© Commonwealth of Australia 2013 This work is copyright. You may download, display, print, reproduce, adapt and modify this material (retaining this notice) for your personal, non-commercial use, or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. The Australian Government Department of Education, Employment and Workplace Relations (DEEWR) developed the RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care as part of the national Recognition of Prior Learning (RPL) Initiative. It was based on good practice identified in the 2006–2009 Council of Australian Governments (COAG) RPL Program, including the RPL Assessment Tool Kit developed by the Western Australian Department of Training and Workforce Development under that program. The RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care is provided in the following five companion documents: Assessor Guide Candidate Guide Workplace Guide Forms and Templates Unit Mapping This document is the Assessor It provides assessors with information to assist them in conducting high quality candidate-focussed RPL assessments for the CHC50113 Diploma of Early Childhood Education and Care. ISBN 978-1-74361-121-0 [PDF] 978-1-74361-122-7 [DOCX] Editing, structuring and writing components of the RPL Toolkit by Cheryl Quality Training Concepts Pty Ltd, with assistance from Andrew Jones, purple infinity.
Childhood Education and Care—the units in Clusters 6 to 10 in this RPL Toolkit apply if the candidate holds no equivalent qualifications (including CHC30708/12 and CHC50908) or holds no qualifications or units—the units in Clusters 1 to 10 in this RPL Toolkit apply. Clusters 1 to 5 Cluster 1—Nutrition and children’s health and safety CHCECE002 Ensure the health and safety of children (core unit) CHCECE004 Promote and provide healthy food and drinks (core unit) Cluster 2—Workplace practices CHCCS400C Work within a relevant legal and ethical framework (core unit) CHCECE009 Use an approved learning framework to guide practice (core unit) CHCPRT001 Identify and respond to children and young people at risk (core unit) Cluster 3—Relationships with children CHCECE007 Develop positive and respectful relationships with children (core unit) Cluster 4—Physical and emotional wellbeing CHCECE003 Provide care for children (core unit) CHCECE005 Provide care for babies and toddlers (core unit) Cluster 5—Cultural awareness and competence CHCECE001 Develop cultural competence (core unit) HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (core unit) Clusters 6 to 10 Cluster 6—Health, safety and quality CHCECE016 Establish and maintain a safe and healthy environment for children (core unit) CHCECE019 Facilitate compliance in an education and care service (core unit) HLTWHS003 Maintain work health and safety (core unit)
4. Summary of RPL-related processes The tables in this Section summarise RPL-related processes—from first enquiry through to RPL assessment and certification. Enquiry and RPL application RTOs should facilitate a seamless transition from first enquiry to contact with an appropriate person—perhaps the RPL coordinator, department head, or assessor—and RPL provision. The first contact would usually involve an enquiry to the RTO from a potential student, or perhaps from their workplace supervisor. How this contact occurs, and how it is handled, will depend on the individuals involved and the RTO’s processes. However, to ensure potential candidates are not deterred, RTO staff members who respond to client enquiries should be informed about RPL and the RTO’s processes so they can provide accurate initial information. Enquiry and application RTO’s responsibilities Candidate’s responsibilities Workplace responsibilities Prospective RPL candidate makes an enquiry and applies to participate in RPL If accepted, the candidate completes a Candidate Information Form to assist in Step 1 of the RPL process Provide person enquiring with information about RPL. If they wish to apply, provide the Candidate Information Form, Candidate Guide and any other RTO-required forms Follow the RTO’s procedures such as processing application, advising applicant, and providing the RTO’s qualified RPL assessor with the candidate information Read RTO-provided information and complete any RTO-required application forms or processes Complete the Candidate Information Form and attach CV and any other workplace information as suggested on the form, and return it the RTO Go through the Candidate Guide to prepare for Step 1 of the process—the initial interview Workplace representatives could support employees in their application to participate in RPL, such as assisting them to make the first contact with an RTO, and assisting them to complete application forms
Step 1: Initial interview, followed by Assessor and candidate participate in an initial interview, planning and initial document review session Candidate completes and returns Candidate Tools after the interview (with workplace verification) Assessor considers evidence from initial interview and verified self-evaluation, and advises candidate Before the interview, review Candidate Information Form and any attached documents During the interview, go over the Candidate Guide and discuss broad work roles. Develop the RPL Assessment Plan. Give candidate the Candidate Self-evaluation Tools and Workplace Representative Form, showing them how to complete these After they are returned, evaluate evidence on completed Candidate Tools, record findings on tools, and advise candidate of the next steps Before the interview, reflect on experience and and current skills and knowledge During the interview, discuss broad details of relevant experience with assessor, select electives, and participate in planning the RPL processes After the interview, complete the Candidate Self-evaluation Tools; ask the workplace representative to sign Workplace Representative Form and verify the self-evaluation; copy forms and return to assessor on the date in the RPL Assessment Plan with any agreed documentary evidence Before the interview, workplaces support employees to participate in initial interview processes, such as providing them with leave to attend it, or allowing the interview to take place in the workplace After the candidate has completed their the workplace representative signs the Workplace Representative Form, then verifies candidate performance and provides examples by completing relevant sections of the Candidate Tools
Step 2: Competency conversations Assessor and candidate participate in competency conversation interviews, using a structured question bank for each unit cluster Assessor records candidate responses and considers evidence from conversation Note: The competency conversations usually be in the workplace, and for most candidates the process would involve more than one session. These sessions could also be used to observe the candidate in the workplace. Before the competency conversation, collate the Competency Conversation Recording for the cluster or clusters that will be covered (print or save files depending on recording method) During the competency conversation, use the questions to prompt responses by the candidate, record responses on the Competency Conversation Recording Tools and consider evidence gathered After the competency conversation, consider evidence gathered, record findings, update RPL Assessment Plan if needed, give candidate feedback Before the competency conversation, prepare by considering own work roles and relevant skills and knowledge related to the cluster of units being covered in the session During the competency conversation, respond to the questions and scenarios provided by the assessor, discussing work roles, skills and knowledge. Provide the assessor with direct evidence from the workplace where relevant. Note: The candidate’s responses must include the principles that underpin workplace not just a description of tasks they undertake. Before the competency conversation, prepare a suitable workplace area in the candidate and assessor can comfortably discuss the candidate’s work roles and skills and knowledge During the competency conversation, if requested, assist the candidate to locate any evidence in the workplace
Step 3: Workplace assessment tasks Candidate demonstrates workplace assessment task or tasks, observed by the assessor Assessor considers evidence Note: involve more than one workplace visit and may involve an assessment task devised by the assessor Before the demonstration, provide the candidate with the relevant Workplace Assessment Task: Instructions for the Candidate so they are on the required assessment task or tasks During the demonstration, record observations on the Workplace Assessment Task: Observation Tool the demonstration, record findings on the tool or in the RPL Assessment Outcomes Form, and provide candidate with feedback and outcomes Before the demonstration, read workplace assessment task requirements provided by the assessor, and make any workplace or other preparations During the demonstration, conduct the workplace assessment task in line with the instructions provided, and as agreed with the assessor in the RPL Assessment Plan Before the demonstration, assist in preparations if required During the demonstration, ensure the candidate can complete the tasks, for example by ensuring privacy and appropriate workplace conditions. Step 4: party reporting If required: workplace representative completes Party Report assessor considers evidence. Note: Could involve current or previous workplace Determine if any evidence requires further validation by the workplace, and prepare Third Party Report from template Consider completed Third Party Report and any other evidence from workplace Record findings, and advise candidate if required May be asked to provide the Third Party Report to workplace representative or another person from the workplace Workplace representative, or other suitable person, completes Third Party Report, attaches any appropriate workplace evidence if requested, and returns to assessor
Where the candidate is assessed as competent for the units required for the qualification, the RTO should undertake its processes to issue the qualification. Where the candidate has not met the qualification requirements, the RTO should undertake its processes to issue a Statement of Attainment listing any units attained. Options should be canvassed with candidates who are not competent in any required for the qualification, including training and assessment pathway options. The assessor and RTO should ensure all records of the RPL process and outcomes attained are recorded in line with the RTO’s processes and any regulatory or other requirements.