RPL Assessment Toolkit CHC30113 Certificate III in Early Childhood Education and Care Forms and Templates Contents Introduction 1 What is this resource? 1 What and templates are in this resource? 1 Can the forms and templates be customised? 1 Summary of forms and templates in this resource 2 Template for the Candidate Information Form 5 Template for the RPL Assessment Plan 10 Template for the Workplace Representative Form 18 Template for Party Report 20 Template for RPL Assessment Outcomes Form 22 Candidate Self-evaluation Tools 28 Candidate Self-evaluation Tools: Instructions for the assessor 29 Candidate Self-evaluation Tools: Instructions for the RPL candidate and workplace representative 30 Candidate self-evaluation for Cluster 1—Children’s health and safety 31 Candidate self-evaluation for Cluster 2—Workplace effectiveness 37 Candidate self-evaluation for Cluster 3—Play and Candidate self-evaluation for Cluster 4—Physical and emotional wellbeing 50 Candidate self-evaluation for Cluster 5—Culture and community 55 Candidate Self-evaluation: Instructions for attaching documents 61 Candidate Self-evaluation: List of Attached Documents 62 Competency Conversation Recording Tools 64 Competency Conversation Recording Instructions for the assessor 65 Competency conversation recording tool for Cluster 1—Children’s health and safety 66 Competency conversation recording tool for Cluster effectiveness 73 Competency conversation recording tool for Cluster 3—Play and development 80 Competency conversation recording tool for Cluster 4—Physical and emotional wellbeing 87 Competency conversation recording tool for Cluster 5—Culture and community 94 Workplace assessment tasks: Instructions for candidates 100 Candidate instructions for task 1: Identify and report existing and potential hazards 101 Candidate instructions for task 2: Undertake a risk analysis of toys and equipment 102
Third Party Report Template The assessor adds any requirements for a Third Party Report to the template, and the workplace representative completes it. The assessor would provide this to an appropriately qualified workplace representative where further verification of specific candidate skills or knowledge is required. This form is used to capture further verification from a workplace that a candidate can specified skills or knowledge. RPL Assessment Outcomes Form The assessor uses this form to record RPL assessment methods and final outcomes. Assessors and candidates sign the form at the end of the RPL process. The assessor can progressively add the RPL assessment methods for each unit. The form should be finalised by the assessor after the RPL assessment process for all units is concluded, and signed by both the assessor and candidate. This form provides the capacity to record the RPL assessment methods for a candidate and the final outcomes of the RPL assessment process for all units of competency that make up the qualification. Candidate Tools The candidate completes these after Step 1 of the RPL assessment process. A workplace representative verifies the candidate’s self-evaluation. After the Candidate Tools are returned, the assessor considers the evidence and records outcomes. The assessor provides these to the candidate during Step 1 of the RPL assessment process (the initial interview and RPL planning step) and should advise the candidate how to complete it, including the need for workplace verification of skills. After the initial interview in Step 1, the candidate independently completes the tools and gains workplace verification, then copies and returns the tools to the assessor on the agreed date. The assessor considers the information provided, along with any documentary evidence before Step 2—the ‘competency conversations’. The completed candidate self-evaluation tools can also be referred to during Step 2. tools allow candidates to document and evaluate their knowledge and skills against workplace tasks (aligned to unit clusters) and to collate some initial evidence. They also require workplace representatives to verify the candidate’s skills and knowledge. The candidate identifies workplace tasks they can do, and the workplace verifies this. This provides some evidence for the assessor to consider and also assists the candidate to prepare for Step 2 of the RPL assessment process (the competency conversation). This tool provides the assessor with evidence to consider before Step 2.
Competency Conversation Recording Tools The assessor completes these during Step 2 of the RPL assessment ‘competency conversation’ interviews. Note: The recording tools are not provided to the candidate. Before Step 2 of the RPL assessment process, the assessor should prepare the tools for use in Step 2 by: deleting any sections that will not be assessed in that session (it is unrealistic to all the unit clusters in the RPL Toolkit in one session) saving the files to a laptop, or printing hard copies, depending on method used to record candidate responses. assessment tools provide: a bank of questions and prompts for the assessor to use during the conversations an assessment tool in the assessor can record evidence of the competency conversation key points the assessor should look for in candidate responses, with the capacity to record candidate responses. Workplace Assessment Tasks: Instructions for the Candidate The candidate these to gain information on the workplace assessment task or tasks they need to undertake. The assessor should advise candidates workplace assessment task or tasks are required, and agree a date and workplace location with the candidate. The assessor should provide the appropriate instructions to candidates before the workplace assessment task is undertaken. These provide the candidate with instructions on the workplace assessment task requirements and criteria for assessment, thus assisting them to prepare for the assessment. They may also assist the workplace to understand what the task demonstration involves. Workplace Assessment Tasks: Observation Tools The assessor completes the observation tools during the workplace assessment. The assessor should use the tools during the demonstration. The assessment tools describe the assessment tasks and criteria for assessment, and are used to record the assessor’s observations and outcomes of workplace assessment tasks.
Units of competency Record of RPL assessment processes undertaken for each unit [Assessor to initial and date the evidence-gathering processes undertaken] Final Outcome [Assessor to tick Competent (C) or Not Yet Competent (NYC) and initial and date] Core (C), Elective (E) [Assessor to amend list if other electives are chosen] Initial RPL Interview Candidate Competency Conversation Interview Workplace Assessment Task Party Report C NYC CHCECE002 Ensure the health and safety of children (C) CHCECE004 Promote and provide healthy food and drinks (C) HLTWHS001 Participate in work health and safety (C) CHCCS400C Work within a relevant legal and ethical framework (C) CHCPRT001 Identify and respond to children and people at risk (C) CHCECE009 Use an approved learning framework to guide practice (C)
[If electives are selected, add them below, and delete any above as applicable—3 electives are required.] Assessor’s declaration: On the basis of the assessment outcomes listed above, the candidate meets the requirements to be awarded the qualification CHC30113 Certificate III in Early Childhood Education and Care. Yes No Assessor’s signature Date Candidate’s signature Date
CHCECE009 Use an approved learning framework to guide practice (core unit) CHCPRT001 Identify and respond to children and young people at risk (core unit) CHCORG303C Participate effectively in the work environment (elective unit) Go to your Candidate Guide to see a brief description of the above units. The full text of the units can also be viewed at Candidate’s name Date completed Workplace tasks related to Cluster 2—Workplace effectiveness I do the workplace task… Evidence and examples of applying workplace Confirmation by workplace representative - please tick and initial if candidate can do the task …very well I’m sure I can do the task …quite well I think I can do the task …no, or not well I don’t (or can’t) do the task Candidates may attach documents as evidence of workplace tasks—if so, add the document number  Candidates who can do the workplace task—give brief examples below of how you do this at work  Document number Contributing to the objectives of an childhood education and care service Cooperating with individuals and work groups in an early childhood education and care service
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (core unit) HLTHIR403C Work effectively with culturally diverse clients and co-workers (elective unit) Go to your Candidate Guide to see a brief description of the above units. The full text of the units can also be viewed at Candidate’s name Date completed Workplace tasks related to Cluster 5—Culture and community I do the workplace task… Evidence and examples of applying workplace tasks Confirmation by workplace representative - please tick and initial if candidate can do the task …very well I’m sure I can do the task …quite well I think I can do the task …no, or not well I don’t (or can’t) do the task Candidates may attach documents as evidence of workplace so, add the document number  Candidates who can do the workplace task—give brief examples below of how you do this at work  Document number Reflecting on your own cultural identity and biases Investigating cultural diversity in an early childhood education and care service, and in a community
Candidate Self-evaluation: Instructions for attaching documents Candidates should read the following instructions You may decide to attach documents that show you can do any of the workplace you have self-evaluated. Documents you attach include any of the following. Photos relevant to work activities, video diaries Reflective journals, diaries, workplace task or job sheets, logbooks Early childhood education and care workplace documents (with permission and all names deleted) References or letters from families or other clients, past employers, supervisors (with permission and all names deleted) Workplace documents you have contributed to or written Brief Resume or CV, position descriptions Workplace training or professional development records Membership of professional associations, networks or clubs Records of hobbies or special skills and activities outside work Workplace, industry or other awards. However, don’t be put off if you don’t have these documents. Your assessor will help you to identify any other documentary evidence during the next steps of your RPL assessment process. Please list any documents you attach to your Candidate Tools on the following table. Remember that: you don’t have to find documents for workplace task—only where you can easily find these, as suggested by your assessor ‘documents’ can include anything that supports your claim for RPL—such as paper documents, photos, videos, electronic files one document can be evidence for more than one workplace task make sure each document you added a number for in the Tool is also listed in the following table, and attached you can add extra pages to the document list if you need to remove all confidential or sensitive information from any workplace documents you attach, to ensure privacy and confidentiality if you think it will help the assessor to know the document is your work, you might get your workplace supervisor or other suitable person to write this on the document and sign it. Please sign the declaration at the end of this form to verify that the information you have provided is true and correct. Remember to make (and keep) a copy of your self-evaluation tools and all documents before giving them to the assessor.
the relevant approved learning framework used in the service (if different from those listed above) key participants in the implementation of the framework organisational standards, policies and procedures United Nations Convention on the Rights of the Child Question 9 – Give examples of your involvement in pedagogical practices in the early childhood education and care service where you work. Key points to be addressed by the candidate ASSESSOR’S NOTES how to access/navigate the following: Belonging, Being and Becoming: The Early Years Learning Framework for Australia My Time, My Framework for School Age Care in Australia NB: In addition to the ‘key points to be addressed’, the candidate must provide evidence they have: investigated and documented their own involvement in at least 3 examples of pedagogical practices in a regulated (approved) education and care service. (Examples of pedagogical practices are listed in the Frameworks documents—go to if you need further information.)
signs of stress, distress or pain in babies and toddlers social development of babies and toddlers how to ensure the smooth transition of new arrivals organisational standards, policies and procedures UN Convention on the Rights of the Child relevant aspects of the: National Quality Framework National Quality Standards relevant approved learning framework used in the workplace Question 19 – Describe how you have supported the learning of babies and toddlers in an early childhood education and care service. Key points to be addressed by the candidate ASSESSOR’S NOTES appropriate interactions with babies and toddlers, including: individual differences of babies’/toddlers’ needs for rest and sleep/rest patterns signs of stress, distress or pain in babies and toddlers social development of babies and toddlers brain development in babies and toddlers NB: In addition to the ‘key points to be addressed’, evidence must confirm that the candidate has supported the learning of at least 3 different babies and toddlers of varying ages and abilities, including. responding appropriately to babies’ and toddlers’ cues and language initiating and modelled language with babies and toddlers providing stimulating environments that supported development modifying the environment and interactions to support babies’ and toddlers’ changing requirements encouraging their attempts to gain new skills providing opportunities to develop self-knowledge and awareness contributing to their emotional and psychological well-being.
recognition of culture as a range of social practices and beliefs evolving over time recognition of the unique way individuals may experience a culture and respond to past experiences Question 24 – Give examples of how you embed diversity and inclusion into your daily work practices, and how you support children’s cultural identity. Key points to be addressed by the candidate ASSESSOR’S NOTES cultural competence and diversity as outlined in the relevant approved learning framework used in the workplace designing experiences and activities that build on the diverse backgrounds of children and families and encourage appreciation of diversity creating environments that support children’s cross-cultural understanding and relationships promoting trusting relationships, respectful interactions, understandings of alternate world views and celebrations of diversity using inclusive language, and ensuring ethical and culturally sensitive interactions with children and families principles of equal employment opportunity, sex, race, disability, anti-discrimination and similar legislation and the implications for work and social practices NB: In addition to the ‘key points to be addressed’, evidence must confirm that the candidate: embeds an understanding of diversity into daily practice has planned and implemented supportive environments for all children uses culturally appropriate and inclusive behaviours in the workplace with co-workers and colleagues of diverse backgrounds and cultures sensitively and respectfully communicate with persons of diverse backgrounds and cultures, for example within the workplace and community.
use workplace procedures to identify any existing or potential hazards report any identified hazards to designated persons record hazards according to workplace procedures, for example in a checklist or hazard report provide your report to your assessor. Your assessor will consider your report, and may ask questions during or after the process, such as asking you to define workplace hazards and describe hazards that might exist in early childhood education and care services. The workplace assessment task should be completed in about one hour (excluding preparation and assessor feedback). Your assessor will consider the report, answers to questions, and any workplace observations, and will give you feedback. How will I be assessed in this task? Your assessor will that you can: undertake a process in line with workplace policies and procedures to identify existing or potential hazards report hazards to designated persons record hazards a workplace checklist or other mechanism. Units of competency related to this task CHCECE002 Ensure the health and safety of children (core unit) CHCECE004 Promote and provide healthy food and drinks (core unit) HLTWHS001 Participate in work health and safety (core unit) Your Candidate Guide has a brief description of the units related to this task. The units can be viewed at Candidate instructions for task 2: Undertake a risk analysis of toys and equipment Is task required? Yes No If yes, date and venue for assessment Instructions to the candidate This workplace assessment task requires you to undertake a risk analysis of toys and equipment in a regulated early childhood education and care service. You are required to: conduct a risk analysis of toys and equipment in an early childhood education and care service Resources required to complete this task Your assessor (or workplace representative) will ensure you have: toys and equipment for children of various ages current workplace policies and procedures for work health and safety (WHS) the National Quality Framework for Early Childhood Education and Care, and relevant approved learning framework under the National Quality Framework. How will I be assessed in this task?
clarify your own role, and the roles of others, in implementing pedagogical practices, including providing evidence of this. (Examples of pedagogical practices are listed in the Frameworks documents—go to if you need further information.) Your assessor will consider the outcomes of the agreed activity and provide you with feedback. Units of competency related to this task CHCCS400C Work within a relevant legal and ethical framework (core unit) CHCECE009 Use an approved learning framework to guide practice (core unit) CHCORG303C Participate effectively in the work environment (elective unit) Your Candidate Guide has a brief description of the units related to this task. The units can be viewed at Candidate instructions for task 7: Record the circumstances surrounding risk of harm Is task required? Yes No If yes, date and venue for assessment Instructions to the candidate This workplace assessment task requires you to: report on possible circumstances surrounding indications of risk-of-harm develop a response that would be appropriate for an early childhood education and care service. Your assessor will confirm the required activity with you. For example, you be asked to develop a brief verbal or written report to your supervisor, or make a short presentation to a staff meeting. Your report or presentation should: identify and outline indicators and circumstances that could relate to risk of harm in children or young people (you will also need to reference the source of the information) identify appropriate responses to risk of harm for an educator working in an early childhood education and care service Resources needed to complete this task Your assessor (or workplace representative) will ensure you have access to: the National Quality Framework for Early Childhood Education and Care, and relevant approved learning framework under the National Quality Framework relevant organisational standards, policies, protocols and procedures. How will I be assessed in this task? Your assessor will check that you can: identify and outline possible risk of harm indicators and circumstances identify appropriate responses to risk of harm indicators and circumstances for the protection of children and young people use child focussed work practices that support the protection of children work within legal and ethical frameworks and workplace procedures relevant to your work role.
Ensure access to the National Quality Framework for Early Childhood Education and Care, and relevant approved learning framework under the National Quality Framework. Yes No Ensure that the candidate has reading skills in order to accurately read and interpret food labels and dietary requirements. Yes No Consider the candidate’s menus, asking questions (before or after the process). Complete the observation checklist for task 3. Yes No Observation checklist Did the candidate demonstrate that they can… Regulations, workplace or industry standards Is behaviour observed? Yes No Assessor notes, including examples of candidate responses or application Develop an appropriate cycle of written menus for children, involving both children and colleagues in the process Organisational standards, policies and procedures (including food-handling, preparation and storage policies/procedures) Follow guidelines for healthy eating Australian Dietary Guidelines and Infant Feeding Guidelines Follow legislative and regulatory requirements Food safety and food handling requirements; code of ethics; WHS legislation and regulations Maintain the dignity and rights of children United Nations Convention on the Rights of the Child The candidate completed the assessment task to workplace standards Yes No Additional assessor comments on candidate performance (Assessor to sign and date)
Did the candidate demonstrate that they can… Regulations, workplace or industry standards Is behaviour observed? Yes No Assessor notes, including examples of candidate responses or application Recognise and discuss common ethical issues, including how to report unethical conduct Organisational standards, policies, protocols and procedures Identify strategies to address ethical issues Principles of ethical Follow legislative and regulatory requirements Codes of practice, licensing, accreditation/registration to professional bodies, service agreements Responsibly care for children Duty of care responsibilities The candidate completed the assessment task to workplace standards Yes No Additional assessor comments on candidate performance (Assessor to sign and date)
Ensure access to the National Quality Framework for Early Childhood Education and Care, and relevant approved learning framework under the National Quality Framework. Yes No Ensure the candidate has reading skills in order to read and understand forms and make accurate reports; and writing skills in order to record details of children and young people at risk and to make reports using handwritten skills and computer skills Yes No Consider the candidate’s activity, asking questions (during or after). Complete the observation checklist for task 7. Yes No Observation checklist Did the candidate demonstrate that they can… Regulations, workplace or industry standards Is behaviour observed? Yes No Assessor notes, including examples of candidate responses or application Record the circumstances surrounding risk of harm (including accurately reading and interpreting workplace procedures for reporting children at risk) Organisational expectations, standards, policies, protocols and procedures Follow legislative and regulatory requirements in supporting the protection of children and young people from risk of harm Child protection system (including reporting protocols, responses to reporting and interagency policies) child protection legislation State/territory requirements and processes for notifying and reporting suspected abuse Use practices to support the protection of children Duty of care responsibilities
Observation tool for workplace assessment task 12: Support cross-cultural relationships and environments Units of competency: CHCECE001 Develop cultural competence (core unit) HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (core unit) HLTHIR403C Work effectively with culturally diverse clients and co-workers (elective unit) The full text of the units can be viewed at Candidate’s name Date completed Assessor’s name Times (duration) Workplace Location Description of the workplace assessment task This workplace assessment task requires candidates to conduct an activity in the early childhood education and care service designed to foster effective and supportive cross-cultural relationships and environments. The candidate is also required to prepare a brief written or verbal report outlining how the activity, and their work, is culturally appropriate. The specific activity will be designed in consultation with the candidate, in line with the circumstances of the service and its cultural mix. It must involve designing and implementing experiences to encourage children to respect all cultures and to celebrate cultural diversity. In a culturally diverse service, the activity could involve the assessor observing the candidate’s interactions. The assessor is required to observe the candidate, consider the candidate’s written or verbal report, and verify that they can: plan and implement supportive environments for all children implement experiences that encourage children to respect all cultures and to celebrate cultural diversity interact in culturally appropriate ways with children, families and communities, making and maintaining cross cultural relationships identify and implement culturally safe work practices. The time will depend on the selected activity. Assessment outcomes should be recorded on this tool and the Assessment Outcomes form.
Instructions for the assessor Completed or provided? Provide the candidate with Candidate instructions for task 12: Support cross-cultural relationships and environments, ensuring you give reasonable notice of the assessment and that details are recorded in the RPL Assessment Plan. Yes No Ensure access to an early childhood education and care service, including children and families from diverse cultures, and information and resources in relation to cultural diversity. Yes No Ensure access to information on culturally appropriate practices relevant to the service, its children, families and community, including, as applicable, access to people who can provide knowledge of Aboriginal and/or Torres Strait Islander culture. Yes No Ensure access to the National Quality Framework for Early Childhood Education and Care, and relevant approved learning framework under the National Quality Framework, and relevant organisational standards, policies and procedures. Yes No Consider the candidate’s activity, asking questions (during or after). Complete the observation checklist for task 12. Yes No Observation checklist Did the candidate demonstrate that they can… Regulations, workplace or industry standards Is behaviour observed? Yes No Assessor including examples of candidate responses or application Support children’s and families’ cross-cultural relationships by: interacting in culturally appropriate ways consulting with communities and individuals encouraging children to respect all cultures and celebrate cultural diversity communicating sensitively and respectfully with all people Organisational policies and initiatives, including those designed to support participation and culturally appropriate services [Assessor to insert details of the selected activity]