Assessment Requirements for CHCSAC010 Foster holistic learning, development and wellbeing for school age children

Release: 1

Assessment Requirements for CHCSAC010 Foster holistic learning, development and wellbeing for school age children

Modification History

Release 1. CHCSAC010 Foster holistic learning, development and wellbeing for school age children supersedes and is not equivalent to CHCSAC005 Foster the holistic development and wellbeing of the child in school age care.

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:

research and analyse information from three different sources about the following domains of childhood development for school age children, and their interrelationships:

cognitive

communication

emotional

physical

social

plan, document and provide four experiences that individually or collectively incorporate:

daily activities

play

transitions

individual activities

group activities

in each of the above four experiences, integrate opportunities for development across two or more of the following areas:

cognitive

communication

emotional

physical

social

from the above four experiences:

provide an experience on two different occasions for individual children

provide an experience on two different occasions for groups of three or more children

use critical reflection to evaluate the experiences provided

perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work with school age children in a regulated children’s education and care service.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements of the National Quality Standard and related regulations and laws applicable to this unit including:

children’s health and safety

educational program and practice

physical environment

relationships with children

core principles of child development and associated developmental tasks

child development theory for children between 5 and 12 years of age and how each of the following impacts the educator role:

historical perspectives at an overview level

current and emerging theories influencing practice in Australia and how these are applied in day-to-day activities

theories of children’s emotional and psychological development

key features of the work of three theorists relevant to the work context

key aspects of current brain development research

contextual factors which influence the children’s development

strategies and activities that support development in the following areas through play, daily routines and transitions:

cognitive, including opportunities for:

integration of science, mathematics and technology

experiencing consequences of choices, actions and ideas

challenge

exploration and experimentation

safe risk taking

investigation of ideas with thinking, reasoning and hypothesising

exploration of concept development

constructing and taking apart

use of everyday materials for creation of patterns, sorting, categorisation and comparing

communication, including opportunities for:

language and literacy development

valuing of linguistic heritage

engagement with familiar and unfamiliar culturally constructed text

use of home languages and Standard Australian English.

experimentation with images and print

emotional, including opportunities for:

experiencing strength and success

challenging of children’s emerging skills and capabilities.

independent engagement with tasks

exploration of self-image and identity

development of self-esteem and self-identity

release of feelings and expression of emotions

physical, including opportunities for development of:

fine motor skills

gross motor skills

fundamental movement skills

social, including opportunities for:

different forms of social interaction

privacy, solitude or quiet

group discussions and shared decision-making

promotion of cooperation and conflict resolution

promotion of a sense of community

investigation of ethical issues

links between cognitive, communication, emotional, physical and social development and how these come together in holistic practice

critical reflection:

what is critical reflection

why and how educators use critical reflection

what makes for meaningful critical reflection

methods of obtaining feedback, evaluating and documenting work practice and using results of evaluation to adjust future practice.

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:

provision of two experiences

remaining performance evidence may be collected through authenticated third-party evidence

observation and third-party reports must be supplemented by other forms of evidence

interactions with children must be supervised by an approved educational professional.

Skills related to research, planning 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:

resources that support the specific play and learning experiences covering all developmental domains

information technology for research and 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

relationships with children

school age children in a regulated children’s education and care service.

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