Page 1 of 26
ASSESSMENT SUMMARY
Child and Family Services
Course Name and
Number
Diploma of Children’s Services (Early childhood education and
care) - 18208
Unit Name and Number
Foster children’s aesthetic and creative development –
CHCFC508A
Teacher’s Name
Kathy Gelding
Email Contact Details
kathy.gelding@tafensw.edu.au 9469 8528
Semester & Year
Semester 1 2012
Unit Descriptor/Purpose
This unit describes the knowledge and skills required to develop and deliver programs that
promote children’s creative skills and aesthetic development
This unit will build on your previous knowledge about planning and providing experiences
that promote creative skills and aesthetic development, imagination and self expression, for
children aged 0-6 years. A detailed range of characteristics and key concepts about the
creative development of infants, toddlers and preschoolers will be studied. A wide range of
possible experiences, resources, materials and strategies that facilitate children’s creativity,
enjoyment and self expression will be explored.
ELEMENT
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PERFORMANCE CRITERIA
Unit of
Competency
CHCFC508A
Hard copy
located in
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Last
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Page 2 of 26
Elements define the essential
outcomes of a unit of
competency.
The Performance Criteria specify the level of
performance required to demonstrate achievement of
the Element. Terms in italics are elaborated in the
Range Statement.
1. Plan and provide aesthetic
experiences for children
1.1
1.2
1.3
1.4
1.5
1.6
1.7
2. Provide developmentally
appropriate dramatic and
imaginative play experience
for children
2.1
2.2
2.3
2.4
2.5
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Identify and select a range of developmentally
appropriate visual, musical and other sensory
stimuli to provide children with experiences of art
and beauty
Select appropriate materials and present them
attractively
Provide work and play areas promoting aesthetic
qualities for both children and adults
Formulate strategies for fostering creative
development and aesthetic awareness in children
Respond to children’s interests that arise
spontaneously as they participate in aesthetic
experiences
Design program of aesthetic experiences in
response to emerging skills, abilities and interests
of individual children and groups of children
Present aesthetic experiences that encourage
appreciation of diversity including cultural diversity
Present play areas both indoors and outdoors
which provide children with opportunities to enjoy
dramatic and imaginative play
Plan/design developmentally appropriate
experiences to stimulate children’s involvement
Provide inviting, stimulating and safe experiences
for individual children and small groups of children
involved in imitative, dramatic and imaginative
play
Provide adult support through facilitation and
extension of children’s imitative, dramatic and
imaginative play experiences
Present play areas which are culturally rich and
reflect the diversity of families using the service
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ELEMENT
PERFORMANCE CRITERIA
Elements define the essential
outcomes of a unit of
competency.
The Performance Criteria specify the level of
performance required to demonstrate achievement of
the Element. Terms in italics are elaborated in the
Range Statement.
3. Support children to
participate in the
expressive arts
3.1
3.2
Encourage children to talk about their creations
Share enthusiasm for creative work with children
3.3
Encourage children to respect and appreciate the
creative work of peers
3.4
Provide children with opportunities to discuss and
explore artwork, design and/or images
4.1
Provide a variety of experiences to stimulate
children’s awareness and develop their creativity,
imagination and self expression through play
Provide materials and experiences that stimulate
different senses and promote body awareness
Recognise, acknowledge, encourage and follow
up children’s enthusiasm and curiosity
4. Provide a variety of
experiences to develop
children’s creativity,
imagination and self
expression
4.2
4.3
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2011
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Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
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for delivery
for F/T
Last
validated:
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2011
Validated
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January
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Page 4 of 26
Required skills and knowledge
This describes the essential knowledge and skills and their level required for this unit.
Essential knowledge:
The candidate must be able to demonstrate essential knowledge required to effectively
perform task skills; task management skills; contingency management skills and job/role
environment skills as outlined in elements and performance criteria of this unit
These include:
 Knowledge of a wide range of developmentally appropriate experiences for children in the
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area of expressive arts and sensory experiences
Characteristics of high quality learning environments
Knowledge of aesthetic, safe, interesting, challenging environments to encourage
curiosity, experimentation, active learning, literacy and choice
The value of creative processes and experiences as well as the end product
Strategies to encourage children’s creativity and literacy including: offering suggestions,
use open ended questions, offering opportunities for imaginative play
Dramatic play and its role in socialisation
Imitative, dramatic and imaginative play
Use of printed materials and audio visual aids
Adult’s role in creating inviting spaces
Barriers to creativity
Presentation of imitation play, dramatic play and imaginative play spaces for children
Overview of an inclusive approach
Use of evaluations for modifications and changes to extend play and stimulate
involvement
Awareness of the following national child health and well being core competencies as
they apply to all who deliver care to children:
- core principles of child development and the key developmental tasks faced by
young children and their implications for practice
- cumulative effects of multiple risk and protective factors and the developmental
implications of the balance between them
- environmental conditions and the experiences known to have positive effects on
prenatal and early childhood
- environmental conditions and experiences known to have adverse effects on prenatal
and early childhood development
- factors that support or undermine the capacity of families to rear young children
adequately
- features of a family’s immediate social environment that are important for family
functioning and young children’s development and well being
- features and qualities of communities that help or hinder families in their capacity to
raise young children adequately
- core needs that all children and families have in common, and how to provide
inclusive child and family services
- understanding of particular backgrounds, experiences and needs of children and
families in exceptional circumstances or with additional needs
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CHCFC508A
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BM2
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Last
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Page 5 of 26
Essential skills:
It is critical that the candidate demonstrate the ability to:
 Apply understanding of the stages of children’s development in planning and delivering
a range of appropriate activities to stimulate an interest and love of learning in children
In addition, the candidate must be able to demonstrate relevant task skills; task
management skills; contingency management skills and job/role environment skills
These include the ability to:
 Demonstrate application of skills in:
- planning expressive arts opportunities and activities for children
- communication with children
- scaffolding children’s knowledge and skills
- creative use of resources and imagery
- stimulating and encouraging participation
- choose appropriate resources and music for creative experiences
- express self through creative mediums
- appreciation of a range of creative mediums
- Apply the following skills identified as underpinning national child health and well being
core competencies, where they are applicable to the work role:
- implement effective evidence-based service delivery
- coordinate service delivery to families with an interdisciplinary teamwork approach
and where possible collaborative interagency practice
- support infants and toddlers to master key developmental tasks
- early identification of emerging trends in child needs and how to address them
- manage children’s health needs, eating behaviours and physical activity
- provide environments and relationships that are safe for young people
- engage and work with parents/carers and families
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014
Page 6 of 26
Evidence Requirements
This collectively describes the sufficient evidence a learner needs to provide to achieve this
Unit of Competency.
Learners must provide evidence of the ability to foster children’s aesthetic and creative
development and imagination and self expression by:
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Demonstrating an understanding of the children’s aesthetic and creative
development and differences of children aged 0-6 years.
Using strategies and interactions effectively to foster and extend children’s
aesthetic and creative development and imagination and self expression with
children aged 0-6 years.
Planning and implementing a range of meaningful aesthetic and creative
experiences, using a variety of materials and resources, with individuals and
groups of children aged 0-6 years.
Grading Criteria
Grade Code: 43: No marks reported.
Results are reported as
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Competent with Distinction
Competent with Credit
Competent
Not yet Competent
Suggested grading criteria to be read in conjunction with Evidence Requirements above
To be graded as competent the learner needs to:
 Demonstrate the evidence requirements satisfactorily in a range of situations.
 Use known information in relevant situations.
To be graded competent with credit the learner needs to:

Demonstrate the evidence requirements independently in a wide range of
situations.
 Apply detailed information to new situations
To be graded competent with distinction the learner needs to:


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Demonstrate the evidence requirements consistently, independently and with
creativity in an extensive range of situations
Independently research new information and adapt information to new
situations
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
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January
2014
Page 7 of 26
Table of specifications for recommended assessment – CHCFC508A
Assessment Task
1. Resources and
materials
Develop,
select &/or make up a
resource collection (with
explanatory notes) that
you could use to
stimulate
 dramatic and
imaginative play
 self expression
through visual arts for
children aged 0-6
years.
2. Learning Centres in
Playsession
Task which assesses
learner’s knowledge of
and ability to:
 Establish environments
to foster children’s
development
 Provide creative &
challenging
opportunities which
stimulate learning &
development
 Plan, implement and
evaluate experiences
 Encourage children’s
involvement in
experiences
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Elements, essential
knowledge and
skills critical
aspects of
assessment
addressed
Dimensions of
competency
(the 4 main aspects
of work
performance that
need to be taken
into account when
assessing
competency)
- Relates to elements
1-4
□Task skills
- Relates to critical
aspects.
management skills
□ Contingency
management skills
- Relates to required
knowledge and skills
- Relates to required
knowledge and skills
Unit of
Competency
CHCFC508A
Off the
job
On the
job
AC/NC
□ Task
management skills
management skills
environment skills
Hard copy
located in
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BM2
Must pass all
events
□Job/role
environment skills
- Relates to elements
1-4
- Relates to critical
aspects.
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3.Learning Centres
i)Observe and document
the aesthetic , visual
arts play spaces or
learning centres. Based
on these observations
plan for the children in
the room. Implement and
evaluate the
investigation. Based on
your evaluations adapt
the investigation for the
following days.
- Relates to elements
1-4
- Relates to critical
aspects.
□ Task skills
Task
management skills
□ Contingency
management skills
- Relates to required
knowledge and skills
□ Job/role
environment skills
AC/NC
ii) Observe and
document the dramatic
and imaginative play
spaces or learning
centres. Based on these
observations plan for
children in the room.
Implement and evaluate
the investigation. Based
on your evaluations
adapt the investigation
for the following days.
4. On-the-Job
Performance &
journals.
Overall assessment by
qualified workplace
assessor using
standardised checklist.
Assessment should be
based on observed
performance, associated
documentation industry
supervisor feedback and
strategic questioning of
the learner.
- Relates to elements
1-2
- Relates to critical
aspects.
management skills
- Relates to required
knowledge and skills
management skills
AC/NC
environment skills
Specific Instructions to Learners:
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Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
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January
2014
Page 9 of 26
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You must complete and pass each individual assessment task for this Unit to meet
the assessment requirements of the Unit.
If assessments are not submitted or are incomplete you will fail to meet the
assessment requirements for the Unit.
Extensions and resubmissions of work may be granted at the discretion of the
teacher. Resubmissions cannot receive a mark higher than a pass.
Assessments must include a cover sheet.
When specified in the Assessment description, the information you present should be
referenced and presented according to Randwick TAFE Child & Family Services
student handbook guidelines.
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
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January
2014
Page 10 of 26
Unit Assessment – Foster children’s aesthetic & creative development – CHCFC508A
Task 1: Resources (off the job) - Relates to elements 1-4, critical aspects and required
knowledge and skills Due Date: Week 9
Visual Arts Resources
Develop and select a variety of resources that you could use to stimulate and support visual
arts experiences for children 0-6 years.
The resources should include a variety of interesting, aesthetic, culturally rich and diverse,
developmentally appropriate, and safe visual arts and sensory stimuli materials. You will
need a collection of 6 (six) adult art pictures framed or laminated to use as provocations.
Also a selection of natural objects-shells, seed pods, culturally specific objects and/or
sensory materials. These resources will be useful for professional experience and some
items should be used on Work Placement.
You are to present the items in an aesthetically pleasing manner and write and present a
report with the following information;
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

What is the title and/or name of the resource?
How will you present the resources?
What will each resource support and extend children’s development and learning about
creativity and aesthetics?
How will the resource support other learning and areas of development?
How do your resources reflect diversity and inclusive principles?
Relate the Early Years Learning Framework (learning outcomes and principles relevant
to the visual arts) to each resource.
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1. Dramatic/Imaginary Play Resources (Due Date: Week 9)
Develop and select a set of resources of items and props that you could use to support
dramatic and imaginary play experiences for children 0-6 years.
You will need to provide enough resources to support the play of a small group of children.
The resources should include a variety of interesting, aesthetic, culturally rich and diverse,
developmentally appropriate, inclusive and safe imaginary play props. For example a range
of fabrics, scarves, ribbons, fans, baskets, bowls and/or spoons.
These resources will be useful for professional experience and some items should be used
on Work Placement. You are to present the items in an aesthetically pleasing manner and
write and present a report with the following information;




What is the title and/or name of the resource?
How will you present the resources?
What will each resource support and extend children’s development and learning about
dramatic and imaginative play?
How will the resource support other learning and areas of development?
TAFE
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2011
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Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
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for delivery
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Last
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2011
Validated
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January
2014
Page 11 of 26

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How do your resources reflect diversity and inclusive principles?
Relate the Early Years Learning Framework (learning outcomes and principles relevant
to the dramatic/imaginary play) to each resource.
Task 1 – Evidence Guide
Tasks
Relation to Elements & Performance
Criteria
A range of developmentally appropriate
creative/aesthetic experiences selected
and attractively presented
Elements 1, 3 and 4, critical aspects
and
Written explanation of how the teaching
resources assist in fostering creative and
aesthetic awareness development for
children
Elements 1, 3 and 4, critical aspects
and required knowledge and skills
Visual arts experiences reflect diversity
and inclusive practices
Elements 1, 3 and 4, critical aspects
and required knowledge and skills
Tasks
required knowledge and skills
Relation to Elements & Performance
Criteria
A range of developmentally appropriate
dramatic/imaginary experiences are
selected and attractively presented
Elements 2, 3 and 4, critical aspects
and
Witten explanation of how the teaching
resources assist in fostering
dramatic/imaginary play for children
Elements 2, 3 and 4, critical aspects
and
Dramatic/imaginary play experiences
reflect diversity and inclusive practices
Elements 2, 3 and 4, critical aspects
and required knowledge and skills
required knowledge and skills
required knowledge and skills
To be graded as competent the learner needs to:


TAFE
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Number 2
Demonstrate the evidence requirements satisfactorily in a range of situations.
Use known information in relevant situations.
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014
Page 12 of 26
To be graded competent with credit the learner needs to:


Demonstrate the evidence requirements independently in a wide range of
situations.
Apply detailed information to new situations
To be graded competent with distinction the learner needs to:

Demonstrate the evidence requirements consistently, independently and with
creativity in an extensive range of situations
 Independently research new information and adapt information to new
situations
Task 2: Programming and planning tasks (Off the job)
Part 1: On going Learning Centre Investigation in the Visual Arts or Dramatic Play areas
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Observe one child or a small group of children
Identify these child’s/children’s emerging skills and interests
Plan an learning centre investigation which you think will extend this
child’s/children’s emerging skills and interests
Document the learning centre investigation using the format attached including
only one Reflection and one Adaption

Relates to elements 1-4
Relates to knowledge and skills
Task 2: Planning for Learning Centres (On the job) - Relates to elements 1-4, critical
aspects and required knowledge and skills
Task 2: Programming and planning tasks (On the job)
Part 1: Ongoing Learning Centre Investigation in Visual Arts and Imaginative/Dramatic play
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Using two of your observations from the Daily Journal plan 2 ongoing play
experiences which you think will extend these children’s emerging skills and
interests in a Learning Centre investigation. One must be in Visual Arts and the
other in Dramatic/Imaginative play.
Document the learning centre investigation using the format attached
Re visit this experience with the children with at least two of the possibilities over
at least 3 days.
Relates to elements 1-4
Relates to knowledge and skills
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CHCFC508A
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BM2
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Last
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Page 13 of 26
Planning format: Learning Centre
Name:
Date Presented:
Child/Children:
Ages of Children:
Early Years Learning Framework

Principle/s

Practice/s

Learning outcome/s
INTEREST AREA / LEARNING SPACE DISPLAY What is the name of this learning
space?) Please attach a photo of your learning centre.
FOCUS / PROVOCATION What is the main focus or area of provocation? Why have you
decided to plan this space? This should be based directly on documented interests and
capabilities of children. This should be based directly on documented interests and
capabilities of children Ie: attach ‘learning story’ observation and/or your Socio-cultural
analysis of the centre.
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CHCFC508A
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Last
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MATERIALS/RESOURCES PROPS List all the materials you will need to set up this
learning space.
LOCATION / PRESENTATION Describe where this learning space will be and how it will be
set up.
WHAT WILL THE CHILDREN DO? Describe how you think the children will use this space
and how they might use the materials/resources/props.
ANTICIPATED DISCUSSION Think about the discussions that might happen in this
learning space and note down some conversation topics that may come up.) What do you
plan to talk to the children about? Provide some brief points to lead the children’s
explorations. Remember to include music in this area and think about how it will enhance
the discussion.
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SAMPLE STRATEGIC QUESTIONS List some simple open-ended questions you could use
to extend/provoke/facilitate the children’s discussion/exploration/knowledge/understanding.
REFLECTIONS How did the children use this space/materials? Why? What discoveries did
they make? What skills/knowledge did they use/gain? Was the location/presentation
suitable? Why/ why not? How could you improve this for next time? Provide some examples
of what the children said. What would you do differently next time to guide and encourage
children more? Evaluate noted Early Years Learning Framework practices, principles and
learning outcomes.
ADAPTATIONS Based on your reflections, describe the adaptations to be made to the
learning centre – note reasons for change - must be based on children’s interests and use
of the learning centre) Consider how you will extend and/or challenge children’s learning.
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Competency
CHCFC508A
Hard copy
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Section file in
BM2
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Last
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2011
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Page 16 of 26
REFLECTIONS
FURTHER IDEAS FOR ADAPTATIONS
Task 3: On the job Performance - Relates to elements 1-4, critical aspects and required
knowledge and skills
Your overall performance in the workplace will be assessed by a TAFE teacher or qualified
assessor. Your assessor will use the following performance checklist for recording
judgements made about your performance on the job. When using the performance
checklists the assessor must determine whether a characteristic is or is not present or
whether something was or was not done to a competent level.
The assessor may need to ask you questions during or after a task or work sequence in
order to:



clarify aspects of your work performance
assess your ability to listen, interpret and communicate information and ideas
assess essential knowledge and skills.
The assessor will also:
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Unit of
Competency
CHCFC508A
Hard copy
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BM2
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Last
validated:
January
2011
Validated
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Validation
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January
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Page 17 of 26

read through any written tasks especially your journals to further assess your
competence.
talk to staff members who are supervising or working with you in order to get
feedback about the your performance on a day-to-day basis.

All aspects of your workplace performance including written tasks will be used to determine
your final performance grade.
Practical skills checklist
Unit code and name: CHCFC508A Foster children’s aesthetic and creative
development
Learner’s Name:
Assessment
Dates:
Location:
Key:
Demonstration Evidence of
of Practical
Associated
Skills (DP)
Documentation
(AD)
Evidenc
e
Practical skills
1. Plan and provide aesthetic experiences for
children
 Identify and select a range of developmentally
appropriate visual, musical and other sensory
stimuli to provide children with experiences of art
and beauty
 Select appropriate materials and present them
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Industry
Supervisor
Feedback
(SF)
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2




Validated
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DP
AD
SF
SQ
Strategic
Questioning
Of the learner
(SQ)
Comments
 NC
 Pass
 Credit
 Distinction
Last
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Page 18 of 26

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

attractively
Provide work and play areas promoting aesthetic
qualities for both children and adults
Formulate strategies for fostering creative
development and aesthetic awareness in children
Respond to children’s interests that arise
spontaneously as they participate in aesthetic
experiences
Design program of aesthetic experiences in
response to emerging skills, abilities and interests
of individual children and groups of children
Present aesthetic experiences that encourage
appreciation of diversity including cultural diversity
2. Provide developmentally appropriate dramatic and
imaginative play experience for children
 Present play areas both indoors and outdoors
which provide children with opportunities to enjoy
dramatic and imaginative play
 Plan/design developmentally appropriate
experiences to stimulate children’s involvement
 Provide inviting, stimulating and safe experiences
for individual children and small groups of children
involved in imitative, dramatic and imaginative play
 Provide adult support through facilitation and
extension of children’s imitative, dramatic and
imaginative play experiences
 Present play areas which are culturally rich and
reflect the diversity of families using the service
3. Support children to participate in the expressive
arts
 Encourage children to talk about their creations
 Share enthusiasm for creative work with children
 Encourage children to respect and appreciate the
creative work of peers
 Provide children with opportunities to discuss and
explore artwork, design and/or images
4. Provide a variety of experiences to develop
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2









Validated
for delivery
for F/T
DP
AD
SF
SQ
 NC
 Pass
 Credit
 Distinction
 NC
 Pass
 Credit
 Distinction
DP
AD
SF
SQ
DP
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014
Page 19 of 26
children’s creativity, imagination and self expression
 Provide a variety of experiences to stimulate
children’s awareness and develop their creativity,
imagination and self expression through play
 Provide materials and experiences that stimulate
different senses and promote body awareness
 Recognise, acknowledge, encourage and follow up
children’s enthusiasm and curiosity



AD
SF
SQ
 NC
 Pass
 Credit
 Distinction
Overall Comments & Grade
 NC
 Pass
 Credit
 Distinction
Assessor Name & Signature
Date
Learners Name & Signature
Date
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014
Page 20 of 26
NB: Strategic questioning of the learner and industry supervisor feedback should
supplement direct observation of the learner and cannot be used as stand alone
evidence to determine Grade/Marks for on-the-job performance.
All elements included in practical skills checklist.
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014
Page 21 of 26
Resources
Teaching and Learning Resources
Core resources

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
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Crook, S et al. 2002, Just Imagine!: Creative Play Experiences for Children Under Six,
2nd Edition, Tertiary Press, Croydon, Victoria.
Jones, K M. 2004, Simply create!: providing opportunities for young children to express
themselves, Tertiary Press, Croydon, Victoria.
Kolbe, U, 2005, It's not a bird yet: the drama of drawing, Peppinot Press, Byron Bay,
N.S.W.
Kolbe, U. 2007, Rapunzel’s Supermarket: All about children and their art, 2nd edn,
Peppinot Press, Byron Bay, N.S.W.
Other Resources

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

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
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
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Crook, S. & Medlicott, G. 2004, Just Improvise! Innovative Play Experiences for Children
Under Eight, Tertiary Press, Croydon, Victoria.
Derham, F. 2001, Art for the child under seven,7th edn, AECA, Watson, ACT.
Docket, S. 1995, You make me alive: developing understanding through play, AECA
Resource Book Series, v. 2, no. 3, Watson, ACT.
Fraser, S., 2006, Authentic Childhood: Experiencing Reggio Emilia in the Classroom,
2nd edn, Thomson/Nelson, Toronto, Ont.
Hall, N. S. 1999, Creative resources for the anti-bias classroom, Delmar Publishers,
Albany, N.Y.
Helm, J. H. & Katz L. G. 2001, The project approach in the early years, Teachers
College Press, NY.
Herr, J & Libby-Larson, Y. 2009, Creative resources for the early childhood classroom,
5th edn, Thomson/Delmar Learning, Clifton Park, NY.
Jones, E. Evans. K. Rencken, K.S. 2001, The Lively Kindergarten – Emergent
Curriculum in Action, NAEYC, Washington D.C., USA.
Kazimierczak, P. 2004, Simply music! : Innovative music experiences for children under
five, Tertiary Press, Croydon, Victoria.
Kolbe, U. & Symth, J. 2000, Drawing and printing with under threes, AECA research in
practice series; v. 7, no. 4, Watson, ACT.
Kolbe, U. 1997, Clay and Children: More than making pots. , AECA research in practice
series; v. 4, no. 2, Watson, ACT.
Koster, J. B. 2005, Growing artists: teaching art to young children, 3rd edn,
Thomson/Delmar Learning, Clifton Park, NY.
Libby, W. M. L. 2000, Using art to make art: Creative activities using masterpieces,
Thomson/Delmar Learning, Clifton Park, NY.
Libby, W. M. L. 2000, Using stories to make art: creative activities using children's
literature, Thomson/Delmar Learning, Clifton Park, NY.
Mayesky, M. 2009, Creative activities for young children, 9th edn, Delmar Cengage
Learning, Clifton Park, NY.
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014
Page 22 of 26



Schirrmacher, R. 2009, Art and creative development for young children, 6th edn,
Thomson Delmar Learning, Clifton Park, NY.
Shipley, C. D. 1998, Empowering children: play-based curriculum for lifelong learning,
2nd edn, ITP Nelson, Toronto.
Stonehouse, A, 2002, NSW Curriculum Framework: the practice of relationships:
essential provisions for children’s services, Office of Child Care, NSW Department of
Community Services. Available from:
http://www.community.nsw.gov.au/documents/childcare_framework.pdf
Relevant Journals











Australian Journal of Early Childhood. The Journal of Early Childhood Australia Inc.
Broadside – The Community Child Care Monthly Newsletter. Community Child Care Cooperative Ltd. (NSW)
Child Care Exchange. The early childhood Leaders Magazine. (United States)
Every Child. The magazine of the Australian Early Childhood Association.
Gowrie RAP: Reflections. This is the quarterly magazine of the Gowrie Australia
Consortium.
Jigsaw. The magazine of the National Family Day Care Council of Australia
Network News. A quarterly publication of the Network of Community Activities.
Putting Children First. The quarterly newsletter of the National Childcare Accreditation
Council Inc.
Rattler. The children’s service magazine (quarterly). Community Child Care Cooperative Ltd. (NSW)
Totline. Quarterly magazine of Playgroup NSW Inc. & Playgroup Queensland
Young Children. The National Association for the Education of Young Children.
Washington.
Websites and online resources

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




ABC Kids
http://www.abc.net.au/abckids/
Australian Early Development Index
http://www.rch.org.au/australianedi/edi.cfm?doc_id=12278
The book garden
http://www.thebookgarden.com.au
Child Development Institute
http://www.childdevelopmentinfo.com/index.htm
Child, youth and women’s health service
http://www.cyh.com/HealthTopics/HealthTopicCategories.aspx?p=122
Early Childhood Australia
http://www.earlychildhoodaustralia.org.au
Everything preschool
http://www.everythingpreschool.com/
Federal Government Virtual Children's Hub
http://mychild.gov.au/
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014
Page 23 of 26











Growing Lifestyle
http://www.growinglifestyle.com.au/au/j11177
Kiddles
http://www.kididdles.com/
Kids spot
http://www.kidspot.com.au/index.asp
Lady Gowrie Child Centre, Sydney
http://www.gowrie-sydney.com.au/
Network of Community Activities.
Resources and Information for OOSH Services
http://www.netoosh.org.au/
Nursery rhymes
http://www.zelo.com/family/nursery/index.asp
Perpetual preschool
http://www.perpetualpreschool.com/
Project approach
http://www.projectapproach.org/
Raising Children Network: Child Development 6-9 years
http://raisingchildren.net.au/
Vege-Garden. Stages of development
http://www.cem.msu.edu/~leej/development-art.html
Zero to three
http://www.zerotothree.org/site/PageServer
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014
Page 24 of 26
SI Randwick College - Child Studies
SI Randwick College - Child Studies
TAFE
WEEK
WEEK
BEGINNING
WEEK
ENDING
SEMESTER 1, 2012
Monday
Friday
6th February
10th February
1
Overview to Unit/Assessment tasks.
Monday
2
Friday
Plan and provide aesthetic experiences for children
13th February
17th February
Elements 1-4,Required skills & knowledge
Monday
Plan and provide aesthetic experiences for children
Friday
20th February
Elements 1,3,4 Required skills & knowledge
24th February
Monday
Plan and provide aesthetic experiences for children
Friday
27th February
Elements 1,3,4 Required skills & knowledge
2nd March
3
4
Monday
5
5th March
Monday
6
12th March
Monday
7
19th March
Monday
8
26th March
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Plan and provide aesthetic experiences for children,
Support children to participate in the expressive arts,
Provide a variety of experiences. Elements 1,3,4 Required
skills & knowledge
Plan and provide aesthetic experiences for children,
Support children to participate in the expressive arts,
Provide a variety of experiences. Elements 1,3,4 Required
skills & knowledge
Plan and provide aesthetic experiences for children,
Support children to participate in the expressive arts,
Provide a variety of experiences. Elements 1,3,4 Required
skills & knowledge
Plan and provide aesthetic experiences for children,
Support children to participate in the expressive arts,
Provide a variety of experiences. Elements 1,3,4 Required
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Friday
9th March
Friday
16th March
Friday
23rd March
Friday
30th March
Validated
by:
Validation
due:
HM/FH
January
2014
Page 25 of 26
skills & knowledge
Monday
9
2nd April
Plan and provide aesthetic experiences for children,
Support children to participate in the expressive arts,
Provide a variety of experiences. Elements 1,3,4 Required
skills & knowledge
Thursday
5th April
Assessment Due – two (2) resource folders
VACATION (Friday 6th April – Sunday 22nd April)
Provide developmentally appropriate dramatic and
imaginative play experiences for children, Element 2
Required skills & knowledge
Friday
Provide developmentally appropriate dramatic and
imaginative play experiences for children, Element 2
Required skills & knowledge
Friday
Friday
7th May
Provide developmentally appropriate dramatic and
imaginative play experiences for children, Element 2
Required skills & knowledge
Monday
Preparation for Work placement
Friday
Monday
10
23rd April
Monday
11
30th April
Monday
12
27th April
4th May
11th May
13
14th May
Monday
18th May
Work Placement
Friday
14
21st May
Monday
25th May
Work Placement
Friday
15
28th May
Monday
1st June
Work placement presentations and reflection
Friday
16
4th June
Tuesday
17
12th June
Monday
18
18th June
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
8th June
Provide developmentally appropriate dramatic and
imaginative play experiences for children, Element 2
Required skills & knowledge
Provide developmentally appropriate dramatic and
imaginative play experiences for children, Element 2
Required skills & knowledge
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Friday
15th June
Friday
22nd June
Validated
by:
Validation
due:
HM/FH
January
2014
Page 26 of 26
TAFE
NSW ©
Version
Number 2
2011
Validated
Assessments
Unit of
Competency
CHCFC508A
Hard copy
located in
Section file in
BM2
Validated
for delivery
for F/T
Last
validated:
January
2011
Validated
by:
Validation
due:
HM/FH
January
2014