CHCECE048 : Plan and Implement Children’s Education and Care Curriculum

Assessment Task 1: Knowledge Questions

1. Complete the table to demonstrate your knowledge of the National Quality Standards.
   a) In the National Quality Standards Quality Area 1 – Educational Program and Practise, what element would relate to including all children’s abilities?
   b) In the National Quality Standards Quality Area 1 – Educational Program and Practise, what element would relate to providing opportunities for all children?
   c) In the National Quality Standards Quality Area 3 – The Physical environment, which two elements would relate to spaces accessible for every child?
   d) In the National Quality Standards Quality Area 2 – Health and Safety, what element would relate to incident and emergency management?
   e) In the National Quality Standards Quality Area 2 – Children’s health and safety, which three elements would relate to protecting each child?
   f) In the National Quality Standards Quality Area 5 – Relationships with children, which two elements would relate to helping children feel included and respected?
   g) In the National Quality Standards Quality Area 6 – Collaborative partnerships with families and communities, which two elements would relate to supporting families and participation?

2. Complete the table to demonstrate your knowledge of the Education and Care Services National Law and Regulations.
   a) The Education and Care Services National Law outlines the objectives and guiding principles of the national education and care services quality framework. What principle refers to health and safety of the children?
   b) The Education and Care Services National Law outlines the guiding principles of the national education and care services quality framework. What are the principles that specifically relate to the inclusion of all children?
   c) According to the Education and Care Services National Law, what is the definition of an education and care premises?
   d) According to Regulation 76 of the National Regulations, what information about the educational program of an education and care service should be given to parents?
   e) According to Regulation 88 of the National Regulations, what is required if an infectious disease has occurred at an education and care service?
   f) According to Regulation 105 of the National Regulations, what are the responsibilities of an education and care service related to materials, furniture and equipment?
   g) According to Regulation 119 of the National Regulations, what is the minimum age requirements for family day care educator and family day care educator assistants?
   h) In Australia, what are eight key areas of personal attributes that it is illegal to discriminate against?

3. What is pedagogy?

4. Summarise each theorist’s view on child development between birth and six years of age and explain how they address emotional, social, cognitive and language development.
   a) Montessori – Emotional / Social / Cognitive / Language
   b) Vygotsky – Emotional / Social / Cognitive / Language
   c) Steiner – Emotional / Social / Cognitive / Language
   d) Piaget – Emotional / Social / Cognitive / Language

5. What does current and emerging research say about how nature play benefits a child’s:
   a) Development
   b) Physical health
   c) Mental health
   d) Social and emotional learning

6. Explain how a service’s vision statement and philosophy impacts the curriculum developed at the service.

7. List four reflection questions a service leader can use to help them create a vision statement and philosophy for the service.

8. Identify four stakeholders a service leader should collaborate with to create a vision statement and philosophy.

9. Complete the table about managing stages of the curriculum development cycle.
   a) Gathering information – What does this stage involve? What questions can you ask to ensure a child’s development is considered? How can you document information?
   b) Questioning and analysing learning – What does this stage involve? What questions can you ask? How can you document information?
   c) Planning – What does this stage involve? What questions can you ask? How can you document information?
   d) Implementing – What does this stage involve? What questions can you ask? How can you document information?
   e) Reflecting / evaluating – What does this stage involve? What questions can you ask? How can you document information?

10. Explain why an educator should use the information they’ve gathered and analysed about the children to inform their plan for each child’s play and learning. Provide an example to support your answer.

11. Complete the table to discuss environments, resources and materials in an education and care setting that suit different types of play.
    a) Individual
    b) Group
    c) Indoor
    d) Outdoor
    e) Play supporting fundamental movement skills

12. How do you set up a play area in a children’s education and care setting that:
    a) Is safe
    b) Is non-threatening
    c) Is stimulating
    d) Is challenging
    e) Is culturally appropriate
    f) Promotes a sense of creativity in children
    g) Promotes a sense of belonging and inclusion

13. Identify four benefits of routines to children’s play and learning in an early childhood education and care setting.

14. Complete the table to provide examples of intentional teaching strategies that can be used in a children’s education and care setting and planned for in the curriculum.

15. Complete the table to explain the difference between open-ended and closed-ended questions and how they can be used to engage children in learning and play.

16. List three ways an educator can evaluate the learning play experiences they provide for children in an education and care setting.

17. List five reflection questions that can help an educator evaluate appropriateness of the strategies and tools they use to monitor and assess the curriculum.

18. Complete the table to provide examples of methods an educator can use to communicate, consult and collaborate with various stakeholders.
    a) Children
    b) Families
    c) Other educators
    d) Communities relevant to the children, families and service

19. Complete the table to provide examples of how the Early Years Learning Framework (EYLF) can be implemented in an education and care setting.
    a) Principle: Secure, respectful, reciprocal relationships
    b) Principle: Partnerships
    c) Principle: High expectations and equity
    d) Principle: Respect for diversity
    e) Principle: Ongoing learning and reflective practise
    f) Practice: Adopting holistic approaches
    g) Practice: Being responsive to children
    h) Practice: Learning through play
    i) Outcome: Children have a strong sense of identity
    j) Outcome: Children are connected with and contribute to their world

20. Why are there variations in the development of each child?

21. Complete the table to provide examples of variations in a child’s development that may require further investigation and explain an inclusive strategy you would use in an early childhood setting to include the child in the learning and play activities.
    a) Language development
    b) Social skills
    c) Physical skills

22. Identify two strategies you could use to support the learning and play of a toddler who is displaying stress and tension in an early childhood education and care setting.

23. Complete the table to provide examples of activities you could include in a pre-school setting that aid with literacy development.
    a) Learning sounds, words and language
    b) Patterns of repetition
    c) Rhyming and mimicking
    d) Pre-reading skills
    e) Early writing skills

24. List six positive learning dispositions an educator can model to the children.

25. What is reflective practise?

26. How can educators practise critical reflection?

27. Why do educators need to practise critical reflection?

28. How can you make sure your critical reflection is meaningful?

29. Why are multiple perspectives important when reflecting on the curriculum implementation?

30. List three ways an educator can encourage and support critical reflection at the service they work at.

Assessment Requirements Summary

The Assessment Task 1: Knowledge Questions is designed to evaluate a student’s understanding of key aspects of early childhood education and care. Students are expected to demonstrate knowledge of:

• The National Quality Standards (NQS) and their application in educational programs, physical environments, health and safety, relationships, and partnerships with families and communities.

• The Education and Care Services National Law and Regulations, including guiding principles, responsibilities, and compliance requirements.

• Pedagogy and the approaches of influential theorists (Montessori, Vygotsky, Steiner, Piaget) in supporting emotional, social, cognitive, and language development in children from birth to six years.

• Benefits of nature play for children’s development, physical and mental health, and social-emotional learning.

• The development and influence of a service’s vision statement and philosophy on curriculum planning.

• The curriculum development cycle, including gathering information, analysing learning, planning, implementing, and reflecting.

• Effective play environments, resources, and materials tailored to different learning types.

• Intentional teaching strategies and the use of open-ended vs. closed-ended questions.

• Strategies for evaluating play and learning experiences and promoting critical reflection.

• Stakeholder engagement and the implementation of the Early Years Learning Framework (EYLF).

• Inclusive strategies for children with developmental variations and supporting children experiencing stress and tension.

The assessment requires students to provide detailed written answers, including examples and reflective explanations, demonstrating their ability to apply theory to practice.

Step-by-Step Approach by the Academic Mentor

1. Introduction to the Assessment
   The Academic Mentor first reviewed the assessment requirements with the student, explaining the scope of knowledge required and highlighting the areas to focus on, including NQS, National Law, pedagogy, EYLF, and curriculum planning.

2. Guided Review of Theory
   The mentor walked the student through each theoretical framework and learning standard:

   • Explained the seven NQS Quality Areas and related elements.

   • Discussed the Education and Care Services National Law and Regulations, ensuring the student understood compliance obligations.

   • Clarified the concepts of pedagogy and child development theories.

3. Application to Practice
   The mentor guided the student to connect theory with practical examples:

   • How nature play supports development.

   • The influence of a service’s vision and philosophy on curriculum planning.

   • Designing safe, inclusive, and stimulating play areas.

4. Curriculum Planning Cycle
   The student was coached on completing each stage of the curriculum cycle:

   • Gathering information about children’s needs.

   • Analysing observations to inform planning.

   • Planning learning activities and documenting strategies.

   • Implementing curriculum and observing outcomes.

   • Reflecting on practice and evaluating effectiveness.

5. Reflective and Critical Thinking
   The mentor encouraged the student to answer reflective questions and consider multiple perspectives in curriculum evaluation. Strategies for promoting critical reflection and supporting children with additional needs were discussed.

6. Stakeholder Engagement and EYLF Implementation
   The student was guided on how to communicate with children, families, educators, and the community, and how to implement EYLF principles, practices, and outcomes in the service.

7. Final Review and Submission Preparation
   The mentor helped the student review all answers, ensured proper referencing, and highlighted the importance of original work to maintain academic integrity.

Outcome Achieved

By following this structured guidance:

• The student demonstrated a comprehensive understanding of NQS, National Law, pedagogy, EYLF, and curriculum planning.

• Practical and reflective examples were provided, showing the ability to apply theory to real-life educational scenarios.

• The student learned how to develop inclusive and stimulating learning environments, plan intentional teaching strategies, and evaluate curriculum effectiveness.

• The assessment outcomes covered the following learning objectives:

  1. Knowledge of regulatory frameworks and quality standards.

  2. Understanding and application of child development theories.

  3. Curriculum planning and implementation skills.

  4. Reflective and critical thinking in education and care practice.

  5. Effective stakeholder engagement and use of EYLF principles in practice.

The structured approach ensured the student completed the assessment confidently, met all requirements, and developed a deeper understanding of high-quality early childhood education and care practices.

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