interact cooperatively in the child care environment assist and engage in the design and implementation of activities and resources for children. Standards 1: appropriate RATING ‘C’ RATING ‘B’ RATING ‘A’ The learner: The learner: The learner: uses basic language skills in supervised contexts uses appropriate language skills in supervised contexts uses appropriate and effective language skills in supervised contexts uses limited communication skills to engage positively with children and others, as directed uses communication skills to engage responsively with children and others, as directed uses a range of communication skills to engage responsively with children and others uses age-appropriate body language and dress, as directed uses age-appropriate body language, dress and interaction, with guidance uses age-appropriate body language, dress and interactions when provided with a range of options identifies limited communications to support activities with children. uses a range of given communications to participate in activities with children. uses a range of communications to initiate activities with children. 2: INTERACT WITH CHILDREN AND OTHERS RATING ‘C’ RATING ‘B’ RATING ‘A’ The learner: The learner: The learner: follows instructions to interact and participate with children and others in activities, observing ethical issues* as directed interacts with children and others and participates in prescribed activities, observing ethical issues* as directed interacts effectively and engages with children and others in a range of activities, observing ethical issues* uses practical skills to engage children in activities, as directed uses practical skills appropriate to a child’s development, to engage children in activities when provided with a range of options uses practical skills appropriate to a child’s development, to engage children in activities follows instructions related to guidelines for child care provision. interacts with children in prescribed contexts according to given guidelines relating to child care provision. interacts appropriately with children according to guidelines relating to child care provision in a range of contexts. * Ethical issues include, but are not limited to, confidentiality, taking photographs of children and behaviour guidance.
3: RATING ‘C’ RATING ‘B’ RATING ‘A’ The learner: The learner: The learner: identifies main stages of development of children, with guidance identifies and outlines main stages of development of children identifies and describes main stages of development of children identifies main stages of development and some related behaviours when given descriptors connects stages of development of children and some related behaviours outlines how stages of development influence particular aspects of children’s behaviour collects relevant information about child development and behaviour guidance strategies. collects relevant information about child development and behaviour guidance strategies and identifies main messages it contains. collects a range of relevant information about child development and behaviour guidance strategies and outlines main messages it contains. 4: RATING ‘C’ RATING ‘B’ RATING ‘A’ The learner: The learner: The learner: identifies basic information from practical sessions when provided with clear descriptors observes, and notes from practical sessions observes, and records information from practical sessions uses given sources to access information uses a limited range of sources to access required information, as directed uses a range of sources to access relevant information gathers basic information, using strategies, as directed records basic information from basic research as directed records basic information from basic research on a range of topics compiles information and or constructs a basic collection of resources using given design criteria and instructions. compiles information and makes or constructs a basic collection of resources using given design criteria for stages of child development. compiles information and makes, constructs or designs a collection of resources using a range of given design criteria for stages of child development.
5: RESOURCES AND RATING ‘C’ RATING ‘B’ RATING ‘A’ The learner: The learner: The learner: lists how main stages of child development influence the nature of practical environments when provided with clear descriptors identifies how main stages of child development influence the nature of practical environments outlines how main stages of development influence the nature of practical environments characteristics of resources and activities in practical environments when provided with clear descriptors identifies characteristics of age- appropriate resources and activities in practical environments identifies and outlines characteristics of age- appropriate resources and activities in practical environments identifies safe environments and resources when provided with clear descriptors identifies safe environments and resources for children in prescribed contexts outlines safe environments and resources for children in a range of contexts applies principles of safety and hygiene in the child care environment, as directed. applies principles of safety and hygiene in the child care environment, when provided with guidance. applies principles of safety and hygiene in the care environment. 6: RATING ‘C’ RATING ‘B’ RATING ‘A’ The learner: The learner: The learner: interacts as directed in planning and implementing activities interacts with others in planning and implementing activities interacts with others in planning and implementing a range of activities engages cooperatively with others, as directed engages cooperatively with others in planned activities engages cooperatively with others in a range of planned activities identifies needs of others in supported contexts and works cooperatively, with guidance identifies and responds to of others in prescribed contexts and works cooperatively identifies and responds to needs of others and works cooperatively in a range of contexts uses basic strategies to act in a supportive role when provided with guidelines uses prescribed strategies and guidelines to act in a supportive role uses strategies and guidelines to work effectively in a range of contexts uses practical skills and work habits in prescribed environments and tasks, as directed. uses practical skills and work habits in prescribed environments and uses effective practical skills and work habits in a range of environments and tasks.