Diploma of Early Childhood Education and Care

Subject 3 Workplace Effectiveness

V5.5 Produced 15 December 2021

 

 

Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources.

 

Version control & document history

 

Date	Summary of modifications made	Version
27 November 2013	Version 1 final produced following assessment validation.	1.0
16 April 2014	1.2  – reworded question and benchmark for assessor 1.3  – reworded question 1.8 – added Guidance for student and assessor	1.8
5 January 2015	Version 2 final produced following second validation session	2.0
1 June 2016	Version 3 final produced following third validation session	3.0
5 July 2016	Version 4 final produced following fourth validation session Assessment items have been revised Quiz types have been changed	4.0
10 August 2016	Removed assessments mapped to CHCORG303C	5.0
04 August 2017	Updated intranet links	5.1
16 August 2017	Reworded Q12e	5.2
23 August 2017	Added url to hyperlink	5.3
24 June 2021	Updated workbook cover to CHC50113 Diploma of Early Childhood Education and Care Corrected Assessment Methods section Revised Knowledge Assessment Q16 Updated Case Study 2: Erica video recording submission filename to CHC50113-Subject3- CaseStudy2	5.4
15 December 2021	·         Removed Sparkling Stars templates and forms links and transferred the materials in the Assessment Files folder ·         Changed instructions to accommodate the changes	V5.5

 

  TABLE OF CONTENTS

TABLE OF CONTENTS………………………………………………………………………………. 3

INSTRUCTIONS……………………………………………………………………………………….. 4

WHAT IS COMPETENCY BASED ASSESSMENT?……………………………………. 4

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING

…………………………………………………………………………………………. 5

The Principles of Assessment…………………………………………………………………………………………. 5

THE DIMENSIONS OF COMPETENCY…………………………………………………………. 6

REASONABLE ADJUSTMENT……………………………………………………………………. 7

CHEATING AND PLAGIARISM…………………………………………………………………… 9

What is Cheating?………………………………………………………………………………………………………….. 9

What is Plagiarism?……………………………………………………………………………………………………….. 9

How do I avoid Plagiarism or Cheating?………………………………………………………………………… 9

THE UNITS OF COMPETENCY…………………………………………………………………. 10

CHCLEG001 Work legally and ethically ………………………………………………………………………. 10

CHCECE009 Use an approved learning framework to guide practice ………………………….. 11

CHCPRT001 Identify and respond to children and young people at risk ……………………… 12

CONTEXT FOR ASSESSMENT………………………………………………………………….. 13

ASSESSMENT METHODS………………………………………………………………………… 14

RESOURCES REQUIRED FOR ASSESSMENT……………………………………………….. 14

PRESENTATION…………………………………………………………………………………….. 15

ASSESSMENT WORKBOOK COVERSHEET………………………………………………… 16

KNOWLEDGE ASSESSMENT…………………………………………………………………… 18

CASE STUDIES……………………………………………………………………………………… 39

Case 1 ………………………………………………………………………………………………………………………….. 39

Case 2 …………………………………………………………………………………………………………………………. 46

WORKBOOK CHECKLIST ………………………………………………………………………. 52

FEEDBACK…………………………………………………………………………………………… 53

 

  INSTRUCTIONS

Some questions cover underpinning knowledge of workplace effectiveness content and concepts. These questions are all in a short answer format. The longer questions requiring the application of concepts are covered in the other assessments. You must answer all questions using your own words. However, you may reference your learner guide and other online or hard copy resources to complete this assessment.

If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team.

  WHAT IS COMPETENCY BASED ASSESSMENT?

 

The features of a competency based assessment system are:

• It is focused on what learners can do and whether it meets the criteria specified by industry as competency
• Assessment should mirror the environment the learner will encounter in the workplace.
• Assessment criteria should be clearly stated to the learner at the beginning of the learning
• Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one
• In competency assessment a learner receives one of only two outcomes – competent or not yet
• The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the
• The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs

 

Definition of competency

Assessment in this context can be defined as:

• The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other

 

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING

Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

 

The Principles of Assessment

• Assessment must be valid
  • Assessment must include the full range of skills and knowledge needed to demonstrate
  • Assessment must include the combination of knowledge and skills with their practical
  • Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of
• Assessment must be reliable
  • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent
  • Assessors must be trained in national competency standards for assessors to ensure
• Assessment must be flexible
  • Assessment, where possible, must cover both the on and off-the-job components of training within a
  • Assessment must provide for the recognition of knowledge, skills, and attitudes regardless of how they have been
  • Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

 

• Assessment must be fair and equitable
  • Assessment must be equitable to all groups of
  • Assessment procedures and criteria must be made clear to all learners before assessment.
  • Assessment must be mutually developed and agreed upon between assessor and the
  • Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of

 

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

• Valid
  • Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or
• Sufficient
  • This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of
• Authentic
  • When evidence is gathered the assessor must be satisfied that evidence is the

learner’s own work.

• Current
  • This relates to the recency of the evidence and whether the evidence relates to current

 

 

  THE DIMENSIONS OF COMPETENCY

 

The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

• Task skills
• Task management skills
• Contingency management skills
• Job role and environment skills

 

  REASONABLE ADJUSTMENT

 

Adapted Reasonable Adjustment in teaching, learning, and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

 

 

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

• the same learning opportunities as learners without a disability
• the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

• customising resources and assessment activities within the training package or accredited course
• modifying the presentation medium learner support
• use of assistive / adaptive technologies
• making information accessible both prior to enrolment and during the course
• monitoring the adjustments to ensure learner needs continue to be

Assistive / Adaptive Technologies

Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, and digital note takers.

 

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. For example, if the assessment was gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

 

  CHEATING AND PLAGIARISM

 

What is Cheating?

Cheating within the context of the study environment means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.

 

Some examples of cheating are:

 

• Submitting someone else’s work as your Whether you have that persons

consent or not.

• Submitting another author’s work as your own, without proper acknowledgement of

the author.

• To allow someone else to submit your own work as
• To use any part of someone else’s work without the proper acknowledgement

There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, check with your trainer prior to submitting your assessment work.

 

What is Plagiarism?

Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites, and computer programs.

 

How do I avoid Plagiarism or Cheating?

Students are advised to note the following advice to avoid claims of plagiarism or cheating:

• Always reference other people’s work. You may quote from someone else’s work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the
• Always reference your sources. You should name sources for any graphs, tables or specific data, which you include in your

·         You must not copy someone else’s work and present it as your own.

• You must not falsify assessment

 

  THE UNITS OF COMPETENCY

 

Each unit of competency can be unbundled to reveal two key assessment components:

1. the performance criteria
   • specifying the required level of performance
2. the evidence guide
   • Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of:
     • critical aspects of evidence
     • the essential skills
     • the essential knowledge

 

An outline of the units of competency is included below. Note that some skills that are not able to be observed in the workplace during your Vocational Placement will be assessed utilising Case Studies and/or projects.

 

CHCLEG001 Work legally and ethically

This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.

• Identify and respond to legal requirements
• Identify and meet ethical responsibilities
• Contribute to workplace improvements

Performance evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

• completed workplace activities in accordance with legal and ethical requirements in at least 3 different situations
• developed appropriate responses to at least 3 different legal or ethical issues relevant to the work role
• identified and communicated at least 2 potential work practice improvements designed to enhance workplace responsiveness to legal and ethical requirements

 

 

 

Knowledge evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

 

• legal and ethical considerations (international, national, state/territory, local) for people working in the community services and health context, how they are applied in organisations, how these impact individual workers, and the consequences of breaches:
  • children in the workplace
  • codes of conduct
  • codes of practice
  • complaints management
  • continuing professional education
  • discrimination
  • dignity of risk
  • duty of care
  • human rights
    • Universal declaration of human rights
    • relationship between human needs and human rights
    • frameworks, approaches and instruments used in the workplace
  • informed consent
  • mandatory reporting
  • practice standards
  • practitioner/client boundaries
  • privacy, confidentiality and disclosure
  • policy frameworks
  • records management
  • rights and responsibilities of workers, employers and clients
  • industrial relations legislation relevant to employment conditions of role
  • specific legislation in the area of work – objectives and key components
  • work role boundaries – responsibilities and limitations
  • work health and safety
• interrelationships, similarities and differences that may exist between legal and ethical frameworks
• legal issues in the context of the work role:
  • type of legal issues that arise
  • ways to respond
• ethical practice in the context of the work role:
  • type of ethical issues that arise
  • ways to respond
• workplace policies, procedures and protocols:
  • how they are/should be developed
  • processes for review, including consultation and mechanisms for input

 

CHCECE009 Use an approved learning framework to guide practice

This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.

 

1. Identify learning frameworks
   • Apply the learning framework

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

• Reading – in order to interpret and apply relevant approved learning frameworks in the context of own work

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

• how to access:
  • Belonging, Being and Becoming: The Early Years Learning Framework for Australia
  • My Time, My Place: Framework for School Age Care in Australia
  • the relevant approved learning framework used in the service if different from those above
• how to navigate through framework documents to find areas relevant to this unit of competency
• United Nations Convention on the Rights of the Child
• key participants in the implementation of the relevant approved learning framework
• organisational standards, policies and

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

• worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care service, including:
• investigating and documenting at least two examples of how the learning framework is demonstrated in the service
• researching and documenting at least one example of how each principle of the learning framework is reflected in the service
• working closely with others and under supervision to help implement the framework
• reflecting on and discussing practice with supervisor and others
• investigated and documented their own involvement in at least three examples of pedagogical practices in the

 

CHCPRT001 Identify and respond to children and young people at risk

 

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

1. Implement work practices which support the protection of children and young people
2. Report indications of possible risk of harm
3. Apply ethical and nurturing practices in work with children and young people

Foundation Skills

The foundation skills described those required skills (language, literacy, and numeracy) that are essential to performance.

• Reading lvl 4 – in order to read and understand forms and to make accurate reports
• Writing lvl 4 – in order to record details of children and young people at risk and to make reports using handwritten skills and computer skills

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks, and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once:

• implemented work practices which support the protection of children and young people, including:
• complying with regulations, legislations and duty of care responsibilities
• employing child-focused work practices to uphold the rights of children and young people
• maintaining confidentiality
• providing appropriate responses in the protection of children and young people
• read and interpreted the procedures for reporting children at risk in line with organisational expectations and legislative

Assessment for these units will be assessed through completion of Workbook Three (3) and Workbook Eleven (11) in the section covering Workplace Effectiveness.

 

 

  CONTEXT FOR ASSESSMENT

 

To complete the assessment in this workbook, students need to have access to their learning materials and the internet. The written questions and case studies may be completed wholly at the student’s home, or chosen place of study.

 

  ASSESSMENT METHODS

 

Assessment for these units will be assessed through completion of Workbook Three (3) and Workbook Eleven (11).

 

 

Workbook Three will focus on three assessment methods:

1. Written Questions – based on the required knowledge component as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Early Childhood Education and Care Service and Case Study activities set out in this workbook

 

 

Further Assessments:

3.     Workbook Eleven (11) Skills Journal

participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the workplace.

 

  RESOURCES REQUIRED FOR ASSESSMENT

 

To complete the assessments in this workbook, the candidates will need access to:

• Computer with internet access, internet browser, MS Word, and Adobe Acrobat Reader
• One (1) piece of multimedia recording equipment such as:
  • Camcorder
  • Camera
  • Voice recorder
  • Mobile phone or tablet
• One (1) volunteer to assist in minor role-play

 

  PRESENTATION

 

 

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer. Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed. Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1.     All assessment tasks within the workbook have been completed

2.    You have proof read your assessment

Answering the Questions:

1.     If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

 

  ASSESSMENT WORKBOOK COVERSHEET

 

WORKBOOK:	WORKBOOK 3
TITLE:	Workplace Effectiveness
FIRST AND SURNAME:
PHONE:
EMAIL:
Read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that: ·         I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. ·         I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook. ·         I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. ·         This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment. ·         I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name :	Signature:	Date:

 

INSTRUCTION TO STUDENT: Please read before answering!

The forms and templates in this workbook are provided in the Assessment Files folder in the Hub. Guidance: You may access this folder by going to: My Course > Subject 3 > Assessment Files

Other materials may also be accessed through the links included in this workbook. To access the links, hold the Ctrl key and click on the link. Try accessing the link below. Once the link is opened in your internet browser, it will require login details. Use the following information: Sparkling Stars Childcare Centre

Username: learner

Password: studyhard

Specific documents to be downloaded will also be indicated in this workbook in this manner: Third Party Report

 

  KNOWLEDGE ASSESSMENT

 

1.   Identify   the   codes,   practices,   or   pieces   of   legislation   that   apply   in   the workplace. Select the best answer for the given descriptions below.

a. Sets benchmarks for the quality of education and care services, against which an approved service will be assessed and rated: ü  National Quality Standards Education and Care Services National Law ECA Code of Ethics

b. Provides for a number of children’s rights that must be upheld by the staff of an education and care providing facility: ECA Code of Ethics The National Regulations ü  United Nations Convention on the Rights of the Child

c.  A set of statements outlining values of the profession that sets up appropriate  and expected behaviour of educators and carers: National Quality Standards Education and Care Services National Law ECA Code of Ethics

d. Learning framework that guides educators in developing quality programs for children, and assists services to provide young children with opportunities to maximise their potential and develop a foundation for future success in learning: The National Regulations The Early Years Learning Framework National Quality Standards

 

2.   In the spaces provided, write T if the given statement is true and F if it is false.
True	a. The United Nations Convention on the Rights of the Child (CRC) sets out the basic rights of children and the obligations of governments to fulfil those rights.
True	b. By law, children must be allowed time to play because it helps develop a wide range of skills, like problem-solving and working with a group.
False	c. One of the four fundamental principles of the CRC is to make sure children get high marks in school.
True	d. The National Quality Standards is one of the components of the National Legislative Framework.
False	e. At school, nobody else is responsible for the protection of the children other than their classroom teachers.
true	f.    Children must not be verbally abused by educators or staff members of an education and care service facility when they misbehave.
true	g. Staff members who are not teachers in an education and care service facility are not covered by Education and Care Services National Regulations’ Regulation 84.
True	h. It is the right of the child to have their opinions taken into account when making decisions.
False	i. It is important that children with disabilities are separated from other children early on, so that they will learn to cope with how harshly the community will treat them when they are older.
True	j.    It is important to teach children to be welcoming of other children who come from different cultures and ethnicities.
True	k. Breaching the stipulations of the CRC, the National Legislative Framework, Education and Care Services National Regulations, and other pieces of legislation regarding children’s education and care services may have legal implications for the offender.
True	l.    Sometimes, ethical issues are legal issues as well. Hence, breaching certain codes of ethics may have legal implications for the offender.

 

True	m. Staff of all Education and Care facilities in Australia are required to be aware of and understand the principles contained in the ECA Code of Ethics.
True	n. One of the rights of children, according to the CRC, is that they must be able to relax, play and meet with other groups of children, as long as this does not harm others or stop others from enjoying their rights.

 

 

3. Select the four (4) statements below that uphold a person’s rights, according to the Universal Declaration of Human Rights.
	a. Parents must ensure their children have high marks at school, so they have good jobs in the future.
	b. Parents may choose what kind of education their children will receive and where they will receive it.
	c. Parents must send their children to private school.
	d. Children must be recognised as persons before the law.
	e. Children must be given whatever they want, whenever they want it.
	f.    A child’s privacy must be respected.
	g. Children may be given passports, which bear their nationality.
	h. It is not important for children to have nationalities, since it is their parents making all the decisions.

 

4.             Understanding how legislation impacts upon the daily workings of the service is an important part of being an early childhood educator and carer. Match the workplace task with its overarching legislation (listed below) by writing the corresponding CAPITAL LETTER of the legislation in the space provided. A.     Privacy Act 1988 B.     Family Law Reform Act 1995 C.      Racial Discrimination Act 1975 D.     Workplace Health and Safety Act 2011 E.     Child Protection Act F.     NQF (Education and Care Services National Law 2010 and the National Regulations)
D	i.    Each day, you perform safety checks of the equipment/environment used
E	ii. You report any indicators of child abuse to your supervisor
A	iii. You always ensure children’s records are stored securely
B	iv. You ensure all parenting orders are followed carefully
F	v. You are always careful to ensure the appropriate adult-child ratio is maintained
C	vi. You are always careful to treat all clients and co-workers equitably

 

5. There are several different frameworks that guide your conduct as an early childhood educator and carer. Answer the following questions about early childhood education frameworks.

a.   Where must copies of Belonging, Being and Becoming: The Early Years Learning Framework  (EYLF)  and  My  Time,  Our  Place:  Framework  for  School  Age  Care (FSAC) be located, to be accessible to educators? Select one (1). Educators can only access copies online Copies must be located at the centre Educators must be given their own copy by the centre

b. All states/territories except Victoria now follow the EYLF and the FASC. What is the name of the framework implemented in Victoria? Write the full name below: The early yearly learning framework and framework for school age care

c. Children and families are stakeholders in the development of policies and procedures in an education and care centre. True or false? True False

d. In each state, a Regulatory Authority will be responsible for administering the National Quality Framework, including approving, monitoring and quality assessing services. Identify the State or Territory Regulator in your current location: Your state or territory: Sidney Regulator: Reporter

 

6. Which framework is the most suitable for the following descriptions? In the space provided, write the answer of your choice: EYLF – Early Years Learning Framework FSAC – My Time, Our Place: Framework for School Age Care in Australia VEYLF – Victorian Early Years Development Framework 3 – applicable to all three frameworks Guidance: All descriptions are written in singular form but may pertain to all three frameworks.
FSAC	a. This framework is suitable if you are in charge of organising activities for a group of children ranging from 6 to 9 years old.
EYLF AND VEYLF	b. This framework is suitable if you are planning a ‘natural environment’ station in the garden of the centre, aimed at promoting respect for environment within a group of children aged 3 to 4 years old.
EYLF	c. This framework is approved under the National Quality Framework and shares the same five learning outcomes agreed by all Australian governments as important for children’s development.
VEYLF	d. This framework is intended to support the work of all early childhood professionals in a specific state and focuses on a slightly different set of practice/principles.

 

7. List three (3) pieces of legislation that provide favourable employment conditions for your role as an Early Childhood Educator.

 

Its accident compensation act, fair work act, aqnd workplace health and safety.

 

 

8. In the spaces provided, write T if the given statement is true and F if it is false.
True	a.   Reflection,     critical     self-study,     and     continuing     professional development   are   means   of   upholding   the   provisions   of   Early Childhood  Australia  Code  of  Ethics  2006  relating  to  your  role  as  a professional.
True	b.   Diligent documentation  while  conducting  research  is  part  of  the Childhood Australia Code of Ethics 2006.
false	c. Continuing professional education would guarantee a higher position in the early childhood profession.
True	d. Continuing professional education is one example of ethical practice  to uphold standards of the early childhood profession.
True	e. Centres are legally required to provide a safe place for educators to work.
True	f. If you are a new employee at a centre, your induction should occur on your first day, where you will be introduced to the centre’s policies, procedures, responsibilities, evacuation points, toilets, accessible areas etc.

 

 

 

9.             Below is an example of an early childhood education and care provider, Sparkling Stars Childcare Centre. Match these Sparkling Stars policies and the information they provide by writing the corresponding letter in the spaces provided: A.     Immunisation, medication and management of illness policy B.     Health and hygiene policy C.     Guiding children’s behaviour policy D.    Grievance policy E.     Sun Care policy F.     Access and Equity You can find the Sparkling Stars Childcare Centre’s policies on their website. Click on the logo below to access the site:     (Username: learner            Password: studyhard)
Policy	Policy contents
A	i.     Outlines exclusion guidelines
C	ii.    Specifies process for staff to lodge a complaint
E	iii. Specifies times to avoid outdoor play
C	iv.   Outlines service’s accepted behaviour management strategies
B	v.     Sets out optimum procedure and times for staff and children to wash hands
F	vi.   Equity, equality, and inclusion

 

10. Go to Sparkling Stars’ main page by clicking on the logo below:   (Username: learner            Password: studyhard) Answer the following questions.

a. What is Sparkling Stars’ mission statement? To provide quality care and early education To combine modern play equipment with natural surroundings To realise each child’s full potential

b. What is the philosophy behind Sparkling Stars’ mission statement? It is important to be easily accessible by the community. Each child is unique and must be encouraged to shine. The environment is very important.

c. Read Sparkling Stars’ Organisational Chart, found on the same page. If you were one of the assistants in the Toddler Room, who would your supervisor be? Layla Kemp Jan Grant Sara Nock

d. Who should Lucinda Backhouse report any internal issues to? Layla Kemp Jan Grant Sara Nock

 

11.  Identify  whether  or  not  the  given  descriptions  are  indicators  of  abuse  that require immediate appropriate action. Check the box beside the statement if it is an indication of abuse.
	a. The child or young person is unable to explain an injury, or explanations given are inconsistent, vague, or bizarre.
	b. The child has a cut on their finger.
	c. The child or young person is unusually frightened of a parent or carer or is afraid to go home.
	d. The child did not get their favourite toy for their birthday.
	e. The parent or caretaker constantly criticises, threatens, belittles, insults, or rejects the child or young person with no evidence of love, support, or guidance.
	f.    The child wears hand-me-down clothes and has no new outfits.
	g. The child shows signs of malnutrition, begging, stealing or hoarding food.
	h. The child shows fear of being alone with a particular person.
	i.    The child implies that they are required to keep secrets.
	j.    The child has more friends of the same sex.

 

Is this a dynamic of abuse? Yes No If yes, what is the aunt abusing? Maria’s age Maria’s gender Maria’s disability Maria’s culture Maria’s sexuality

Is this a dynamic of abuse? Yes No If yes, what is the mum abusing? Joshua’s age Joshua’s gender Joshua’s disability Joshua’s culture Joshua’s sexuality

Is this a dynamic of abuse? Yes No If yes, what are the classmates abusing? Jae Han’s age Jae Han’s gender Jae Han’s disability Jae Han’s culture Jae Han’s sexuality

12. Identify whether or not the given scenarios are dynamics of abuse. If they are, indicate if these are an abuse to age, gender, disability, culture, or sexuality.

 

a. Maria is four years old. Her aunt often reminds her that if she tells anyone that  her aunt is secretly taking items from their house, she will “get into a lot of trouble.” Maria believes her aunt and will lie to her mother when asked where the missing items are.

b. Joshua is six years old. He loves eating sweets like chocolates and candy, and he often tries to escape doing homework. In effect, his mum has stopped buying him sweets, and only allows him to play games and watch television after he has finished doing all his homework. Joshua is upset by this.

c. Jae Han is seven years old. His family just moved to Australia from Korea. He  does not speak very much English, so his classmates are teaching him the English words for some school items.

 

1. Paul is a wheelchair-bound child. He is a kind boy, so the community treats him kindly as well. Despite being a sickly child, Paul’s father insists on bringing him out on errands even if he is not feeling well, so that he can use the handicap parking at different

 

 

Is this a dynamic of abuse? Yes No

If yes, what is Paul’s father abusing? Paul’s age Paul’s gender Paul’s disability Paul’s culture Paul’s sexuality

1. Alyssa is a seven-year-old girl. Her mother is a very figure-conscious woman who was popular among the boys in her class during her younger years. Whenever Alyssa wants to eat sweets for snacks and dessert, her mother would often make comments like, “Don’t eat too much. You’ll get fat and not have a boyfriend in the future” or “Boys only like slim girls.” This scares Alyssa and compels her not to eat

 

 

Is this a dynamic of abuse? Yes No

If yes, what is Alyssa’s mother abusing? Alyssa’s age Alyssa’s gender Alyssa’s disability Alyssa’s culture Alyssa’s sexuality

1. George is being raised by parents to be vegan. At some parties, the hosts find it a hassle to prepare vegan-friendly food for George, but the children enjoy his company. To remedy this, the parents of his friends simply tell George that the foods they serve are vegan because no meat is in it, despite having animal products like butter and milk. They tell him that it only counts if it’s actual

 

 

Is this a dynamic of abuse? Yes No

If yes, what are the parents abusing? George’s age George’s gender George’s disability George’s culture George’s sexuality

 

13. Answer the following questions about abuse.

a. True or False: The psychological or cognitive vulnerability of children with disability may put them at a higher risk of child abuse. True False

b.   True or false: Harm on children can possibly lead to their inability to have healthy relationships. True False

c. Is it true that child abuse doesn’t happen in ‘good’ families? Yes No

d. You are one of the educators at an early childhood education centre. You notice one of the children frequently has new bruises on his body. When asked about it, the boy tries to avoid answering the question. During art class, his drawing suggests that his father hits him when he has consumed alcohol. Should you confront the father? Yes No

e. What is one possible explanation for the correct answer to the  previous  question? Confronting the father will make him stop the abuse. Confronting the father could place the boy at risk of further harm. Confronting the father could get you arrested. Confronting the father will embarrass the boy.

 

14. Identify two (2) pieces of child protection legislation that apply to your current State or Territory.

Current State or Territory:  SEDNEY Relevant Legislation (2): CHILD PROTECTION ACT

 

 

15. In the spaces provided, write  T if  the  statement  about  duty of care is true and F if it is false.
TRUE	a. Early childhood educators are legally obliged to protect their students from foreseeable harm, infection, and injury.
TRUE	b. Duty of care only applies to school teachers.
FALSE	c. The actions of someone who does not exercise duty of care are considered negligent.
TRUE	d. A very high degree of care is owed to children because they have a limited capacity to care for themselves.
TRUE	e. Keeping your knowledge and skills up to date is one way of fulfilling your duty of care.
FASLE	f.    Neglect is not a form of abuse because the child is not physically harmed.

 

16. Identify if the following issues are legal issues or ethical issues. In the spaces provided: Write L if the given example is a legal issue. Write E if it is an ethical issue. Write B if it can be both a legal and an ethical issue.
E	a. Promising a child something you cannot keep You promise a child that his parents will give him his favourite toy if he has high grades, but the parents do not deliver this promise.
L	b. Physically hurting a child You grab a child by the shoulders and shake them when they repeatedly disobey your classroom rules.
E	c. Breach of confidence You tell your colleagues the family problems your student has told you in confidence.
E	d. Favouring some children over others You tell one of the little girls she is the prettiest one in the class, even though this has no bearings on any judgement or assessments relating to her or other children in class.
B	e. Neglect You do not give a child first aid when he cuts his finger during an arts and crafts session because he did not listen to your instructions the first time.
E	f.    Asking children for favours You ask for food from children when you see they have brought snacks that you like.

 

17. Which among the following best shows the difference between a human need and a human right? Select one (1).
	a. All human rights are human needs.
	b. Human needs are tangible and intangible possessions that humans will not survive without, like food and water. Human rights are tangible and intangible possessions that humans are entitled to by virtue of being human.
	c. Human needs are people’s tangible needs, like food and water. Human rights are people’s intangible needs, like freedom of expression.
	d. Human needs are available for free from the earth. Human rights are given by the government.

 

 

18. Which two (2) statements about dignity of risk are true? Check the boxes of the correct answers.
	a. The dignity of risk is a child’s right to experience potential failure, as this helps them develop certain aspects of growth.
	b. Dignity of risk is only for parents to bestow on their children, as schools and learning facilities should be safe environments.
	c. Dignity of risk is reserved for older children who can make sounder decisions than pre-school aged children.
	d. Dignity of risk upholds the child’s self-worth.

 

19. Select  three  (3)  statements  below  that  are  true  about  trauma-informed care.
	a. Trauma-informed care is a pre-set system of care protocols for children that suffer trauma.
	b. Trauma-informed care systems prepare individually  flexible  plans and approaches in collaboration with the client.
	c. Trauma-informed care systems are  specifically designed for parents  to deal with their children who have gone through a traumatic experience.
	d. Trauma-informed care systems involve intrusive interrogation, but it is necessary for the resolution of trauma.
	e. As an education and care provider, your nominated supervisor should be immediately notified in case you identify or are informed of any children that have suffered trauma.
	f. As an education and care provider, you must provide  trauma- informed care and act on the issue by immediately calling the appropriate child welfare agencies.
	g. Collaborating with or reporting to appropriate agencies, such as child welfare, in cases where children experience traumatic events is important.
	h. It is important to remove the child from their home right away if one suspects the child is suffering from trauma.

 

20.As an education and care service provider, what are some ways to respond to legal and ethical issues concerning children under your care? Select four (4).
	a. Follow organisational protocol for responding to specific issues.
	b. Threaten the child, so they would disclose more information on the matter
	c. Always listen to and support the child and thank them for helping you to understand their situation.
	d. Do not make promises you cannot keep.
	e. Promise the child that everything will be okay, so that they will feel better.
	f.    Make your own investigation on the matter.
	g. Disclose the issue to colleagues even those who are not involved, so they may tell their students about the issue.
	h. Maintain a calm appearance.

 

21. In the spaces provided, write T if the given statement is true and F if it is false.
TRUE	a. In order to work together effectively, team members must be open to discussing other people’s suggestions and opinions.
TRUE	b. If the team decides that a particular suggestion is not practical or worth pursuing, it is important that the team member is made to feel that the team have actively listened and given it fair consideration, before deciding against it.
TRUE	c. Policies and procedures in an education and care centre are generally developed and revised in consultation with all stakeholders.
TRUE	d. If the team decides that a particular suggestion is not practical or worth pursuing, it is important to move forward to the next suggestion as soon as possible.
TRUE	e. Policies and procedures that are in the development or revision stages are provided to families, staff and management to comment on, which are then used in discussions in formulating the new or revised policy and procedures.
TRUE	f.    Ultimately, it must be the supervisor that makes all the decisions, policies, and protocols, regardless of team input.

 

22. Select six (6) statements below that are true.
	a. When conducting research that involves gathering data from or about children, it is important that the data is gathered with informed consent.
	b. When conducting research that involves gathering data from or about children, it is important that the data is gathered as discreetly as possible.
	c. When using a centre’s services, the client also has no responsibility towards the centre, as they are paying for their services.
	d. When using a centre’s services, the client also has a responsibility to give feedback to the centre.
	e. National Regulations require services to develop a combination of systems which record children’s attendance in school.
	f.    It is important for a centre to keep records of children, so these may serve as evidence for complaints and other issues, if needed, in the future.
	g. School records are not important. Interviews and third party reports are more important when gathering evidence.
	h. All decisions involving children must be made based on their best interest and must uphold their human rights.
	i.    The rights of children are more important than the rights of adults.
	j.    It is important that the rights of all stakeholders are considered and upheld when making decisions.

 

23. In the spaces provided, write B if the statements describe how you, as an early childhood education assistant, can keep practitioner-client boundaries. There are four (4) correct statements.
	a. Do not speak to your clients beyond class hours.
B	b. Speak to clients in a way that upholds their dignity.
	c. Speak to your clients as if they are superior to you.
B	d. Information about a child is kept private and shared only according to legal and organisational directions.
B	e. Follow through with any commitments you have made with the client.
	f.    Use euphemisms when speaking to your clients, so that they will not feel bad if they must hear something undesirable.
B	g. The emotional safety of the child must be upheld throughout your working relationship with them and their families.
	h. Do not make any commitments to the client or child whatsoever.

 

  CASE STUDIES

 

Case 1

 

Read the following scenario:                                                   Think about the ethical issues involved, and then answer the questions that follow.

Ahmet Gadai Ahmet Gadai is 3 years old and is one of Sparkling Stars’ newest attendees along with his sisters A’shadieeyah, age 5, and Rawhiyah, age 7. He is the youngest child and only son of a Muslim family that have recently immigrated to Australia. With English being the family’s second language, you have found this has led to communication issues and Ahmet eventually demonstrating some frustrating behaviour in response. You have also noticed that when the father is communicating with any of the women at the centre, he is very domineering and aggressive in his approach to any discussion regarding Ahmet’s behaviour. To you, the father seems to favour Ahmet over his two older sisters, as you have noticed he will scold the girls publicly in their mother language but does not act in the same manner towards Ahmet. One day, one of your colleagues referred to Ahmet as a ‘little terrorist’. Initially, you thought it was just an inappropriate joke; but over a few weeks, you heard your colleague say it several more times and noticed that she tended to leave Ahmet out of class activities where Ahmet might cause trouble. You know there is an ethical issue to be dealt with but are not sure how to proceed.

 

a.   Identify two (2) conflicts of interest that exist in the scenario. Check the boxes of the correct answer.
	i.     Ahmet’s father should show more respect towards women, but he does not want to.
	ii.    Ahmet is not included in class activities, so that the educator will not have to think about accommodating his needs.
	iii. Your colleagues are making jokes about Ahmet, so Ahmet should probably learn more English to prove them wrong.
	iv. Ahmet’s sisters should speak up for themselves, but they are too shy.
	v.     Your   colleague’s   inappropriate   actions   towards   Ahmet   must be addressed, but you hesitate to do so, for fear of losing them as friends.

 

b. Describe three (3) considerations – internal and external – that might influence your own ethical judgement in Ahmet’s situation.

 

1)      The relationship with children the act is in the best children. They have to accept that Ahmet can speak much English and they tries to assist them with the learning of new words which may be help them to communicate with others. 2)      In relationship with colleagues They have to encourage that colleagues have to adopt and they have to act according to the code and they have to take the action in the presence of behavior which is unethical. They are not accepting Ahmet for the tends to exclude him.   3)      With families He has try to listen or learn from the family. In order to earn knowledge and build strengths and competencies and they have to support them to nurturing children. Ahmet father treat both girl and boy equally.

 

c. Your personal values and attitudes are some of the considerations that may influence your ethical judgment when dealing with ethical issues. Identify  one  (1)  personal  value  and  one  (1)  attitude  and  describe  how  these may influence the actions that you would take in the above scenario.
Personal Values	Attitudes
Respect	professional
How this may influence my actions
The personal value identified all the comfort and solution. Ahmet is facing cultural abuse. Respects plays an important role in children accepting.listensing to new work improve  his communication skills.	It allows me to do everything in the effective manner which is best interest for the child.

 

d. How would you take into account these personal values and attitudes you identified in the previous question to ensure non-judgmental practice?

 

The values which is personal is identified all the above offer solution and comfort to solve the matters. The personal value identified all the comfort and solution. Ahmet is facing cultural abuse. Respects plays an important role in children accepting. I take the action which is best for the children family and colleagues also helps in put own beliefs aside. lostensing to new work improve  his communication skills.

 

e. Why is it essential that you address this unethical behaviour? Select three (3) reasons.
	i.       The child is experiencing cultural abuse. It is in the student’s best interest to resolve the issue.
	ii.      Speaking out about my colleagues’ unethical behaviour will get them fired, which they deserve.
	iii.    As part of my duty of care, it is my responsibility to take appropriate action against unethical practice.
	iv.     My colleagues should not have spoken too loudly.
	v.      It is your right, as an educator, to expose the wrong behaviour of others to children, so that they would not follow this bad example.
	vi. It is part if the Early Childhood Code of Ethics that I must work to ensure children are not discriminated against on the basis of their culture.

 

f.    Identify  how  you  will  appropriately  resolve  the  situation  of  your  colleague’s unethical  behaviour.  Write  the  numbers  1  to  3  on  the  steps  that  you  should follow, in order, to address the situation. Other steps that are not appropriate measures should be left blank. Guidance: Refer to the Sparkling Stars Grievance Procedures in the Assessment Files folder in the Hub.
4	i.      If the behaviour of another staff member is interfering with your work, then advise that person of the problem directly and try to work out a mutual resolution.
2	ii.    If the problem remains unresolved, approach the Director for advice.
5	iii. If the problem remains unresolved, call the police.
3	iv. If the dispute is of an extremely sensitive nature or involves the Director, contact the parents of the child.
1	v.     If the dispute is of an extremely sensitive nature or involves the Director, contact senior management.

 

g. A few weeks later, Ahmet’s father approaches you, very upset about what has been said to his son. He wants to make a complaint about your colleague. What protocol should you follow to manage his complaint? Select one (1).
	i.    Explain to him that he has no right to complain, because his behaviour towards his daughters is unethical to begin with.
	ii. Refer to the organisational policies and procedures for handling complaints from parents.
	iii. Refer to the Universal Declaration of Human Rights.
	iv. Bring to his attention that a complaint can be filed against him for unethical behaviour.
	v. Speak to him so you can resolve the issue for your colleague.

 

h. Answer the following questions concerning the Sparkling Stars policies and procedures for handling complaints from parents. Guidance: Refer to the Sparkling Stars Grievance Procedures in the Assessment Files folder in the Hub.

i.       In case of conflict between a parent and a staff member, the parent should first discuss the problem with the relevant staff member concerned. True or false? True                           False

ii.      If the parent is not satisfied with the outcome after speaking with the relevant staff member, they may take the matter to the centre Director. True or false? True                          False

iii.     The Director will make the final decision in all conflicts. True or false? True                          False

iv.     Disputes and conflicts at the centre may be avoided if… (Select one (1).) … the staff follows the policy “The customer is always right.” … parents are prohibited from speaking to the staff beyond class hours. … clear guidelines are in place for all to follow.

 

Case 2

 

Read the following scenario. In this scenario, you are a childcare assistant at Sparkling Stars Childcare Centre, based at Cascade Peak in your home State or Territory.

 

Erica Smith

It is school holidays, and the usual group of local children are attending care. One of the children, Erica Smith, is 10 years old and you have known her since she started attending the centre 5 years ago. You can view her records here:

Erica Smith

(username: learner | password: studyhard)

(http://compliantlearningresources.com.au/network/sparkling-stars/client-records/erica-smith/)

These holidays you have noticed that Erica is not her usual bubbly self. She has come to the centre a few times in the same dirty clothes she wore the day before. One day you heard her ask a friend for some food at lunch time.

One day, when you took the group swimming, Erica did not have her swimming costume with her. When you asked her about it, she responded “My Dad says I’m too fat to swim”.

The next morning when Erica arrived at the centre with her father, her eyes were red and puffy. You thought she looked like she had been crying. That same morning, you noticed what might have been some bruises on Erica’s upper arms when she was playing in home corner.

Later that day, as you were preparing afternoon tea, Erica approached you shyly, speaking very quietly. You bend down to hear her better and she says “My Dad hurt me.”

 

 

 

Answer the questions that follow.

 

1. Record a short video, in which you must demonstrate your response to Erica. Follow these instructions:
   1. Ask a friend to act as Erica in this
   2. Set up a camera to record you and ‘Erica’ acting out the

• Begin the video recording with ‘Erica’ telling you “My Dad hurt me”.

1. Respond to ‘Erica’ as if you were responding to an actual child at a childcare centre.
   1. Ask open and non-leading questions that would help you identify in what way Erica was
2. Save the file as “CHC50113-Subject3-CaseStudy2.” Use a file format

that is compatible to most computers, such as .mp4.

1. Submit the video file to your assessor as part of your

• There is no minimum time limit, but your video must not be more than three (3) minutes in

Note: If a video recording is not possible, an audio recording is also acceptable. If you opt for an audio recording, follow these additional guidelines:

• The tone of voice of in your response must be

1. The dialogue must mention the environment or location where your conversation with Erica takes
2. Use a file format that is compatible to most computers, such as .mp3.

 

 

 

We need to record Erica’s statement we have to record her statement related to the father’s beating we have to save her by doing all the processes for this we have to treat her with so much love take her to the room and put the camera over here and provide her favorite food and toys and gift then starting talking to her with so much love and care her then starting to ask question her family, about her mother father their occupations and all the things then we have to ask her like what is your father name? what kind of man are you? Is he buying chocolates for you or is he gifting your new clothes and ice cream in the end we have to ask her is your dad beating you? we have to comfort her with love and she says yes and disclosed all the matter and reveal all the secrets then we have to give this video recording to our superior and then they take all the actions.

 

b. As an assistant educator, is it appropriate for you to conduct your own investigation into the matter? Select either yes or no, then explain why you chose that answer. Guidance: Refer to the Sparkling Stars Procedure for Disclosures in the Assessment Files folder in the Hub.

Yes                  No

Explanation: It is very important for me to investigation in the proper way there will be nothing remaining in the investigation and I ia our responsibility to give care and justice to the child.

c. Read the Sparkling Stars Procedure for Disclosures. Then, fill out the “Sparkling Stars Recording Form for Disclosures, Observations of Child Abuse and Actions”. You can access this document in the Assessment Files folder in the Hub.   Guidance: Ensure your writing is non-judgmental. Your nominated supervisor is Jan Grant. Assume that the date Erica spoke to you is the date today.     Submit this form along with this answered workbook.

 

d. In the spaces provided, write T if the statement  about  mandatory reporting is true and F if it is false.
True	i.         In New South Wales, an educator has the duty to report any sexual abuse if they suspect on reasonable grounds that a child has suffered such.
True	ii.       In Victoria, any school staff must report that a child is suffering from physical abuse if they have reasonable grounds to do so.
True	iii.      Neglect is a form of abuse, and some states and territories require educators to report to their nominated supervisors if they suspect a child is being neglected.
FALSE	iv.       Exposure to family violence is not a form of abuse if the child is not being physically harmed.
TRUE	v.        Suspected abuse in any form must be reported immediately to the police.
TRUE	vi.       Early Childhood Education and Care centres will need to work closely with a diverse range of practitioners, across a broad array of professional disciplines.
TRUE	vii.     Early Childhood Education and Care centres will need to work as independently as possible, to make sure that information about their students are not disclosed.
TRUE	viii.    Consent about information regarding a child’s condition is not essential where it is likely to further jeopardise the child or young person’s safety, welfare, or wellbeing.
TRUE	ix.       In considering the most effective response that will ensure the child’s safety and wellbeing, you may need to gather information and facts. One way to do this is continued observation.
TRUE	x.        The perpetrator of abuse must be confronted immediately.

 

e.   Identify  the  steps  you  must  take  when  there  is  suspicion  that  a  child  is suffering  from  abuse.  In  the  spaces  provided,  write  the  numbers  1  to  4  to identify the steps to making a child protection report. Steps that are not relevant to making a report must be left blank.
1	i.        Assess the child’s circumstance and consult your findings with appropriate stakeholders.
	ii.       Regularly interview all students to find out if they are experiencing abuse or neglect.
	iii.      Identify if there is concerns of possible child abuse and neglect.
4	iv.      The supervisor must call the police immediately once they have been informed of suspected child abuse.
2	v.   Further assessments may be made by Early Childhood Education    and Care workers after your supervisor has notified them of the case of abuse.
3	vi.      Notify your supervisor immediately so they can notify the relevant Child Protection authorities in your state.

 

 

 

f. Fill out the “Early Childhood Education and Care Reporting Form for Child Abuse”. Ensure the name and address of the relevant agency is correct for your state/territory. You can access this document in the Assessment Files folder in the Hub.   Guidance: Ensure your writing is non-judgmental. Compute Erica’s birth year so that she is presently 10 years old.   Submit this form along with this answered workbook.

 

g.  In    the   spaces    provided,    write   T    if    the   statement   about   privacy, confidentiality, or disclosure is true and F if it is false.
TRUE	i.        It is essential that all of your dealing and interactions regarding the suspected child abuse is treated as confidential.
FALSE	ii.       Unless anything is proven or there is clear physical evidence, a disclosure from a child cannot be held with importance.
TRUE	iii.      It is lawful for two authorised bodies or agencies to exchange confidential information with each other.
TRUE	iv. Should two authorised agencies exchange information concerning sensitive matters with each other, a written record of the information must be produced.
FALSE	v.        Children have no right to privacy until they are the age of 12.
TRUE	vi.      Standard forms are an acceptable method of communicating abuse information to relevant agencies.
FASLE	vii.     A child needs to fill up a form first before their concerns can be processed.
TRUE	viii. One can uphold a child’s need for privacy by talking to them about sensitive matters in a private place, such as a closed office where others cannot hear the conversation.

 

  WORKBOOK CHECKLIST

 

When you have completed this assessment workbook, review the candidate’s assessment against the checklist below: The candidate has completed all the assessments in the workbook: Knowledge Assessment Case Study 1 Case Study 2     IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.     To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

 

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Inspire Education is committed to ensuring you get the most out of your student experience with us. Part of your Learning Journey is the use of our contextualised learning materials and assessment workbooks. We would love to get your feedback on how this material worked for you.

 

 

 

 

 

 

 

 

 

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