CHCECE034 | Use an Approved Learning Framework to Guide Practice Assessment

Assessment instructions

Table 1 Assessment instructions

Task instructions

The assessor will use the criteria outlined in the following tasks to determine if you have satisfactorily completed this assessment event. Follow these instructions to ensure you demonstrate the required knowledge and skills. In this part, you will research early learning frameworks that apply to Certificate III Early Childhood Educators.

Assessment must ensure access to:

• Information technology for sourcing information
• Belonging, Being and Becoming: The Early Years Learning Framework V2
• Australian Children’s Education and Care Quality Authority
• My time, Our Place: Framework for School Age Care in Australia V2

Part 1: Identify learning frameworks

Read all instructions carefully and complete all requirements of the assessment. In addition, refer to the Assessment Checklist that your assessor will use to assess your performance and record your results.

1. Access and investigate the learning framework relevant to your course. In your own words describe the function of the framework in relation to the curriculum of a children’s education and care service. Your answer should be between 40 and 60 words.

1. Review Belonging, Being and Becoming: The Early Years Learning Framework V2. Determine how the framework is applied to support a Certificate III educators’ practice with an example of each practice. Each answer should be between 20 and 30 words. Complete in Table – Framework and educator practice.

Table 2 Framework and educator practice

1. With guidance from the Australian Children’s Education and Care Quality Authority, explain the relationship between the approved learning frameworks and national early childhood education and care law and regulations. Your answer should be between 60 and 80 words.

1. For approved learning frameworks currently used in NSW, Australia:
2. Name the most current learning frameworks in full.
3. Provide the link to the website from which you gathered your information about each framework.
4. Describe the age group of children each framework relates to.

Complete in the Table – Approved learning frameworks

Table 3 Approved learning frameworks

Assessment Requirements: Identifying Learning Frameworks

The assessment for the Certificate III in Early Childhood Education and Care is designed to evaluate a student's knowledge and practical application of early learning frameworks. It is a one-part assessment focusing on identifying and understanding these frameworks. The key pointers to be covered are:

• Understanding the Function of Frameworks: Students must describe, in their own words, the role of a learning framework in guiding the curriculum of an early childhood service.

• Application of Framework Practices: Using the Belonging, Being and Becoming: The Early Years Learning Framework V2, students must provide examples of how an educator demonstrates specific practices within the framework. The practices include:

  • Holistic, integrated and interconnected approaches

  • Responsiveness to children

  • Play-based learning and intentionality

  • Learning environments

  • Cultural responsiveness

  • Continuity of learning and transitions

  • Assessment and evaluation for learning, development and wellbeing

• Relationship with National Law: Students must explain the connection between approved learning frameworks and the national early childhood education and care law and regulations, referencing the Australian Children's Education and Care Quality Authority (ACECQA).

• Current NSW Frameworks: Students must identify the most current approved learning frameworks used in New South Wales (NSW), Australia, and provide details for each, including the full name, a link to the source, and the age group to which it applies.

Academic Mentor's Approach

The academic mentor approached this assessment by guiding the student through a step-by-step process, ensuring each section was thoroughly understood and addressed. The process was as follows:

1. Introduction to the Assessment: The mentor first provided an overview of the assessment's objective, highlighting its purpose of demonstrating a student's ability to identify and apply learning frameworks in a professional context. They explained the importance of the Belonging, Being and Becoming: The Early Years Learning Framework (EYLF) and the My Time, Our Place Framework as foundational documents.

2. Part 1, Section 1: Function of the Framework: The mentor began by discussing the overarching function of learning frameworks. They explained that a framework is a guide for professional practice, curriculum decision-making, and fostering high-quality teaching and learning. The mentor prompted the student to reflect on their own understanding and articulate the function in a concise, word-count-specific response, focusing on key terms like 'curriculum guidance' and 'planning, implementing, and evaluating children's learning.'

3. Part 1, Section 2: Framework and Educator Practice: This was the most detailed section. The mentor and student reviewed the EYLF V2 document together, specifically focusing on the "Practices" section. For each practice listed in the assessment table, the mentor encouraged the student to think of concrete, real-world examples.

   • For "Holistic, integrated and interconnected approaches," the mentor prompted the student to consider how an educator might link a child's social-emotional, physical, and cognitive development in a single activity.

   • For "Play-based learning and intentionality," they discussed the difference between free play and an educator's purposeful intervention to extend a child's learning.

   • For "Cultural responsiveness," they explored examples beyond just celebrating holidays, such as incorporating a child's home language or cultural traditions into daily routines.

   • The mentor emphasised the importance of brevity and accuracy, coaching the student to keep each example within the specified word count.

4. Part 1, Section 3: Frameworks and National Law: The mentor directed the student to the ACECQA website, explaining its role as the national authority overseeing the early childhood sector. They helped the student navigate the site to find information on the National Quality Framework (NQF) and the Education and Care Services National Law and Regulations. The mentor clarified that the frameworks are "approved" under this national law, meaning they are the official guides for services to meet their legal obligations and quality standards. This helped the student articulate the direct relationship between the frameworks and the regulatory environment.

5. Part 1, Section 4: Approved Learning Frameworks: The mentor guided the student on how to conduct effective research to identify the frameworks. They advised searching for "approved learning frameworks NSW" and cross-referencing information from official government or ACECQA websites. The mentor explained that there are two primary frameworks in Australia: the EYLF (for children from birth to five years) and the My Time, Our Place Framework (for school-age care). They ensured the student provided the full, correct names, reliable links, and the specific age group for each, completing the final table accurately.

Outcome and Learning Objectives Covered

The final submission was a comprehensive and accurate document that successfully met all assessment requirements. The student's responses were well-structured and demonstrated a deep understanding of the subject matter.

The key learning objectives covered through this guided process were:

• Knowledge Acquisition: The student gained a strong understanding of the purpose and content of the key national learning frameworks in Australia.

• Practical Application: The student learned how to translate theoretical framework practices into tangible, real-world examples relevant to an early childhood educator's role.

• Critical Thinking and Research Skills: The student developed the ability to critically analyze information, navigate official government websites, and synthesize information to answer specific questions.

• Professionalism: The student learned the importance of adhering to specific instructions, including word counts and formatting, which is crucial for professional documentation in the sector.

• Interconnectedness of Concepts: The student was able to connect the frameworks with the broader regulatory context of the National Quality Framework, understanding how the frameworks are an integral part of ensuring quality and compliance in early childhood education and care.

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