CHC30121: Certificate III in Early Childhood Education and Care

Unit description

CHCECE034 - Use an approved learning framework to guide practice: This unit describes the performance outcomes, skills and knowledge required to source and use an approved childhood learning framework. This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards, and industry codes of practice.

CHCECE035 - Support the holistic learning and development of children:

This unit describes the performance outcomes, skills and knowledge to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of children. This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards, and industry codes of practice.

CHCECE036 - Provide experiences to support children’s play and learning:

This unit describes the performance outcomes, skills and knowledge required to set up, support and review experiences for children’s play and learning. This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards, and industry codes of practice.

CHCECE038 - Observe children to inform practice:

This unit describes the performance outcomes, skills and knowledge required to identify and gather information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning. This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards, and industry codes of practice.

Learning outcomes

In this unit, you will gain the knowledge and skills to:

1. Identify and apply learning frameworks

2. Reflect on use of the leaning framework

3. Support physical development

4. Support social, emotional, cognitive and communication development

5. Support holistic learning and development

6. Create environments for play

7. Support children’s agency through play and learning

8. Review and evaluate play opportunities

9. Observe and interact with children

10. Seek information from secondary sources

11. Record and communicate information

12. Analyse and interpret information and observations

13. Contribute to curriculum planning

Assessments

The assessments in this unit are a combination of written and skill-based assessments. The types of assessments you will be completing are:

The types of assessments you will be completing are:

· Knowledge Assessment

· Project Assessment

· Workplace Portfolio 

· Training Logbook

Workplace or Work-based Assessments

Workplace or Work-based Assessments for this unit primarily involve:

· Students Guide to work placement

· Portfolio

· Observations

Learning materials

The learning materials for this unit include:

· Learning guides

· Activities

· Key documents and templates

Assessment Information

You must submit assessment work and attend scheduled assessments on the required dates.

For further information, refer to Every Students Guide to Assessment in TAFE NSW.

Achieving a satisfactory result

Your Teacher/Assessor will assess your competence against the requirements of the unit and the completion of the assessments listed in this Unit Assessment Guide.

Reporting assessment outcomes

Your Transcript of Academic Record will list all results of your study to date. If you have achieved competency in a unit but are unable to finish the Qualification or Course, you will receive a Record of Results showing only the units you have completed. You can access a report of your final results by logging into the Student Portal.

Recognition

Credit Transfer (CT) – you can apply for credit if you have previously completed this unit at TAFE NSW or another Registered Training Organisation (RTO).

Recognition of Prior Learning (RPL) – you can apply to have your previous study, work and or life experiences recognised.

Please see the TAFE NSW website for further information about Recognition or discuss this with your Teacher/Assessor.

Assessment feedback review or appeals

In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.

If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer. Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus.

Reasonable adjustment

If you have a permanent or temporary condition that may prevent you from successfully completing the assessment event(s) in the way described, you should talk to your Teacher/Assessor about ‘reasonable adjustment’. This is the adjustment of the way you are assessed to take into account your condition. This must be approved BEFORE you attempt the assessment.

Educational Support Services

Please refer to the TAFE NSW website for specific information on the educational support services that are available to you. You may also contact your Head Teacher or Teacher/Assessor for further information.

Student declaration

Your Teacher/Assessor will provide you with the student declaration document for you to sign to ensure that you have received and understood your assessment requirements as per this Assessment Unit Guide.

If you are completing your assessments online, you will be required to acknowledge your understanding in the TAFE NSW online learning platform.

Assessment Requirements

The assessment for units CHCECE034, CHCECE035, CHCECE036, and CHCECE038 requires students to demonstrate their understanding and practical application of approved learning frameworks, holistic child development, play-based learning, and observation techniques within early childhood education settings. Students must complete a combination of Knowledge Assessments, Project Assessments, Workplace Portfolio tasks, and a Training Logbook. These assessments aim to confirm that the student can:

• Identify and apply approved learning frameworks such as the EYLF

• Reflect on how the framework guides practice

• Support children’s physical, cognitive, social, emotional, and communication development

• Create safe, engaging learning environments that foster play and agency

• Observe, record, and interpret children’s behaviour and development

• Use observations to contribute to curriculum planning

• Work in accordance with regulatory, ethical, and organisational requirements

Workplace-based assessments include portfolio documentation, direct observations, and evidence gathered from real or simulated early childhood settings. Competency is achieved only when all required assessments are satisfactorily completed according to TAFE NSW policies.

How the Assessment Was Approached

1. Understanding the Unit Outcomes and Expectations

The Academic Mentor first guided the student to thoroughly review the unit descriptions and learning outcomes. This helped the student understand:

• The purpose of each unit

• The developmental domains to be addressed

• The role of the learning framework in curriculum and pedagogy

This step ensured the student had clarity on what each assessment would measure.

2. Mapping Assessment Tasks to Learning Outcomes

The mentor helped the student match each assessment requirement with the relevant learning outcomes. For example:

• Knowledge Assessment → theoretical understanding of frameworks and child development

• Project Assessment → application of learning frameworks to real-world scenarios

• Workplace Portfolio → evidence of observations, planning, and reflective practice

• Logbook → verification of hands-on skills in a regulated early childhood setting

This mapping ensured the student knew the purpose behind each task.

3. Guiding the Student Through the Knowledge Assessment

The mentor instructed the student to:

• Read the learning guides and activities

• Identify key frameworks such as EYLF and Australian regulations

• Summarise important concepts (holistic development, play-based learning, child agency)

• Respond to knowledge questions using clear, evidence-based explanations

The mentor reviewed drafts and encouraged the student to reference policies correctly.

4. Supporting Completion of the Project Assessment

For the project component, the mentor walked the student through:

• How to interpret the project scenario

• Linking observations and developmental theories with practical implementation

• Designing experiences that support play, learning, and agency

• Applying the learning framework principles to justify decisions

Students were coached to demonstrate their reasoning clearly and align their work with the required framework.

5. Workplace Portfolio Guidance

The mentor outlined the portfolio requirements and helped the student:

• Gather real observations from workplace or simulated activities

• Record developmental milestones using approved templates

• Demonstrate ethical documentation and confidentiality

• Interpret the observations to identify learning needs and interests

This step built the student’s confidence in linking practice with theory.

6. Observation & Interaction Skills (CHCECE038)

To meet the observation-related outcomes, the mentor modeled:

• How to observe children objectively

• How to engage with children respectfully and responsively

• How to use secondary information (e.g., parent feedback, educator notes)

• How to convert observations into curriculum planning input

The mentor also reviewed observation drafts for accuracy and completeness.

7. Guidance on Curriculum Planning Contribution

Using observations, the mentor showed the student how to:

• Identify learning opportunities

• Suggest appropriate experiences

• Connect curriculum ideas to the learning framework

• Reflect on whether the planned experiences support holistic development

This ensured the student could demonstrate real-world application.

8. Preparing for Workplace Observation

The mentor prepared the student for assessor visits by:

• Reviewing TAFE NSW expectations

• Explaining what behaviours and skills assessors look for

• Clarifying documentation requirements during assessment

This step reinforced professional practice standards.

9. Ensuring Academic Integrity and Assessment Readiness

Before submission, the mentor reminded the student to:

• Review all tasks for completeness

• Cross-check with the marking guide

• Verify that all work meets TAFE NSW assessment policies

• Prepare for possible revisions based on assessor feedback

Final Outcome

By following the structured guidance:

• The student demonstrated competency across all four units

• All required assessments (knowledge, project, portfolio, logbook) were completed

• The student successfully applied learning frameworks to practice

• Observations were accurately recorded, analysed, and used for curriculum planning

• The student supported children’s holistic development through informed, ethical practice

• All learning outcomes ranging from applying frameworks to planning play experiences were fully addressed

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