Task 1:
Resource starter kit (Off the job) (Value - AC/NC) Due Date: ..........................
Develop, select and/or make up a variety of resources that you could use to stimulate and support visual arts experiences , dramatic and imaginary play resources and the presentation of music and movement experiences for children 0-6 years.
Your visual arts resources - should include a variety of interesting, aesthetic, culturally rich and diverse, developmentally appropriate, and safe visual arts, musical and other sensory stimuli materials. For example a selection of natural objects-shells, seed pods, culturally specific objects, sensory materials and/ or stimulus pictures.
Your dramatic and imaginary play resources – should include items and props that you could use to support dramatic and imaginary play experiences for children 0-6 years and 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.
Your music Resources - will need to include a minimum of 8 items to support the presentation of music and movement experiences for children 0 – 6 years of age. These resources should represent a variety of interesting, developmentally appropriate and safe music and movement props. You may include for example: home made sound makers/instruments, hand or finger puppets or feltboard pieces that relate to specific songs or rhymes or movement props like scarves or streamers. You will also need to include a reference list of recorded music suitable for a range of ages of no less than ten (10) items.
You will need to use some of these resources during your work placement.
Submit your kit in a suitable storage container or containers.
You are to also write a report (500 word minimum) with the following information
 A list of the resources
 Developmental appropriateness/age range suitability of the resources
 How each resource supports the extension of musical, aesthetic and/or creative concepts or dramatic/imaginary play
 Describe strategies that you could use to facilitate and extend the children’s musical concepts and/or their dramatic and imaginary play with these resources?
 How do your resources reflect children’s interests, diversity and inclusive principles?
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Task 2:
Music and movement experiences (On the job) (Value - AC/NC) Due Date: ..........................
On work placement or during play session plan, implement and evaluate two music and movement provisions/spaces based on documented interests and capabilities of children. Use the planning format provided by your teacher/facilitator.
In addition you are to evaluate two spontaneous music and movement experiences.
In all cases for each activity make sure you identify:
 What musical concept/movement skill will be introduced through this experience?
 What materials, equipment or props you need to present the experience?
 What skills the child/ren need in order to participate in this activity?
 In what manner is this activity inclusive or how it needs to be adapted to be inclusive?
 What safety/hygiene considerations would you need to think about?
 What presentation techniques and strategies would you use to manage/guide various size groups of children?
Task 3: Planning for Aesthetic/Visual Arts/Dramatic Play Experiences (On the job) a) Monitoring
While on work placement or in a realistic simulated situation such as play session or in your workplace observe the aesthetic experiences, visual arts and dramatic and imaginary play spaces.
You will need to use an appropriate observation/documentation method to record the child/ren’s exploration of visual arts media and imaginary play. For example play story, work samples, photos with written comments. You will need to reflect on the observation/documentation and use this as a basis for your planning.
b) Learning Opportunities and Experiences i) Aesthetic Experiences/Visual Arts
Plan and implement an aesthetic/visual arts space based on your observation/documentation. The space needs to be aesthetic, creative, developmentally appropriate over a range of developmental stages and safe. Use the planning format provided by your teacher/facilitator.
Your plan must include strategies for supporting the children to participate in the expressive arts.
After implementing the experience, you will need to reflect on the child/ren’s engagement with the visual arts media. Based on your reflections adapt the space for the following day - For example provide additional stimulus and /or materials. Be sure to record your reasons for the adaptations you make on the planning format.
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ii) Dramatic/Imaginary play
Plan and implement a dramatic/ imaginary play space based on your observation /documentation. The space needs to be aesthetic, creative, inclusive, developmentally appropriate over a range of developmental stages and safe. Use the planning format provided by your teacher/facilitator.
Your plan must include strategies for supporting the children to participate in dramatic and imaginary play.
After implementing the experience, you will need to reflect on the child/ren’s dramatic/imaginary play.
Based on your reflections adapt the space for the following day - For example add props, books, pictures, writing materials etc. Be sure to record your reasons for the adaptations you make on the planning format.
Task 4:
Programming and planning tasks (On the job) (Value - 50%) - Due Date: .................................
Part 1: Outdoor/Indoor Learning Space
 Select one learning space within the indoor environment of the centre where you are undertaking your work placement.
 Write down the purpose of this space, its location in relation to the remainder of the centre and list resources, which are available to the children within that space.
 For what age/stage of development has this space been organised
 Write down your reflections about how this space facilitates the children’s play and understanding.
 What changes can you make to this space which will allow children’s curiosity, creativity and problem solving to be extended
 What resources and/or props could you add to enrich this space
 How can you organise this space to increase aesthetic awareness.
 Make the changes
 Diarise the children’s responses to your changes
Part 2: Ongoing experience/project
 Observe a small group of children
 Record those observations using a range of formal and informal tools
 What are these children’s emerging skills and interests
 Create 2 or more planning webs based on the children’s interests
 Plan an ongoing play experience or project which you think will extend these children’s emerging skills and interests
 Describe the materials and resources you will present
 List some questions you could use to extend children’s curiosity and understandings
 Implement the experience and document children’s initial responses
 What now are the possibilities for extending/modifying this experience?
 Re visit this experience with the children with at least one of the possibilities
 Evaluate
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Part 3: Plan implement and evaluate a program of experiences for the indoor and outdoor environment for 1 week
For this assessment event you should incorporate the observations, reflections and planning you have already completed for Tasks 1 to 4 above into an approved programming format for a one week period.
For example the two planned music experiences from Task 2 could appear as part of your program of experiences for this assessment event as could your aesthetic/visual arts/dramatic/imaginary play spaces from Task 3 and your outdoor or indoor learning space and the ongoing experience/project from Task 4.
The programming format should be discussed and approved by your teacher before implementation or before you proceed on work placement.
Task 5
Workplace performance (On the Job) and Journals (Off & On the job) For
CHCFC507A, CHCFC508A and CHCPR502D (Value - AC/NC)
Due Date: ..........................
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:
 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.
A work journal is like a diary where you record events, activities and interactions that demonstrate your responses in a variety of situations. It is a self-reporting tool that allows you to show your competence in relation to particular units and associated elements and performance criteria. You should make regular and varied entries based on what you do in class, class discussion, unit notes on work placement or in a simulated work place environment.
Your journal can include summaries of class discussion, information from your class handouts, information from relevant industry documents, photos of class activities, feedback on practical class activities.
Presentation: It is expected that the majority of your assignment will be typed/word processed with your name and Unit of Competency addressed in the header or footer of each page.
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These assessment activities address the evidence requirements for the Unit of Competencies
CHCFC507A, Use music as a medium to enhance children’s experience and development,
CHCFC508A Foster children’s aesthetic and creative development and CHCPR502D Organise
experiences to facilitate and enhance children’s development as follows:
Practical skills checklists
Learner’s Name:
Assessment Dates:
Location:
Key: Demonstration of Practical
Skills (DP)
Evidence of
Associated
Documentation
(AD)
Industry
Supervisor
Feedback (SF)
CHCFC507A Use music as a medium to enhance children’s experience and development
Strategic
Questioning
Of the learner
(SQ)
Practical skills DP AD SF SQ Comments
All elements



Encourages interest, appreciation and experimentation with music and movement
Selects appropriate music and movement resources
Demonstrates and encourages understanding of basic musical concepts
 NC  AC
1 Provide a range of developmentally appropriate music and movement experiences

Identify and provide a wide range of music experiences for children that may be used to enhance children’s development



Identify and provide a wide range of movement experiences for children that may be used to enhance children’s development
Select and provide appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity
Provide opportunities for children to practise developing skills
 NC  AC
2. Support facilitate and extend children’s participation in music and movement

Set up environment in a way that encourages children’s participation in developmentally appropriate music and movement experiences


Link music and movement activities and make them relevant to children’s daily life in care
Formulate strategies to encourage development of  NC  AC
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Practical skills child’s individual music and movement potential

Encourage improvisation with instruments


Design program to respond to children’s interests that arise spontaneously as they participate in music and movement experiences
Use strategies to model appropriate attitudes and interaction to encourage children’s input and participation in music and movement experiences
3. Plan and implement a range of developmentally appropriate music and movement experiences

Use observations of individual children and groups of children to plan developmentally appropriate music and movement experiences for children




Select and present a range of stimulating developmentally appropriate and inclusive music experiences for individual children and small groups of children
Select and present a range of stimulating developmentally appropriate and inclusive movement experiences for individual children and small groups of children
Use a range of methods to evaluate children’s participation in and reactions to planned music and movement experiences
Make ongoing modifications to stimulate interest and involvement in music and movement experiences, based on evaluation information
Overall Grade
 NC  AC
Assessor Name & Signature
Date
Learners Name & Signature
Date
DP AD SF SQ Comments
 NC  AC
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CHCFC508A Foster children’s aesthetic and creative development
Practical skills Evidence
 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 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 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
Overall Comments & Grade
 NC  Pass  Credit  Distinction
Assessor Name & Signature
Date
Learners Name & Signature
 DP
 AD
 SF
 SQ
 DP
 AD
 SF
 SQ
 DP
 AD
 SF
 SQ
 DP
 AD
 SF
 SQ
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Comments
 NC  Pass
 Credit  Distinction
 NC  Pass
 Credit  Distinction
 NC  Pass
 Credit  Distinction
 NC  Pass
 Credit  Distinction

Date
CHCPR502D Organise experiences to facilitate and enhance children’s development
Learner’s Name:
Assessment Dates:
Location:
Key: Demonstration of
Practical Skills (DP)
Evidence of
Associated
Documentation
(AD)
Industry Supervisor
Feedback (SF)
Practical skills DP AD SF SQ Comments
Strategic
Questioning
Of the learner (SQ)
All elements
 Demonstrates knowledge of children’s development
 Demonstrates personal beliefs and values about children’s play and learning
 Demonstrates effective interpersonal and active listening skills
 Shows contingency management skills
1. Establish an environment that can foster children’s development
 Provides opportunities for children to plan and/or modify their environment
 Designs environment to accommodate all aspects of children’s development and curiosity
 Design environment to provide children with a choice of experiences
 Implement strategies to engage children in activities, especially those who have difficulty entering or exiting situations
 Provide materials that capture attention, stimulate response and engage children
 NC  AC
 NC  AC
2. Provide creative and challenging opportunities which stimulate learning and development of the child
 Encourages the child to gain skill and competence by persevering with a developmentally significant activity
 Provide a range of creative experiences, play areas and materials, including natural and recycled materials to encourage children to explore and make choices
 Make opportunities for active free play and independent play
 Provide opportunities for children to practice  NC  AC
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Practical skills developing skills
 Provide experiences and activities for all principal areas of development
 Arrange and implement appropriate experiences according to organisation guidelines
3. Plan, implement and evaluate developmentally appropriate experiences for children
 Use observations of the children and their views to guide the program
 Develop program in consultation with others
 Use stories, visual materials and activities that show diversity among children and adults
 Plan program to reflect the range of children’s needs, abilities and interests
 Assist children to participate in a wide range of leisure activities
 Ensure program responds to children’s interests that arise spontaneously as they participate
 Use program to introduce children to new ideas and experiences as well as to provide familiar experiences
 Ensure program provides opportunity for children to follow up activities of high interest
 Ensure program is inclusive and allows for full participation of all children
 Implement strategies to deal with contingencies that may arise
 Review program according to organisation procedures to ensure ongoing relevance and quality
4. Encourage children’s involvement in experiences
 Consult children about activities to be made available
 Acknowledge and value children’s work
 Encourage child to choose activities to support aspects of their development
 Encourage child to participate in a variety of experiences
 Adapt activity to cater to a child’s response to the activity
 Demonstrate respect for child’s choice not to participate
Overall Grade
 NC  AC
Assessor Name & Signature
DP AD SF SQ Comments
 NC  AC
 NC  AC
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Practical skills
Date
Learners Name & Signature
Date
DP AD SF SQ Comments
Evidence Requirements
This collectively describes the sufficient evidence a learner needs to provide to achieve this Unit of
Competency. Learners must pass all events.
Learners must provide evidence of the ability to use music and movement with children by:


Planning and implementing a range of developmentally appropriate music & movement experiences for a range of ages that support and extend children’s interests, skills and responses.
Using strategies and interactions effectively to foster and extend children’s appreciation of music and music in both planned and spontaneous situations

Setting up appropriate environments and opportunities that support music and movement experiences and encourage experimentation, expression & enthusiasm using a variety of music mediums
Grading Criteria
Results are reported as

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:
 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
All expected performance criteria must be assessed at a pass level to achieve a pass in this module.
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Task 3
Workplace performance (On the Job) and Journals (Off & On the job) (Value - AC/NC)
Due Date: ..........................
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:
 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.
A work journal is like a diary where you record events, activities and interactions that demonstrate your responses in a variety of situations. It is a self-reporting tool that allows you to show your competence in relation to particular units and associated elements and performance criteria. You should make regular and varied entries based on what you do in class, class discussion, unit notes on work placement or in a simulated work place environment.
Your journal can include summaries of class discussion, information from your class handouts, information from relevant industry documents, photos of class activities, feedback on practical class activities.
Presentation: It is expected that the majority of your assignment will be typed/word processed with your name and Unit of Competency addressed in the header or footer of each page.
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These three assessment activities address the evidence requirements for the Unit of Competency
CHCFC507A, Use music as a medium to enhance children’s experience and development as
follows:
Practical skills checklist
Learner’s Name:
Assessment Dates:
Location:
Key: Demonstration of Practical
Skills (DP)
Evidence of
Associated
Documentation
(AD)
Practical skills
All elements

Encourages interest, appreciation and experimentation with music and movement


Selects appropriate music and movement resources
Demonstrates and encourages understanding of basic musical concepts
Industry
Supervisor
Feedback (SF)
Strategic
Questioning
Of the learner
(SQ)
DP AD SF SQ Comments
 NC  AC
1 Provide a range of developmentally appropriate music and movement experiences

Identify and provide a wide range of music experiences for children that may be used to enhance children’s development



Identify and provide a wide range of movement experiences for children that may be used to enhance children’s development
Select and provide appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity
Provide opportunities for children to practise developing skills
 NC  AC
2. Support facilitate and extend children’s participation in music and movement


Set up environment in a way that encourages children’s participation in developmentally appropriate music and movement experiences
Link music and movement activities and make them relevant to children’s daily life in care

Formulate strategies to encourage development of child’s individual music and movement potential
 NC  AC
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Practical skills

Encourage improvisation with instruments


Design program to respond to children’s interests that arise spontaneously as they participate in music and movement experiences
Use strategies to model appropriate attitudes and interaction to encourage children’s input and participation in music and movement experiences
3. Plan and implement a range of developmentally appropriate music and movement experiences

Use observations of individual children and groups of children to plan developmentally appropriate music and movement experiences for children

Select and present a range of stimulating developmentally appropriate and inclusive music experiences for individual children and small groups of children



Select and present a range of stimulating developmentally appropriate and inclusive movement experiences for individual children and small groups of children
Use a range of methods to evaluate children’s participation in and reactions to planned music and movement experiences
Make ongoing modifications to stimulate interest and involvement in music and movement experiences, based on evaluation information
Overall Grade
 NC  AC
Assessor Name & Signature
Date
Learners Name & Signature
Date
DP AD SF SQ Comments
 NC  AC
Evidence Requirements
This collectively describes the sufficient evidence a learner needs to provide to achieve this Unit of
Competency. Learners must pass all events.
Learners must provide evidence of the ability to use music and movement with children by:
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


Planning and implementing a range of developmentally appropriate music & movement experiences for a range of ages that support and extend children’s interests, skills and responses.
Using strategies and interactions effectively to foster and extend children’s appreciation of music and music in both planned and spontaneous situations
Setting up appropriate environments and opportunities that support music and movement experiences and encourage experimentation, expression & enthusiasm using a variety of music mediums
Grading Criteria
Results are reported as

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:
 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
All expected performance criteria must be assessed at a pass level to achieve a pass in this module.

Employability Skills Framework for Diploma Children’s Services (CHC50908)
Communication Teamwork Problem solving
Initiative and enterprise
Planning and organising
Self management
Learning Technology
1. Listening and understanding
2. Speaking clearly/directly
3. Reading and interpreting workplace related documentation
1. Working as an individual and a team member
2. Working with diverse individuals and groups
3. Applying knowledge of own role as part of a team
1. Developing practical and creative solutions to workplace problems
2. Showing independence and initiative in identifying problems
3. Solving problems individually or in teams
1. Adapting to new situations
2. Being creative in response to workplace challenges
3. Identifying opportunities that might not obvious to others
1. Collecting, analysing and organising information
2. Using basic business systems for planning and organising
3. Being appropriately resourceful
1. Being selfmotivated
4. Writing to address audience needs
5. Interpreting the needs of internal/ external clients
6. Applying numeracy skills to workplace requirements
7. Establishing and using networks
8. Sharing information
9. Negotiating responsively
10. Persuading effectively
4. Applying teamwork skills to a range of situations
4. Applying a range of strategies in problem solving
5.
Identifying and utilising the strengths of other team members
6. Giving feedback, coaching and mentoring
5. Using numeracy skills to solve problems
6. Testing assumptions and taking context into account
7. Listening to and resolving concerns in relation to workplace issues
8. Resolving client concerns relative to workplace responsibilities
4. Generating a range of options in response to workplace matters
5. Translating ideas into action
6. Developing innovative solutions
7. Developing a strategic, creative, longterm vision
4. Taking initiative and making decisions within workplace role
5. Participating in continuous improvement and planning processes
6. Working within or establishing clear work goals and deliverable’s
7. Determining or applying required resources
8. Allocating people and other resources to tasks and workplace requirements
9. Managing time and priorities
10. Adapting resource allocations to cope with contingencies
5. Taking responsibility at the appropriate level
1. Being open to learning new ideas and techniques
7. Contributing to the learning of others
9. Developing own learning pathways
10. Developing own learning plans
1. Using technology and related workplace equipment
2. Articulating own ideas and vision
3. Balancing own ideas, values and vision with workplace values and requirements
4. Monitoring and evaluating own performance
2. Learning in a range of settings including informal learning
3. Participating in ongoing learning
4. Learning in order to accommodate change
2. Using technology to organise data
3. Adapting to new technology skill requirements
4. Applying
OHS knowledge when using technology
5. Learning new skills and techniques
6. Taking responsibility for own learning
8. Applying a range of learning approaches
5. Applying technology as a management tool
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11. Being appropriately assertive
12. Empathising
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