Sample RPL CHC30113 Certificate III ECE by blueprint project

CHC30113 Certificate III in Early Childhood Education and Care

RPL Kit

Assessor Instructions

RPL Kit Assessor Instructions

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No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein. This work has been prepared for use as part of structured vocational education and training and should only be used within that context. The information contained herein was correct at the time of preparation.

Modification History

Date

Changes

Version Number 1

07/01/2015

Blueprint Projectâ&#x20AC;&#x2122;s materials are designed to support the principles of assessment (validity, reliability, flexibility, fairness) and to guide assessors to apply the rules of assessment evidence (validity, sufficiency, currency, authenticity) for Recognition of Prior Learning.

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CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Assessor Instructions

RPL Overview For Assessors

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This kit contains tools to help customise the recognition assessment of the candidate’s knowledge and skills for this qualification. Assessors are not required to use every tool. Only use the tools necessary to holistically assess the candidate.

After an initial interview with a potential candidate, you will need to determine whether or not they are able to complete the RPL process. Using this RPL kit, you will be able to determine if a candidate earns the qualification based on: Evidence they provide Questions they answer via a competency conversation Tasks they complete in the workplace Your observations

§§ §§ §§ §§

You are responsible for ensuring they have demonstrated the knowledge and skills required to: §§ Design and implement curriculum in early childhood education and care services §§ Implement an approved learning framework within the requirements of the Education and Care Services National Regulations and the National Quality Standard §§ Supervise volunteers or other staff

For CHC30113 Certificate III in Early Childhood Education and Care, RPL is not recommended for the following unit of competency:

HLTAID004 Provide an emergency first aid response in an education and care setting For this reason, it has not been included in this kit.

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CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Assessor Instructions

Assessor Tools The following tools are for the assessor to use.

Competency Mapping

A detailed map indicating where each component of competency is included in this kit

A tool for recording each piece of evidence (documentation, questions, tasks, observations) to each unit of competency

Record of Evidence

An overview of the RPL process, a list of what is included in this kit and detailed instructions on how to use this kit

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Instructions

Question and Task Banks

Competency Questions

A summary list of the questions and tasks provided in this kit Questions an assessor may ask a candidate in order to gather and document evidence of a candidate’s knowledge and experience relating to the qualification

Workplace Observation

A tool used in conjunction with the Workplace Tasks to document evidence of a candidate’s skills through observation of the Workplace Tasks and other observations

Record of Outcome

A document used to notify a candidate of their RPL outcome and any additional steps required to achieve the qualification

Sa Workplace Tasks

Tasks an assessor may ask a candidate to complete in order to gather evidence of a candidate’s skills and experience relating to the qualification (use in conjunction with Workplace Observation)

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CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Assessor Instructions

Candidate Tools

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The following tools are for the candidate to use.

Instructions

A detailed overview of the RPL process and what the candidate can expect

Application

A basic form for gathering information about the candidate

Unit Summaries

A summary of the learning outcomes for each unit of competency for the qualification A tool for the candidate to index each piece of their evidence (trainings, workshops, CV, photos, presentations, reports, certificates, awards, etc.)

Self-Evaluation

A Self-Evaluation of the candidateâ&#x20AC;&#x2122;s experience, skills and evidence that relate to each unit of competency in the qualification

Evidence Index

Third Party Report

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A tool that verifies the candidateâ&#x20AC;&#x2122;s competency in their job role relating to workplace expectations and performance criteria

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Assessor Instructions

Instructions

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There are many ways to initiate the RPL process. The following instructions are an example of how assessors could use the tools included in this kit. Every candidate, assessor and organisation has different needs. The tools have been created to allow for flexibility and customisation.

Instructions

Documents Needed

Candidate Tools:

Give the entire candidate folder to the candidate for completion.

Candidate Instructions Application Unit Summaries Evidence Index Self-Evaluation Third Party Report

Competency Mapping

Answer any questions the candidate may have about how to use and complete the candidate tools.

Candidate Tools

After the candidate completes the Evidence Index and the SelfEvaluation, review them and begin to use the Record of Evidence, filling in the relevant evidence provided by the candidate.

Evidence Index Self-Evaluation Record of Evidence

Interview the candidate: §§ Ask the candidate to elaborate on any work/life experiences they have recorded that relates to the units of competency and their job role §§ Look for information the candidate may not think is important or may have omitted §§ Decide what documentary evidence you think they can further provide to support their claim of recognition

Evidence Index Self-Evaluation Record of Evidence

Review the Competency Mapping prior to starting the RPL process with candidate.

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CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Assessor Instructions

Instructions Continue to use the Record of Evidence as a tool to determine which questions to ask and tasks to assign. Create an RPL plan, deciding what tools (or part thereof) you plan to use to complete the RPL process: §§ §§ §§

Competency Questions Workplace Tasks/Workplace Observation Third Party Report

Record of Evidence Competency Questions Workplace Tasks Third Party Report

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Conduct a competency conversation with the candidate, using the necessary questions: §§ Combine relevant questions and workplace tasks, when possible §§ Contexualise the questions to the candidate’s specific area of work, population, demographic, etc.

Documents Needed

Provide the necessary Workplace Tasks to the candidate: §§ Combine relevant questions and tasks, when possible §§ Combine tasks for streamlined assessment, when possible §§ Contextualise tasks to the candidate’s specific area of work, population, demographic, etc.

Observe the candidate performing the workplace tasks: §§ Use the Workplace Observation to record the candidate’s performance §§ Observe the candidate on a 2nd occasion carrying out their duties in their workplace §§ Record and date your observations

Competency Questions

Workplace Tasks

Workplace Observation

Third Party Report

Complete the Record of Evidence.

Record of Evidence

Inform candidate of your determination. Provide any additional steps required to achieve the qualification, if necessary.

Record of Outcome

Collect the Third Party Report and verify the information provided is correct and accurate.

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CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Competency Mapping

Unit Component

Performance Criteria, Performance Evidence and Knowledge Evidence

Competency Questions

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Assessment must ensure use of: §§ National Quality Framework for Early Childhood Education and Care §§ The relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care. Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors

Workplace Task Observation 8b, 9a, 9b

This is an RTO compliance responsibility.

CHCECE011 Provide Experiences to support children’s play and learning

Element 2 Support children’s play and learning

10b

10a

1.2

Set up a safe environment that is non-threatening, challenging, stimulating and promotes a sense of belonging

10b

10a

1.3

Assist in the provision of unhurried opportunities for both group and individual play activities and experiences indoors and outdoors

10b

10a

2.1

Engage children in discussion (as appropriate) of their play and learning

10c

10b

2.2

Use routines to undertake intentional teaching and seek opportunities for spontaneous learning

10c

10b

2.3

Use experiences, resources and materials flexibly to meet children’s individual preferences and to prompt extensions of play

10c

10b

2.4

Assist children to participate in a variety of experiences and to choose those which support their competency and confidence taken out development and fundamental movement skills

10c

10b

2.5

Demonstrate respect for children’s choice not to participate and encourage participation where an experience is new or unknown

10c

10b

3.1

Follow child’s lead in play and participate when invited

10c

10b

3.2

Initiate play and invite the child to participate

10c

10b

3.3

Interact with children showing enthusiasm, playfulness and enjoyment

10c

10b

3.4

Respond to children’s reactions to play environments to ensure each child remains interested, challenged but not frustrated

10c

10b

3.5

Establish routine with children so as to support them in remaining safe

10c

10a

Element 3 Facilitate children’s play, learning and physical activity

Assist in the provision of areas, resources and materials for different kinds of play

Element 1 Create an environment for play

1.1

Set up a safe environment on at least three occasions (including at least one indoor and one outdoor), including:

Performance Evidence

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10a, 10b

§§

Demonstrating effective selection and placement of equipment and resources, with consideration for safety of the children

10a

§§

Guiding and facilitating individual children’s play and learning experiences, including allowing for children to make decisions

10b

§§

Creating an environment that allows for individual and collaborative experiences

10a

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Competency Mapping

Unit Component

Performance Criteria, Performance Evidence and Knowledge Evidence §§

Competency Questions

Providing a range of experiences to stimulate children and aid learning, including those that allow exploration of natural materials, environments and experiences

10a, 10b 8b

How to access the National Quality Standards

How to access the relevant approved learning framework

How to navigate through framework and standards documents to find areas relevant to this unit of competency

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How to access the National Quality Framework

Relevance of the approved framework to pedagogical practices Knowledge Evidence

Workplace Task Observation

Play and learning experiences, associated resources and materials relevant to the interests and abilities of children

10b

Role of play in learning

10a

Theories that pertain to play Reflective practice

8a, 8c

10a

11d

United Nations Convention of the Rights of the Child

1d, 12a 1b

Safety measures available to minimise risks for children and others

10b

Organisational standards, policies and procedures

Skills must be demonstrated in a regulated education and care service. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Assessment Conditions

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must observe these requirements when undertaking the RPL assessment.

8b, 10a, 10b This is an RTO compliance responsibility.

CHCECE013 Use information about children to inform practice

Element 1 Gather information about the child through observation blueprint project llc

1.1

Observe, listen and talk with children for sustained periods of time

11a

1.2

Pay close attention to what the child is saying and doing

11a

1.3

Identify their interests, ideas, knowledge and skills

11a

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

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Record of Evidence

CHC30113 Certificate III in Early Childhood Education and Care

This is a record for you demonstrate exactly how and why you determined competency for this qualification.

Use this tool to record each piece of evidence (documentation, questions, tasks) against components of each unit of competency (Elements, Performance Evidence and Knowledge Evidence) to ensure you are comprehensively evaluating the evidence. Use the Competency Mapping tool for a more detailed look at the components of competency. After reviewing the documentation provided by the candidate, write down any relevant document number provided in the Evidence Index. Write down the competency question, workplace task and workplace observation number you used to assess the candidate. Include any notes necessary to explain your determination. You may also use this tool to create an RPL plan for each candidate.

Candidate Name

Candidate Contact

RPL Kit Record of Evidence

Question #

Workplace Observation Task # #

Notes

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Evidence Index #

Unit Components

CHCCS400C Work within a relevant legal and ethical framework

Follow identified policies and practices

Work ethically

Recognise and respond when client rights and interests are not being protected

Demonstrate an understanding of legislation and common law relevant to work role

Performance Evidence

Knowledge Evidence

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

Competency Questions CHC30113 Certificate III in Early Childhood Education and Care

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Candidate Name

Student Identification Number

The competency questions are used to facilitate a conversation with the candidate in order to gather further evidence of their competency. Each question covers knowledge evidence and performance criteria from a specific unit of competency. After considering all of the collected evidence, ask only the questions for units of competency where sufficient evidence has not yet been provided. Streamline the process by asking relevant questions while observing relevant tasks, when possible. Refer to the Question Bank to help you plan your conversation. Key points have been provided for assessors to prompt candidates, when necessary. They are not exhaustive or compulsory responses; they are provided as a guide. Look for information the candidate omits and ask them to elaborate, when necessary. Add relevant key points provided by the candidate. Note: where legislation, policies and procedures are mentioned, candidates must provide specific examples related to their state/territory and organisation. Only generic examples have been provided.

Use the box at the end of the key points to record details of the conversation and any contextualisation.

RPL Kit Competency Questions

Competency Question 10 CHCECE011 Provide experiences to support children’s play and learning

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10. How do you provide experiences to support children’s play and learning? Include the following: 10a. The role of play in learning, including theories that pertain to play

10b. How you create environments for play and learning, including: ! Stimulating and safe environments (both indoors and outdoors) ! Resources and materials that interest children and are appropriate for their age and ability ! Safety measures you implement to minimise risks for children and others

10c. How you support and facilitate different kinds of play, learning and physical activity

Question 10 Key Points -‐ Tick the key points the candidate discusses 10a) The role of play in learning:

All of children’s interactions with one another, with adults or alone qualify as learning and play Play promotes cognitive and social skills Through play, children learn: " Language " Numbers and letters " Spatial concepts " Symbol systems (time, money, musical notation, etc.) " Patterns and their relationships " Self-‐concepts " Self-‐regulation skills " Problem-‐solving skills

" " "

Theories that pertain to play include:

Jean Piaget and Sara Smilansky: " Sensory motor play (birth to two-‐years) – children use various senses and motor skills to explore objects and their environment " Symbolic play – children can pretend that one object is another, the cubby house becomes a rocket, etc. (symbolism) " Games with rules – children are able to follow rules of games, changing their understanding of the purpose of rules as they get older

Sara Smilansky: " Functional play – (birth to two-‐years) – children explore objects using their body (sucking and touching) and progress to other physical activities such as throwing CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Competency Questions

Mildred Parten: " Unoccupied play (infants) – looking at their hands or other body parts or cooing to themselves and do not seek contact with others or appear to have a purpose " Solitary play (infants) – play by themselves totally unaware others around them. They will move quickly from one activity to another " Onlooker play – children follow the actions or copy what other children are doing without joining in " Parallel play – children play alongside each other, with similar or the same materials but they don’t interact " Associative play – children will begin to play and talk with each other in dramatic play situations where roles may be taken on " Cooperative play – children are able to take on roles and sustain them for the duration of the play

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Constructive play – occurs when children begin to manipulate materials to create objects and patterns. They may not be representational at first but are the child’s attempt to work materials to produce a result. Dramatic play – children imitate the world around them through role play

10b) Creating environments for play and learning includes:

Providing stimulating and safe environments/experiences: " Setting up areas, resources and materials for different kinds of play: " Constructive play " Creative play " Dramatic play " Music and dancing " Nature-‐based and outdoor play " Physical and quiet play " Sand and water play " Solitary activities " Sport activities " Setting up a safe environment that is non-‐threatening, challenging, stimulating and promotes a sense of belonging " Providing unhurried opportunities for both group and individual play activities and experiences indoors and outdoors " Making adjustments to environments so they remain interested and challenged without being overly frustrated " Introducing new and different experiences " Selecting and using equipment and resources that are appropriate for the children’s ages and abilities " Changing the environment and resources regularly to provide variety Providing resources and materials that interest children and are appropriate for their age and ability: " Puppets and other props " A range of books and stories (fiction and non-‐fiction) " Puzzles " Balls, hoops, cones, etc. " Climbing structures " Dressing up clothes " Art and craft materials CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Competency Questions

Blocks, Legos and other building materials Implementing safety measures to minimise risks for children and others: " Conducting regular safety checks of all equipment and toys per your organisation’s policy " Telling the appropriate person if you notice any resources are damaged or unsafe " Regularly cleaning toys and resources " Replacing broken items " Ensuring all areas provide for supervision " Using age appropriate resources and structures " Removing dangerous items

10c) Supporting and facilitating different kinds of play, learning and physical activity includes:

" " " " " " "

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Engaging children in discussion (as appropriate) of their play and learning Using routines to undertake intentional teaching and seek opportunities for spontaneous learning Using experiences, resources and materials flexibly to meet children’s individual preferences and to prompt extensions of play Assisting children to participate in a variety of experiences and to choose those which support their competency and confidence Encouraging participation where an experience is new or unknown Respecting children’s choice not to participate Following child’s lead in play and participating when invited Initiating play and inviting the child to participate Interacting with children showing enthusiasm, playfulness and enjoyment Responding to children’s reactions to play environments to ensure each child remains interested, challenged but not frustrated Establishing routine with children so as to support them in remaining safe

" " "

Record details of the conversation and any contextualisation:

Assessor Name

Assessor Signature

Date

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

Workplace Tasks CHC30113 Certificate III in Early Childhood Education and Care

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The workplace tasks are used to gather further evidence of a candidate’s competency. Each task covers performance criteria and performance evidence from a specific unit of competency. After considering all of the collected evidence, assessors will assign only the tasks for units of competency where sufficient evidence has not yet been provided. Assessors will observe candidates completing these tasks, unless otherwise noted. Often, there are components of the task candidates must complete prior to observation. Candidates should read through all assigned tasks before beginning, as some may be completed together. Assessors can streamline the process by asking relevant questions while observing relevant tasks, when possible.

Assessors: Use the box at the end of each task to record details of

adjustments and modifications.

RPL Kit Workplace Tasks

Workplace Task 10 CHCECE011 Provide experiences to support children’s play and learning ! You may be asked to perform this task with at least three children of varying ages. ! You may be asked to perform this task more than once. ! Prepare for your assessor’s visit by organising your materials and documentation ahead of time.

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Design and implement 3 play activities (group and individual), including at least one indoor and one outdoor, using the approved learning framework. Complete Part A and Part B for each activity.

Part A – Create an Environment for Play

Create an environment that allows for unhurried, individual and collaborative play experiences. Your assessor will be looking to ensure you:

" " " "

Set up an environment that is non-‐threatening, challenging, stimulating and promotes a sense of belonging Provide areas, resources and materials for different kinds of play Select and place equipment and resources, with consideration children’s safety Establish routines with children to support them in remaining safe Provide a range of experiences to stimulate children and aid learning, including those that allow exploration of natural materials, environments and experiences

Part B – Engage Children in Play

Guide and facilitate individual children’s play and learning experiences (as appropriate). Your assessor will be looking to ensure you: " " " " "

" "

Allow children to make decisions by engaging in discussions about their play and learning Use routines to undertake intentional teaching and seek opportunities for spontaneous learning Use experiences, resources and materials flexibly to meet children’s individual preferences and to prompt extensions of play Assist children to choose experiences that support their competency and confidence Demonstrate respect for children’s choice not to participate and encourage participation where an experience is new or unknown Follow children’s lead in play and participate when invited Initiate play and invite children to participate CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Workplace Tasks

" " "

Interact with children showing enthusiasm, playfulness and enjoyment Respond to children’s reactions to play environments to ensure each child remains interested, challenged but not frustrated Encourage exploration of natural materials, environments and experiences

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Record details of adjustments and modifications to workplace task.

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

Workplace Observation CHC30113 Certificate III in Early Childhood Education and Care

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Candidate Name

Date

Use this tool in conjunction with the Workplace Tasks.

The workplace observation is used to gather current and consistent evidence of a candidate’s competency. Observe the candidate completing the relevant workplace tasks and determine if they are consistently performing their work to organisation and industry standards. Each task covers performance evidence and performance criteria from a specific unit of competency. One observation will occur during completion of the relevant workplace tasks. The second observation may occur during the candidate’s normal workday.

Assessors: Use the box at the end of each observation table to record details of adjustments and modifications.

RPL Kit Workplace Observation

Workplace Observation 10 CHCECE011 Provide experiences to support children’s play and learning

Record what you observed

Date/ Date/ initial initial

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Competency Components

Set up a safe environment that is non-‐ threatening, challenging, stimulating and promotes a sense of belonging

Assisted in the provision of unhurried opportunities for both group and individual play activities and experiences indoors and outdoors

Engaged children in discussion (as appropriate) of their play and learning

Used routines to undertook intentional teaching and seek opportunities for spontaneous learning

Used experiences, resources and materials flexibly to meet children’s individual preferences and to prompt extensions of play

Assisted children to participate in a variety of experiences and to choose those which support their competency and confidence taken out development and fundamental movement skills

Assisted in the provision of areas, resources and materials for different kinds of play

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Workplace Observation

Competency Components

Record what you observed

Date/ Date/ initial initial

Demonstrated respect for children’s choice not to participate and encouraged participation where an experience is new or unknown

Followed child’s lead in play and participate when invited

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Interacted with children showing enthusiasm, playfulness and enjoyment

Responded to children’s reactions to play environments to ensure each child remains interested, challenged but not frustrated

Established routine with children so as to support them in remaining safe

Set up a safe environment on at least three occasions (including at least one indoor and one outdoor), including: ! Demonstrating effective selection and placement of equipment and resources, with consideration for safety of the children ! Guiding and facilitating individual children’s play and learning experiences, including allowing for children to make decisions ! Creating an environment that allows for individual and collaborative experiences

Provided a range of experiences to stimulate children and aid learning, including those that allow exploration of natural materials, environments and experiences

Initiated play and invited the child to participate

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Workplace Observation

Competency Components

Record what you observed

Date/ Date/ initial initial

Assessor Signature

Date

Assessor Name

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Record how you contextualised these observations:

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

CHC30113 Certificate III in Early Childhood Education and Care

RPL Kit

Candidate Instructions

RPL Kit Candidate Instructions

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Modification History

Date

Changes

Version Number 1

07/01/2015

blueprint project llc

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Candidate Instructions

RPL Overview For Candidates

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Recognition of Prior Learning (RPL) is the process of evaluating and acknowledging a person’s skills and knowledge to perform a particular job role related a unit of competency or a qualification. Experiences from your current or previous job, volunteer work and any relevant life experience can all be used to demonstrate to your assessor that you have the necessary skills and knowledge to be awarded recognition for a qualification.

You are beginning the process of demonstrating to your assessor why and how you should be awarded this qualification. You will be asked to: Complete a Self-Evaluation Provide detailed documentation of your competency Answer competency questions Complete specific workplace tasks Participate in workplace observations

§§ §§ §§ §§ §§

Things to keep in mind:

This process will be different for each candidate, depending on previous experience Your assessor will work with you to come up with a comprehensive RPL plan The evidence you provide must be current, valid, authentic and sufficient Detailed instruction for each part of the process is included in each document

§§ §§ §§ §§

If you have any questions about the RPL process, speak with your assessor.

For CHC30113 Certificate III in Early Childhood Education and Care, RPL is not recommended for the following unit of competency:

HLTAID004 Provide an emergency first aid response in an education and care setting For this reason, it has not been included in this kit.

blueprint project llc

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Candidate Instructions

Candidate Tools

Instructions

Application

A detailed overview of the RPL process and what to expect

A basic form for gathering information

A summary of the learning outcomes for each unit of competency for the qualification

Unit Summaries

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The following tools are for you to use.

Self-Evaluation

A Self-Evaluation of experience, skills and evidence that relate to each unit of competency in the qualification, including information from your Evidence Index

Evidence Index

A tool you use to index each piece of evidence (trainings, workshops, CV, photos, presentations, reports, certificates, awards, etc.)

Third Party Report

blueprint project llc

A tool you give to your workplace supervisor to verify competency in your job role relating to workplace expectations and performance criteria

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Candidate Instructions

Instructions Please note: the order provided is subject to change based on your specific needs. Complete the Application and submit it to your assessor.

Carefully read through the Unit Summary. For more information about the components of competency you will be assessed against for each unit – go to: www.training.gov.au and download each unit of competency for this qualification.

Consult with your assessor and collect any documentation/evidence that supports your attempt to attain the qualification through RPL. Evidence may include: §§ Resume or CV §§ Position description §§ Recent performance appraisal §§ Training records/certificates/workshops §§ Work journals §§ Photos §§ Task/job sheets/log books §§ Examples of work documents, projects, programs, etc.

Carefully number each piece of evidence and complete the Evidence Index. Make copies of all evidence you index.

Complete the Self-Evaluation using the Unit Summary and the Evidence Index

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Submit the Self-Evaluation, Evidence Index and the original evidence documents to your assessor.

Discuss your Self-Evaluation with your assessor. Together, you will review your options to provide further evidence (questions and tasks) and design an RPL plan that ensures you have every opportunity to demonstrate your competence.

Participate in a conversation to answer specific questions designed to determine your knowledge of specific work areas where sufficient evidence has not been provided.

Complete workplace tasks to determine your skills in specific work areas where sufficient evidence has not been provided. Your assessor will provide you with the tasks and set up a time to observe you completing them.

Your assessor will discuss the outcome of your RPL with you.

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CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

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Evidence Index

CHC30113 Certificate III in Early Childhood Education and Care

Carefully and clearly number each piece of documentation/evidence you have and add it to its respective number on this index. Include a short description of each document for your assessor.

Documents may include, but are not limited to:

Resume or CV Position descriptions Recent performance appraisal Training/workshop records or certificates Work journals Photos

! ! ! ! ! !

! ! ! ! !

Task sheets/job sheets/log books Presentations Industry awards Examples of work documents/completed projects/programs Any other documentation that may demonstrate industry experience

RPL Kit Evidence Index

Document Number

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Candidate Name

Name/Description of Document

Assessor Notes

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

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Self-‐Evaluation

CHC30113 Certificate III in Early Childhood Education and Care

List the experience, skills and evidence you have that relate to each unit of competency in the qualification. Your assessor will discuss this document with you in order to create your RPL plan.

Carefully read the Unit Summary included in this kit before completing the Self-‐Evaluation.

KEY

List the daily tasks and duties you perform in your current work role that relate to each unit of competency

Work Experience

List the activities, projects, etc., you’ve participated in as part of your current or previous work that relate to each unit of competency

Evidence Index #

Put the corresponding number from the Evidence Index into the unit of competency you think the evidence relates to

Current Work Role

Confidence-‐Rating

Based on your experiences and current work role, tick the box that most reflects your confidence level in each unit of competency

Candidate Name

Current Occupation

Current Work Role

CHCCS400C Work within a relevant legal and ethical framework

CHCECE002 Ensure the health and safety of children

I feel ___ in this area.

! Unsure ! Confident

CHCECE001 Develop cultural competence

Evidence Index #

Work Experience

Unit of Competency

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RPL Kit Self-‐Evaluation

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015

RPL Kit Third Party Report

Third Party Report CHC30113 Certificate III in Childhood Education and Care

Candidate Name

Organisation Name

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For Workplace Supervisors

As part of the RPL process, the candidate is required to submit a report from their workplace supervisor. Please answer the following questions about the candidate’s ability to perform their work to a standard that is acceptable to your organisation.

Only tick the box if the candidate performs the work tasks to your organisation’s standards.

Does the candidate consistently meet your organisation’s performance standards for:

CHCCS400C Work within a legal and ethical framework: ! Demonstrates an understanding of legislation and common law relevant to work role ! Follows identified policies and practices ! Works ethically ! Recognises and responds when client rights and interests are not being protected

CHCECE001 Develop cultural competence: ! Reflects on own cultural identity and biases ! Identifies and develops cultural competency ! Researches Aboriginal and/or Torres Strait Islander communities ! Supports individual cultural identities ! Creates environments to support children’s cross-‐cultural understanding and relationships ! Supports the implementation of inclusive learning experiences ! Supports children in developing confidence and strength in personal and cultural identity CHCECE002 Ensure the health and safety of children: ! Supports each child’s health needs ! Provides opportunities to meet each child’s need for sleep, rest and relaxation ! Implements effective hygiene and health practices ! Supervises children to ensure safety ! Minimises risks ! Contributes to the ongoing management of allergies ! Contributes to the ongoing management of asthma

CHC30113 Certificate III in Early Childhood Education and Care v. 1 January, 2015