Candidate’s name Units of competency CHCCN1D Ensure children’s health and safety CHCCN3C Prepare nutritionally balanced food in a safe hygienic manner Units of competency CHCORG3B Participate in the work environment CHCRF1C Work effectively with families to care for the child Skill Set 1 Questions Key points to be addressed by the candidate Assessor’s from conversation (Record other responses or examples discussed.) Question 1 Explain the process you follow when cleaning the baby change area after a nappy change cleaning agents used infection control procedures followed personal hygiene/health procedures are adhered to how the cleaning materials are stored safely the documents that would ensure the task is carried out within defined job roles and responsibilities how to tell that the task is completed to the standard expected in the workplace carry out the task in a positive and courteous manner the standards/policies of how to keep the baby change area well organised and safe child focussed work practices routinely employed ventilation, lighting and heating/cooling adequately maintained disposal of waste material occurs in a safe and hygienic way Question 2 How do you plan an outside play environment to ensure children’s health and safety sun protection procedures equipment, toys and appropriate to age/stage of development outdoor environment checked for hazards equipment selected, checked, set up and maintained to ensure safety
Skill Set 2 – Implementing care practices Candidate’s name Units of competency CHCCHILD1C Identifying and respond to children and young people at risk of harm CHCCN2C Care for children CHCCN4D Respond to illness, accidents and emergencies CHCCS301A Work within a legal and ethical framework of competency CHCOHS301A Participate in workplace safety procedures HLTFA301B Apply first aid CHCCN5C Care for babies Additional notes from conversation Assessor’s signature Outcome (Please circle) S (Satisfactory) NYS (Not Yet Satisfactory) Assessor’s name Date
How/where was the interview conducted? Interview only At an RTO’s premises Name: In the workplace Name: Skill Set 3 – Development of children Candidate’s name Units of competency CHCFC1C Support the development of children in the service CHC1C1C Interact effectively with children Units of competency CHCPR1C Deliver services/activities to stimulate children’s development and enhance leisure CHCPR3C Develop an understanding of children’s interests and development needs Skill Set 3 Questions Key points to be addressed by the candidate Assessor’s notes from conversation (Record other responses or examples discussed.) Question 22 Explain how you would support the development of the child when a old is painting at an easel. encouragement provided for each child’s own level of performance language used at an appropriate level of complexity and friendliness communications initiated with child relevant to the child’s interests and capabilities expectations of the behaviour appropriate to their stage of development any behaviour management strategies used appropriate to the child’s level of understanding amount of assistance provided reflects the developmental capabilities of the
experiences provided to expose children to a range of language forms Question 26 How do you plan a creative environment that is open ended, so that children initiate their own creative activity? opportunities provided for children to utilise the range of their senses children encouraged to express their imagination and creativity within their play and interactions experiences provided encourage children to explore a variety of methods of self expression appropriate resources, material and equipment made available for children to initiate their own creative activities environments and opportunities provided to stimulate cognitive development encouragement provided for children to explore and problem solve with materials and diverse experiences
Demonstration/Observation Checklist Cluster/Skill Set 1 – Delivery of care Task 1 – Set up a meal environment, serve or provide food or assist children to serve themselves Candidate’s name Assessor’s name Supervisor’s name (if applicable) Work activity Set up a meal environment, serve or provide food or assist children to serve themselves. Skill Set 1 – Core units of competency CHCCN1D Ensure children’s health and safety CHCCN3C Prepare nutritionally balanced food in a safe and hygienic manner CHCORG3B Participate in the work environment CHCRF1C Work effectively with families to care for the Assessment location Date of demonstration Time 20 minutes Instructions for the Assessor
older children sitting down when eating, eating their own food, disposing of waste food appropriately. Where possible, model best practice by sitting with children, interacting with them to ensure a pleasant meal environment, role model conversations, socially appropriate behaviour and healthy eating. NCAC Quality Standards Child Care regulations Service policies and procedures   Support the transition of children after eating including; clearing away, personal hygiene for the children, safe movement to the next environment. NCAC Quality Standards Care regulations Service policies and procedures   Assessor’s general comments/observations Assessor’s name Outcome (Please Circle) S (Satisfactory) NYS (Not Yet Satisfactory) Assessor’s signature Candidate’s signature Date
Demonstration/Observation Checklist Skill Set 2 – Implementing care practices Task 2 – Demonstrate a nappy change procedure or a toileting procedure for an independent child Candidate’s name During the demonstration or observation of skills did the candidate demonstrate the following? Regulations, Standards and Industry requirements Is behaviour observed? Assessor’s Yes No Prepare the nappy change/toilet area, according to service policy/procedure including: cleaning processes, storage and preparation of supplies. Support the transition of babies and children from activity to the change area/bathroom including: manual handling procedures safe workplace procedures including one hand on the child at all times respect privacy, encourage autonomy but maintain close supervision NCAC Quality Standards Child Care regulations Service policies and procedures   Implement individual care plans including: family requirements medical considerations social/ emotional considerations reporting to service policy and family requirements NCAC Quality Standards Child Care regulations Service policies and procedures   Maintain quality interactions throughout the process NCAC Quality Standards Child Care regulations Service policies and procedures  
Demonstration/Observation Checklist Skill Set 3 – Development of children Task 3 – The candidate is to demonstrate the implementation of a play or leisure experience from program plans. Candidate’s name During the demonstration or observation of skills did the candidate demonstrate the following? Regulations, Standards and Industry requirements Is behaviour observed? Assessor’s Notes Yes No Set up the play or leisure environment according to program plans. NCAC Quality Standards Child Care regulations Service policies and procedures Demonstrate: safety, developmentally appropriate and sufficient equipment and resources. an awareness of diversity (gender, age, culture, interests, preferences, personality, ability, etc). NCAC Quality Standards Child Care regulations Service policies and procedures Model appropriate language and behaviour. NCAC Quality Standards Child Care regulations Service policies and procedures Set stage-appropriate limits. NCAC Quality Standards Care regulations Service policies and procedures
Assessor’s Evidence Summary Sheet The Assessor completes this table during the assessment to record the evidence collected. It is expected that this evidence summary (or similar) is attached to the evidence. Place a tick in the appropriate evidence collection method column for each unit of competency. Place a line through those units not examined as part of this RPL assessment. Candidate’s name Date Unit Code Unit Evidence collected Competency demonstrated Questions Practical Third Party Report Other evidence Core units CHCCN1D Ensure children’s health and safety Yes No CHCCN2C Care for children Yes No CHCFC1C Support the development of children in the service Yes No CHCCN4D Respond to illness accidents and emergencies Yes No CHCCS301A Work within a end ethical framework Yes No CHCOHS301A Participate in workplace safety procedures Yes No CHCCHILD1C Identify and respond to children and young people at risk of harm Yes No CHCPR3C Develop an understanding of children’s interests and developmental Yes No CHCPR1C Deliver services/activities to stimulate children’s development and enhance leisure Yes No CHCIC1C Interact effectively with children Yes No HLTFA301B Apply first aid Yes No Elective units CHCCN3C Prepare nutritionally balanced food in a safe and hygienic manner Yes No
Worker interacts with both individuals and work groups in a cooperative manner. Q2,Q3,Q4,Q6,Q7,Q10, Q11,Q12,Q13Q24,Q25, Q27 Tasks 1, 2, 3 TS, CS, JRE Required knowledge Look for evidence that confirms knowledge of: organisational mission, philosophy, organisation structure, policies and procedures Questions 1 to 30 inclusive Tasks 1, 2, 3 TS, JRE legislation relevant to organisation and work carried out, including occupational health and safety. Questions 1 to 30 inclusive Tasks 1, 2, 3 TS, CS, JRE Required skills Look for evidence that confirms skills in: awareness and understanding of effective team operation Q3, Q5, Q6, Q7, Q10, Q12, Q14, Q15, Q17, Q24, Q27, Q28, Q30 Tasks 1, 2, 3 TS, CS, JRE time management and work planning Questions 1 to 30 inclusive 1, 2, 3 TS, CS, JRE basic negotiation Q3, Q4, Q6, Q8, Q10, Q13, Q14, Q15, Q17, Q27 Tasks 1, 2, 3 TS, CS, JRE effective communication and interpersonal skills. Questions 1 to 30 inclusive Tasks 1, 2, 3 TS, CS, JRE CHCRF1C Work effectively with families to care for the Element 1 – Establish a positive relationship with family members Introductions are completed and worker’s own role is outlined clearly. Q6, Q10 2 Family members are the facilities. Q6 2 Verbal and nonverbal communication styles are used as appropriate. Q6 2 A welcoming atmosphere is created for family members and opportunities for them to participate in the children’s experiences are created. Q6, Q10 2
Children are dressed according to the need and prevailing weather conditions and their clothing preferences are acknowledged whenever possible. Q5 Tasks 1, 2, 3 TS, CS, JRE Element 2 – Create opportunities for children to develop understanding of physical needs Nutritional are explained to children in a suitable language. Q5 Task 1 TS, CS, JRE Hygiene practices are explained and demonstrated through positive staff practices and daily routines. Q5, Q8, Q18 Tasks 1, 2 TS, CS, JRE Safety issues are explained and procedures demonstrated. Q3, Q27 Tasks 1, 2, 3 TS, CS, JRE The need for exercise is explained. Q29 3 CHCCN2C Care for children Element 3 – Establish an environment that encourages children to complete tasks themselves Required materials are made accessible for children. Q9, Q26 Task 3 TS, CS Sufficient time is made available for the child to do the task in an unhurried way. Q9, Q27 Tasks 1, 3 TS, CS All attempts are encouraged and spoken about respectfully. Q9, Q26 Tasks 1, 2, 3 TS, CS, JRE Sufficient time is made available for children to practice and develop their skills, if wanted by the child. Q9, Q27 Tasks 1, 2, 3 TS, CS, JRE Element 4 – Respond to the emotional needs of children 4.1 Routines are developed which are appropriate to the child’s developmental stage and provide a stability and predictable environment. Q10, Q20, Q23 Tasks 1, 2, 3 TS, CS, JRE 4.2 Children’s feelings are identified and responded to openly, appropriately and with respect. Q10, Q22, Q25 Tasks 1, 2, 3 TS, CS, JRE 4.3 Children’s communications are encouraged, listened to and treated with respect. Q10, Q22, Q27 Tasks 1, 2, 3 TS, CS, JRE 4.4 Opportunities to express feelings and emotions appropriately are encouraged. Q10, Q22, Q27 Tasks 1, 2, 3 TS, CS, JRE
4.5 Emotional outbursts are with in a calm and consistent manner whilst minimising disruption to other children. Q10 1, 2 4.6 Children are comforted when, hurt or distressed. Q10 2, 3 4.7 Children are informed appropriately and prepared for any change. Q10 Tasks 1, 2, 3 TS, CS, JRE CHCCN2C Care for children Element 5 – Respond to the emotional needs of children Parents and children are observed for signs of stress/distress on arrival. Q6, Q10 2, 5 Interaction with the child begins while parents are still present to minimise abruptness of separation. Q6, Q10 2 Parents are encouraged to take as much time as needed to have a relaxed, unhurried separation from their child. Q6, Q10 2 Routines are established to minimise distress at separation of parent and child. Q6, Q10 2 Child’s distress at separation from parent is responded to in a calm reassuring manner. Q6, Q10 2 Critical aspects of evidence Demonstrated ability to provide quality physical care for children including ensuring adequate rest, food and and using and promoting hygienic practices. Q1, Q2, Q4, Q5, Q8, Q18 Tasks 1, 2 TS, CS, JRE Opportunities for rest are provided and are varied according to the age of the child, their cultural background, development and needs. Q8 3 Implements and promotes hygiene taking into account child’s age, development, cultural background and needs. Q1, Q2, Q4, Q5, Q8, Q18 Tasks 1, 2 TS, CS, JRE Demonstrates ability to provide all aspects of physical care to children, including: a) The provision of food and drink b) Provides adequate food and drink which is varied according to age, culture, development and needs of the child. Q1, Q2, Q4, Q5, Q8, Q18 Tasks 1, 2 TS, CS, JRE
expectations about a range of self help skills within cultural backgrounds of children Q9 Tasks 1, 2 TS, JRE impact of changes for children Q10, Q20 how emotional needs are expressed – directly and indirectly Q10, Q19, Q20 children’s responses to grief, loss and separation Q10, Q19 Required skills Look for evidence that confims skills in: Food preparation including cooking Q5 Task 1 TS, CS, JRE Time management Q9, Q27 Tasks 1, 2, 3 TS, CS, JRE Interpersonal Q6, Q7, Q15 Tasks 1, 2, 3 TS, CS, JRE Organising environment/time management Q2, Q9, Tasks 1, 2, 3 TS, CS, JRE Effective communication (staff, children, parents) Q6, Q7, Q15 Tasks 1, 2, 3 TS, CS, JRE Evaluate and promote problem solving Q27, Q30 Tasks 1, 2, 3 TS, CS, JRE Observation Q30 Tasks 1, 2, 3 TS, CS, JRE Willingness to be reflective Q1, Q2, Q6 Tasks 1, 2, 3 TMS, JRE Empathy to child’s feelings Q10, Q19, Q25 Task 1 TMS, CM CHCCN4D Respond to illness accidents and emergencies Element 1 – Implement procedures for infection control and prevention Exclusion guidelines for children and others suffering from an infectious condition are followed. Q11 1, 2, 3 Hygiene principles are implemented in care practices. Q1, Q8, Q11 1, 2 TS, TMS, JRE
through forming part of the response. These assessment activities should include a range of routine problems that may have been generated from the past incident history of the workplace and hazardous incidents at similar workplaces within the sector and/or industry. reading and writing skills – appropriate litteracy competence is required to fulfil job roles in a safe manner and as specified by organisation/service. Q16, Q17, Q18 Tasks 1, 2, 3 TS, TMS, JRE 1 CHCOHS301A Participate in workplace safety procedures the of skill may range from understanding symbols in OHS signs, to reading workplace safety pamphlets or procedure manuals, to reading labels and handling hazardous materials. Q16, Q17, Q18 1 literacy support available in the workplace may range from having access to support or assistance from expert/mentor/supervisor, to having no comunication supports available. Q16, Q17, Q18 1 literacy may be required in English, a community language, or Braille etc, depending on the language used in pamphlets or workplace manual. Q16, Q17, Q18 1 communication skills – language competence required to fulfil job roles in a safe manner and as specified by the organisation/service. Assessors should look for skills in asking questions, providing clear information, listening to and understanding workplace instructions, and clarifying workplace instructions when necessary. Service/organisation may require competence in English or community language, depending on client group. All questions Tasks 1, 2, 3 TS JRE 1, 2 ability to relate to people from a range of social; cultural and ethnic backgrounds and physical and mental abilities. All questions Tasks 1, 2, 3 TS JRE 1, 2 HLTFA301A first aid
making decisions under pressure Q2 Tasks 1, 2, 3 TS TM JRE Skill Set 3 – Development of children Units of competency CHCFC1C Support the development of children in the service CHC1C1C Interact effectively with children Units of competency CHCPR1C Deliver services/activities to stimulate children’s development and enhance leisure CHCPR3C Develop an understanding of children’s interests and development needs Element Performance Criteria Question Practical Tasks Supplementary Evidence CHCFC1C Support the development of children in the service Element 1 – Support the development of children within the relevant age group Encouragement is provided for each child’s own level of performance. Q22 Tasks 1, 2, 3 TS, TM, JRE Language used is at an appropriate level of complexity and friendliness. Q22, Q27 Tasks 1, 2, 3 TS, TM, JRE Communications initiated with the are relevant to the child’s interests and capabilities. Q22, Q25 Tasks 1, 2, 3 TS, TM, JRE Expectations of the child’s behaviour are appropriate to their stage of development. Q22, Q25, Q27 Tasks 1, 2, 3 TS, TM, JRE Any behaviour management strategies used are appropriate to the child’s level of understanding. Q22, Q27 Tasks 1, 2, 3 TS, TM, JRE The amount of assistance provided reflects the developmental capabilities of the child. Q20, Q22, Q25 Tasks 1, 2, 3 TS, TM, JRE
of children with a developmental disability and relevant strategies to use Q6, Q10, Q24 2, 3 stages of child development All questions 1, 2, 3 TS, TMS, JRE how children Q22, Q23, Q24, Q26, Q27, Q28 Tasks 1, 2, 3 TS, TMS, JRE the importance of children’s input and ideas Q22, Q24, Q25, Q26, Q28 Task 3 TS, TMS, JRE health and safety policies and requirements Q1, Q2, Q3, Q4, Q5, Q7 1, 3 culturally expectations about communication. Q6, Q14, Q22, Q24, Q26 2 Required skills Look for evidence that confirms skills in: active listening Q28, Q29, Q30 Tasks 1, 2, 3 TS, TMS, JRE CHCIC1C Interact effectively with children non verbal communication and cues of children Q28, Q29, Q30 Tasks 1, 2, 3 TS, TMS, JRE communication skills of questioning, informing, listening, discussing Q7, Q8, Q9 Tasks 1, 2, 3 TS, TMS, JRE identifying the capabilities of individual children Q22, Q24, Q26, Q27, Q30 Tasks 1, 2, 3 TS, TMS, JRE collaboration. Q28, Q29, Q30 Tasks 1, 2, 3 TS, TMS, JRE CHCPR1C Deliver services/activities to stimulate children’s development and enhance their leisure
importance of play and leisure to human development TS, TMS, JRE types and complexities of play and leisure Q23, Q28, Q30 Task 3 TS, TMS, JRE stages of play Q23, Q28,Q30 Task 3 TS, TMS, JRE play materials available Q23, Q28, Q30 Task 3 TS, TMS, JRE different cultural beliefs about play; areas of play regarded as important and appropriate Q23, Q28,Q30 Task 3 TS, TMS, JRE importance of play and leisure for older children and adults – a life long concept Q27, Q29 Task 3 TS, TMS, JRE occupational health and safety Q16, Q17, Q18, Tasks 1, 2, 3 TS, TMS, JRE range of leisure interests of children Q27, Q29 Task 3 TS, TMS, JRE CHCPR1C Deliver services/activities to stimulate children’s development and enhance their leisure cultural beliefs about leisure for children of different ages and adults Q27, Q29 Task 3 TS, TMS, JRE organisational standards, policies and procedures Q16, Q17, Q18 Task 3 TS, TMS, JRE children’s developmental stages applicable to the specific age and what this means for appropriate resources/materials selection Q27, Q29 Task 3 TS, TMS, JRE introductory knowledge of development for children aged 0 to 5 years and 6 to 12 years Q20, Q22, Q23 Task 3 TS, TMS, JRE
TS, TMS, JRE communicate with children Q22, Q25, Q27 Task 3 TS, TMS, JRE reflect on own practices. Q25, Q27 Q28 Task 3 TS, TMS, JRE CHCPR3C Develop an understanding of children’s interests and developmental needs Element 1 – Gather information about the child through observation Children are observed during their normal pattern of play and daily interactions to identify their interests and needs. Q23, Q30 Task 3 TS, TMS, JRE Children’s strength and needs are monitored. Q28, Q30 Task 3 TS, TMS, JRE Element 2 – Gather information about the child from secondary sources Child records are used to collect information about each child. Q7, Q30 Task 3 TS, TMS, JRE Information exchange with family is used to collect information about each child’s needs, interests and cultural practices. Q12, Q30 Task 3 TS, TMS, JRE CHCPR3C Develop an understanding of children’s interests and developmental needs Element 3 – Record observations appropriately Information collect through observation and secondary sources is discussed with relevant people or recorded according to requirements. Q6, Q12, Q30 Task 3 TS, TMS, JRE Information discussion or recording is free from biased comments and negative labelling of children. Q30 Task 3 TS, TMS, JRE Observations are recorded carefully and accurately. Q30 Task 3 TS, TMS, JRE Element 4 – Use observations and information collected to Information gathered about the child is used to provide suggestions for ways to enhance that child’s play and leisure. Q30 Task 3 TS, TMS, JRE