Care Off-the-Job Assessment LA017510

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Program Cluster Early Childhood Education and Care Off-the-Job Assessment LA017510 Please note that all four units in the Program Cluster are now co-assessed. This is the only written off-the-job assignment to be completed for all four units. Please ensure that you have read the learning materials for all four units prior to commencing this assignment. Checklist: â–¡ we have read the learning resource CHCECE020 â–¡ I have read the learning resource CHCECE021 â–¡ I have read the learning resource CHCECE024 â–¡ I have read the learning resource CHCORG428A â–¡ we have attended a live/recorded Connect Session for this cluster of units (optional) â–¡ I have accessed the forums for assistance with this unit (optional) You are NOW ready to start this assessment. Good luck! Assessment Summary This is an Off-the-job assessment. This assessment is graded. The total marks for this assessment is 100 marks. Weighting: 25% Learners will receive a NOT YET COMPETENT, PASS, CREDIT or DISTINCTION in accordance with TAFE NSW Assessment Guidelines. What you have to do Task 1: Personal Philosophy (total: 30 marks) Write your personal philosophy about Early Childhood Education and Care clearly describing your view of ‘the child’ and your view of you as ‘educator’. Explain how your personal view of both will impact on the curriculum and learning environment that you provide for children. Your philosophy will be approximately 1-2 typed pages in length. You may use headings, statements and point form when writing your philosophy. It should provide a unique and clear picture of your beliefs and values regarding early childhood education and care. The Educator’s Guide to the EYLF explains the importance of developing a philosophy, “Once we understand our beliefs and knowledge, we can make considered, wise choices in our decision making in planning for supporting and reflecting on children’s learning.” (p 10) So, your personal philosophy will focus on your beliefs and practices and formulate a framework that will provide both guidance and contemplation in regards to your ongoing contribution to the profession. Your philosophy will reflect what you believe and aim to work towards regarding your role as an educator. It will document your commitment to the profession and highlight the principles, practices and value systems you consider most important regarding early childhood education and care. It is these values and principles that shape your relationships with children, staff, families and the wider community, and ensure your contribution to the profession is both a positive and unique one. You may wish to consider one or more of the following questions to assist you to get started with this task: • What is your image of the child? • What are our expectations of children within the Education and Care community? • How does the young child learn and develop? • What are the child’s goals, needs, interests and rights and how do we establish these? • What role do these play in service curriculum and learning environment? • What is the role if the family and community in child development? How do you view your role within an Education and Care service? Within the profession? • How do you want families to see you? • What is your role among the wider community? • How do you view yourself in regards to other staff? • What are your obligations regarding your own ongoing professional development? • What do you believe your role should be in advocating for children’s rights? Provide a reference list with your philosophy. End of Task 1 Task 2 Curriculum Planning Formats (total: 45 marks) As part of your work placement within your on-the-job assessments you will be required to develop and implement a curriculum that serves to enhance all aspects of children’s development and learning. You will be implementing this program across a five (5) day period. To assist you in preparing for the on-the-job requirements, you will need to complete the following tasks for this assessment: a) Collect three (3) curriculum planning formats that can be used to program for a large number of children. You may access these from planning textbooks, unit notes and reputable Internet websites; however you are encouraged to visit local services and collect authentic examples. b) Analyse each of the collected planning formats and discuss: (total 20 marks) i. How the format reflects or does not reflect your view of the child and educator (4 marks) ii. How individual and group strengths, interests and goals in conjunction with the Framework’s Learning Outcomes are planned for. (4 marks) iii. How the curriculum planning format records each child’s participation in the program and the opportunity for children and family to comment on and provide feedback about the curriculum. (4 marks) How families and children can actively contribute to future planning in order to support the learning, development and interests of the children. (2 marks) iv. How the program format is accessible, flexible, easy to use and interpret by staff and families. (2 marks) v. How documented assessment and critical reflection and evaluation by educators is included. Does it include what children know, say and can do? Is there evidence that shows how this assessment/evaluation leads to future curriculum decision making that extends children’s learning? (4 marks) c) You now need to develop your own curriculum planning format that you could use to plan for a large group of children. Include a summary of your justification for your chosen design. Use the same five (5) criteria that you used to evaluate the formats in part b of this task. (Total 10 marks) Ensure that your design is accessible, flexible and allows for reflection, integration and extension of ideas. It should be a ‘living’ document. The learner’s curriculum format will be individual in style and format. However, a successful planning format will reflect the following attributes: • Provide space for individual focus children, small groups of children and larger groups. (1 mark) • Provide space for play experiences and learning centres to be recorded. (1 mark) • Provide space to record future planning suggestions, reflection and evaluation of current experiences. (1 mark) • Be accessible for other team members to use, set up the environment and implement the program. (1 mark) • Allow provision for transitions between significant parts of the day. (1 mark) • Incorporate individual and service routines and rituals as potential learning opportunities. (1 mark) • Give details of initial ideas/plans, resources and materials required, staff contributions and recommendations. (1 mark) • Give detail on how to present the development and cycle of the program over the week. (1 mark) • Note how interest centres will be documented and how they will be evaluated over the work placement period. (1 mark) • Note how to document project/investigations. This could include a topic web and associated curriculum web. (1 mark) d) Outline a process or a planning format to ensure that all children in the group are planned for over time. (5 marks) End of Task 2 Task 3 Electronic Data Base (total: 25 marks) Compile an electronic data base of sources of information to assist in developing or adapting a curriculum/environment to support children with a barrier to learning/additional need. Guide to National Quality Standards defines children with an additional need… ‘These are children who require or will benefit from specific considerations or adaptations and who: • are Aboriginals or Torres Strait Islanders • are recent arrivals in Australia • have a culturally and linguistically diverse background • live in isolated geographic locations • are experiencing difficult family circumstances or stress • are at risk of abuse or neglect • are experiencing language and communication difficulties • have a diagnosed disability—physical, sensory, intellectual or autism spectrum disorder • have a medical or health condition • demonstrate challenging behaviours and behavioural or psychological disorders • have developmental delays • have learning difficulties • are gifted or have special talents • have other extra support needs. • It is important to note that: additional needs arise from different causes, and that causes require different responses any child may have additional needs from time to time.’ (p. 202) Choose two (2) barriers to learning/additional needs to focus on for this task. Divide the electronic data base resource into two (2) sections, one section for each identified additional need. For each of the two additional needs chosen: a) Provide a description of the additional need with information about the cause, symptoms, diagnosis, treatments, and implication/strategies for developing or adapting a curriculum/environment to support children. List at least one (1) URL of a reputable website that provides current, accurate and useful information to support children with this additional need. (15 marks) b) Investigate your local community to access support agencies and inclusion support professionals who offer support to Education and Care Services and families with children with additional need. List these with a brief description of the service offered and the contact details. (10 marks) End of Task 3 Please ensure you have completed all tasks before submitting. Assessment checklist I have completed:  Task 1: the personal philosophy about Early Childhood Education and Care  Task 2: a) Three (3) curriculum planning formats b) Analysis of each format. c) Curriculum format of my own design with justification for design. d) Procedure or format to ensure all children are planned for over time  Task 3: Electronic data base for two identified barriers to learning/additional needs

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