all resources and reference texts throughout this assessment task. I have read and understood JTI policy on plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy,
| Student Sign: Click or tap here to enter text. | Printed Name: Click or tap here to enter text. | Date: |
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CHCECE019 Facilitate compliance in an education and care services
To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below.
Assessments for this unit are as follows:
| Assessment Number | Type of Assessment | Description and location |
| Assessment 1 | Short Questions/Multiple Choice Questions/True or False | There are short questions found in this booklet. You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond verbally. |
| Assessment 2 | Case studies/Scenarios | There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies. |
| Assessment 3 | Research Activity | There are no research activities found in this booklet. |
| Assessment 4 | Personal/Reflective Journal | Instructions for the journal are in the supervised work placement booklet |
| Assessment 5 | Third Party Observation | Will be performed by the workplace supervisor while the student is on Work Placement. |
| Assessment 6 | Work Place Observation | Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your supervisor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the supervised work placement booklet. When an assessor is unable to visit the workplace they shall liaise with your workplace supervisor to confirm your ability to perform the tasks as part of the training package. |
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this cluster. You are required to complete all tasks to demonstrate competency in these units.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
| Assessment Requirements | Due date |
| Written Questions | |
| Case Study | |
| Research Activity | |
| Simulation |
| Agreement by the student | ||
| Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. | ||
| Have you read and understood what is required of you in terms of assessment? | Yes | No |
| Do you understand the requirements of this assessment? | Yes | No |
| Do you agree to the way in which you are being assessed? | Yes | No |
| Do you have any special needs or considerations to be made for this assessment? If yes, what are they? | Yes | No |
| Do you understand your rights to appeal the decisions made in an assessment? | Yes | No |
Student name:
Student signature: Date:
Assessor name:
Assessor signature: Date:
Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer/assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge. To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions correctly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative arrangements.
Please Note:
1. Please complete cover sheet clearly and accurately for all assessment tasks and other types of evidence you submit for your course. Your work may not be returned to you, we are required to keep it in your file for auditing purposes. Please ensure you have kept a copy. JTI does not accept any responsibility for work that may go missing by post.
2. This assessment may be re-assessed upon appeal
3. Upon notification of your assessment results, your trainer/assessor is able to provide you with additional information on interpreting the assessment outcomes and guide you on your future options.
Assessment Tasks Outcome
| Unit: | CHCECE019 Facilitate compliance in an education and care services |
| Student ID: | Click here to enter text. |
| Student Name: | Click here to enter text. |
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence.
Tasks included in submission
| Assessment Tasks | Title | Satisfactory/ Not yet satisfactory | Assessor Signature | Date | Re-submission Satisfactory/ Not yet satisfactory |
| Short Questions | Assessment 1 | ||||
| Case Study 1-2 | Assessment 2 |
Satisfactory Not Yet Satisfactory
| Assessor Signed: | Assessor Name: | Date: |
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Assessment 1 – Short Questions
Short Questions
1. List the key components of the National Quality Framework (NQF).
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2. List the two pieces of national legislation that support the NQF.
3. List the seven quality areas of the National Quality Standard (NQS).
4. What are the key aims of the NQS?
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5. In relation to governance of the NQF, the primary role of state/territory regulatory authorities is to administer the National Quality Framework. What are the specific responsibilities of the regulatory authorities?
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6. What are the key functions of ACECQA?
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7. Which services are covered by the NQF?
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8. How is an ‘education and care service’ defined by the National Law?
9. Describe the three interrelated approval processes for entities and individuals as determined by the National Law.
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10. List the two types of service approvals.
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11. What information must be included when a copy of a service approval is issued?
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12. Who is defined as ‘a responsible person’ for the purposes of service approval?
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13. What prescribed information must be displayed at the entrance of an approved service?
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14. What is a ‘provider approval’?
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15. All applicants for approved provider must meet the requirements of a ‘fit and proper person’. How does the Regulatory Authority determine ‘fit and proper person’?
16. What role can a person with a supervisor certificate undertake in an approved service?
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17. List the minimum requirements for qualifications, experience and management capability needed to gain a supervisor certificate.
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18. List the 8 key areas of responsibility of the Nominated supervisor in relation to the he day-to-day management of an Approved Service.
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19. List the 5 levels that may be awarded under the National Quality Standard Rating System.
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20. What is a QIP?
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21. What is the aim of the QIP?
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22. What factors are used to determine the duration of a rating and assessment visit?
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23. What are the grounds for seeking a second tier review?
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24. How are ‘special circumstance’ defined?
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25. What is the purpose of the National Quality Framework: Excellence Rating?
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26. List the three criteria for an excellence rating.
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Assessment 2 – Case Studies
Case Study 1
Preparing for an assessment visit
Blue Bay Early Learning Centre is preparing for its first ever assessment visit. The 66 place centre is situated in the outer suburbs of a large city. The centre is 30 years old and is due to undergo major renovations. The outdoor area has recently been completely upgraded to reflect current best practice in relation to a natural play environment.
The centre offers extend hours care for up to 22 children from 7am – 8.30am and 3 pm – 5.30 pm. The remaining children attend between 8.30am – 3pm. The families are mainly middle class, single income with stay-at-home mothers.
Over the week 140 children (2.9 years – 6 years) attend the program. There are 9 educators and 2 trainees:
- 2 EC teachers (Director and Educational Leader – 20 years’ plus experience.
- 4 Diploma ( 7 years’ experience, 5 years’ experience, 2 years’ experience, one new graduate).
- 3 Certificate III (each educator has approximately 12 months experience).
- 2 certificate III trainees.
While all of the educators have contributed to the QIP they are extremely anxious about the impending visit.
1. Blue Bay Early Learning Centre has just received notification they have been selected for an assessment and rating visit. List 2 ways the Director can inform the educators and parents of this visit?
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2. To prepare the team for the visit the Director is going to review the service practices in each Quality Area with the educators using the ‘Guide to the National Quality Standard’.
Explain how this strategy will assist in preparing educators for the assessment visit.
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3. The Director has also decided to use the Getting to Know the NQS video seriesfrom the National Quality Standard Professional Learning Program.
Explain how this strategy will assist in preparing educators for the assessment visit.
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4. Suggest one other strategy the Director could use as part of the preparation process.
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Case Study 2
Stressed!
Educators at Blue Bay Early Learning Centre have working hard as a team in preparation for the organisation’s assessment which is due to take place in two weeks. Kate, the Director of the centre, is aware that the team is feeling nervous and stressed. Kate however needs the team to feel confident and calm.
Over the weekend Kate works on a plan to coordinate the site visit by the assessor. Kate knows that over the last three months the team (manager, management and educators) have met regularly in various small groups to collaborate and plan for the assessment. The QIP is now complete and all evidence has been documented. Kate must now focus on assisting the team to understand their role in the assessment and ratings process.
1. List the strategies that Kate could now put in place to coordinate the service for the assessment site visit and reassure the team (management and educators) that they are ready.
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Case Study 3
Read the following scenario and answer the related questions.
| The great outdoors Westside Children’s Centre has been operating for 15 years. It is a 60 place centre and caters for children from 6 weeks to 6 years of age. There are two rooms of 10 children up to 2 years, one room of 16 children 2–3 years and one room of 24 children 3–6 years. There are 12 full-time practitioners, 4 part-time practitioners and several ancillary staff. The centre has two playgrounds – one for children under 3 years and one for children 3–6 years. While the indoor facilities have been regularly upgraded, the playgrounds have not and are in need of an urgent upgrade. The centre has just undergone the process of self-assessment where it has been identified that the service does not meet National Quality Standard in relation outdoor program and outdoor facilities. Current planning for outdoors includes: A weekly planning sheet where staff record the equipment that is to be placed out for the children each week. Additional concerns: There are no objectives or goals recorded for the outdoor play or for children’s development There is no evaluation of the weekly outdoor ‘program’. Staff tend to stand around and ‘supervise’ but rarely engage in play or interact with the children except when related to behaviour management. Outdoor physical facilities: (see plan) Sandpit in each playground Adequate shaded areas Lack of vegetation/gardens Unsafe fixed climbing equipment in preschool play area – recently removed Lack of variety of equipment for outdoor play. | ||
shaded sandpit SHADE SALE shaded sandpit SHADE SALE gate SHADED AREA SHADED AREA VERANDAH 0-3’s VERANDAH 3-6’s T T N STORAGE STORAGE | ||
| PART A Develop a Quality Improvement Plan(QIP) using the template/format provided, including the following elements: Audit of outdoor equipment based on the number of children enrolled each day Describe the audit process you would use Develop a detailed cost plan by providing a list of recommended outdoor equipment for each of the 2 play areas. You should also include in your cost plan: a timeframe for completion of each process Recommend who would be responsible for each process. Who would be consulted (stakeholders)during this process How often would the QIP be reviewed? Audit of outdoor facilities (as per plan) Describe the audit process you would use Draw on the plan and write a brief list of changes suggesting the additions/improvements that could be made including vegetation, seating, gardens and so on. Click here to enter text. | ||
| PART B The audits and recommendations have been completed. Prior to finalising the process you are asked to seek feedback and input from families using the service. Describe how you would go about this process. Click here to enter text. Management are not able to afford all of the improvements at this time. As part of the quality improvement plan/processes you are required to make recommendations for the work to be completed in stages. Click here to enter text. |
PART C-
Please find below a sample of QIP for National Quality Standard 3 – Physical Environment and use it as a reference for creating a new QIP including relevant 4 standards/elements (from below) to improve on in relation to the case study provided.
QA3 Physical environment –
3.1 Design The design of the facilities is appropriate for the operation of a service-
3.1.1 Fit for purpose- Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
3.1.2 Upkeep- Premises, furniture and equipment are safe, clean and well maintained.
3.2 Use The service environment is inclusive, promotes competence and supports exploration and play-based learning-
3.2.1 Inclusive environment- Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.
3.2.2 Resources support play-based learning- Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
3.2.3 Environmentally responsible- The service cares for the environment and supports children to become environmentally responsible.
Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.
Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
- This Exceeding NQS section is to be completed only when there is evidence of one or more Exceeding NQS theme(s) impacting on practice at your service.
- Additional information about the Exceeding NQS themes for Standard 3.1 is available in the Guide to the National Quality Framework.
Standard 3.1 – Design: The design of the facilities is appropriate for the operation of a service.
| Exceeding themes | |
| 1. Practice is embedded in service operations | [If you have identified strengths in this area, describe how your practices are embedded in service operations for this Standard] |
| 2. Practice is informed by critical reflection | [If you have identified strengths in this area, describe how your services practices in this Standard, have been informed by critical reflection.] |
| 3. Practice is shaped by meaningful engagement with families, and/or community | [If you have identified strengths in this area, describe how your services practices in this Standard, have been shaped by meaningful engagement with families, and/or community] |
Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
- This Exceeding NQS section is to be completed only when there is evidence of one or more Exceeding NQS theme(s) impacting on practice at your service.
- Additional information about the Exceeding NQS themes for Standard 3.2 is available in the Guide to the National Quality Framework.
Standard 3.2 – Use: The service environment is inclusive, promotes competence and supports exploration and play-based learning.
| Exceeding themes | |
| 1. Practice is embedded in service operations | [If you have identified strengths in this area, describe how your practices are embedded in service operations for this Standard] |
| 2. Practice is informed by critical reflection | [If you have identified strengths in this area, describe how your services practices in this Standard, have been informed by critical reflection.] |
| 3. Practice is shaped by meaningful engagement with families, and/or community | [If you have identified strengths in this area, describe how your services practices in this Standard, have been shaped by meaningful engagement with families, and/or community] |
Quality Improvement plan
| Standard/ element | What outcome or goal do we seek? | Priority (L/M/H) | How will we get this outcome? (Steps) | Success measure | By when? | Progress notes |