Unit of competency details
CHCECE048 - Plan and implement children's education and care curriculum (Release 1)
Summary
Usage recommendation:
Current
Releases:
| 1 1 (this release) |
20/Jul/2021 |
Companion volumes:
Unit of competency
Assessment requirements
Training packages that include this unit
Qualifications that include this unit
Classifications
Classification history
| ASCED Module/Unit of Competency Field of Education Identifier | 090503 | Children’s Services | 15/Sep/2021 | |
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Unit of competency
Modification History
Release 1. CHCECE048 Plan and implement children’s education and care curriculum supersedes and is not equivalent to CHCECE022 Promote children’s agency and CHCECE024 Design and implement the curriculum to foster children’s learning and development.
Application
This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate curriculum over a period of time to foster children’s learning and development.
This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Pre-requisite Unit
Nil
Competency Field
Early Childhood Education and Care
Unit Sector
Children’s Education and Care
Elements and Performance Criteria
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ELEMENTS
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PERFORMANCE CRITERIA
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Elements describe the essential outcomes
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Performance criteria describe the performance needed to demonstrate achievement of the element.
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1. Seek information to inform curriculum design.
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1.1. Seek feedback from colleagues, children and families on current curriculum and learning environments using formal and informal communication methods.
1.2. Identify and reflect on how practices, resources philosophy and policies of the service may impact curriculum design and adaptation.
1.3. Establish current strengths and goals for improvement from information gathered.
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2. Design curriculum.
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2.1. Identify and access information from observations and analysis that will inform design.
2.2. Clarify specific objectives, learning environments and educator roles using the approved framework’s learning outcomes, principles and practices.
2.3. Design curriculum and environments that foster holistic learning and provide continuity of learning and transitions.
2.4. Provide the opportunity for scaffolding learning and development.
2.5. Integrate a balance between child-initiated and educator-led learning.
2.6. Plan monitoring and assessment of children’s learning consistent with principles and practices of the approved framework and allow for planned and unplanned experiences.
2.7. Document curriculum according to service guidelines and the requirements of the National Quality Framework.
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3. Implement curriculum.
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3.1. Identify and access required materials for learning opportunities.
3.2. Set up the physical environment according to requirements of learning experiences, ensuring accessibility for all children.
3.3. Use techniques and intentional teaching to co-construct meaning with children and ensure there are sustained interactions.
3.4. Provide opportunities for children’s collaborative learning.
3.5. Scaffold learning in ways that support children’s development over time.
3.6. Identify spontaneous teachable moments as they occur and use them to build on children’s learning.
3.7. Model and promote positive learning dispositions.
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4. Evaluate teaching and learning.
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4.1. Monitor children’s learning and use critical reflection of outcomes and own pedagogical practices for continuous refinement.
4.2. Identify and use opportunities to share information and gather feedback from colleagues, families and children.
4.3. Use and expand on children’s ideas and skills to refine curriculum.
4.4. Evaluate and critically reflect on planned and unplanned teaching and learning, in the context of the approved frameworks.
4.5. Make evaluation a regular collaborative activity, and document outcomes according to service guidelines.
4.6. Use evaluation outcomes to influence the design of future curriculum.
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Foundation Skills
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Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
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SKILLS
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DESCRIPTION
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Reading skills to:
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- interpret the relevant approved learning frameworks and the National Quality Standard.
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Writing skills to:
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- record information according to service guidelines.
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Oral communication skills to:
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- ask open and closed questions and actively listen to seek information and confirm understanding
- interact and engage with children and families to build rapport.
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Initiative and enterprise skills to:
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- determine appropriate strategies to support children’s individual needs.
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Technology skills to:
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- document curriculum and record evaluations using digital media.
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Unit Mapping Information
Release 1. CHCECE048 Plan and implement children’s education and care curriculum supersedes and is not equivalent to CHCECE022 Promote children’s agency and CHCECE024 Design and implement the curriculum to foster children’s learning and development.
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
Assessment requirements
Modification History
Release 1. CHCECE048 Plan and implement children’s education and care curriculum supersedes and is not equivalent to CHCECE022 Promote children’s agency and CHCECE024 Design and implement the curriculum to foster children’s learning and development.
Performance Evidence
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
- plan, document and implement a curriculum that incorporates development and learning for:
- three individual children
- a group of at least five children
- include all of the following in the above curriculum:
- play experiences
- routines
- transitions
- indoor activities
- outdoor activities
- at least one experience that represents Aboriginal and/or Torres Strait Islander Peoples’, their cultures and languages
- use collaboration and critical reflection to evaluate the implemented curriculum
- document the evaluation process and outcomes for the implemented curriculum
- perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work in a regulated children’s education and care service in Australia.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
- requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
- children’s health and safety
- collaborative partnerships with families and communities
- educational program and practice
- physical environment
- relationships with children
- the pedagogy of the approved learning framework and related current and emerging thinking
- how and why a service might have or develop a specific philosophy and the potential impact on curriculum design
- stages of the curriculum planning cycle and how to manage that cycle:
- collecting information
- questioning and analysing information
- planning
- implementation
- review and reflection
- strategies for curriculum planning:
- linking the collection and analysis of information to planning for each child’s play and learning
- using the approved learning framework to inform plans with appropriate links to principles, practices and learning outcomes
- incorporating consultation, collaboration and communication:
- children
- families
- other educators
- communities relevant to the children, families and service
- planning environments, opportunities and experiences
- using daily interactions to promote play and learning
- planning intentional teaching strategies
- documenting curriculum
- developing monitoring and assessment strategies and tools
- strategies for curriculum implementation:
- using the learning framework to guide the way plans are put into practice
- collaborating with children, families, educators and relevant communities
- creating opportunities and environments that support play and learning
- actively engaging with children to support and co-construct learning
- modelling positive learning dispositions
- using professional judgment to vary plans in response to children’s needs and emerging interests
- the need for multiple perspectives and how educators can encourage and support collaborative critical reflection in the service
- critical reflection:
- what is critical reflection
- why and how educators use critical reflection
- what makes for meaningful critical reflection.
Assessment Conditions
Skills must be demonstrated in a regulated children’s education and care service in Australia:
- the following aspects of performance evidence must be directly observed by the assessor:
- implementation of one aspect of the curriculum
- remaining performance evidence may be collected through authenticated third-party reports
- observation and third-party reports must be supplemented by other forms of evidence
- interactions with children must be supervised by an approved early childhood educator.
Skills related to research, design and evaluation may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.
Assessment must ensure access to:
- information technology for documentation
- National Quality Framework:
- National Quality Standard
- the relevant approved learning framework
- service standards, policies and procedures for:
- children’s health and safety
- collaborative partnerships with families and communities
- educational program and practice
- physical environment
- relationships with children
- educators for collaboration
- children in a regulated education and care service in Australia.
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
