Pre-requisites

None.

Co-requisites

None.

Competencies covered

Competency: CHCECE042 Foster holistic early childhood learning, development and wellbeing

Element: 1. Extend knowledge of early childhood learning and development.

 1.1. Explore and compare theories and research from credible sources about early childhood development and learning.
1.2. Assess the relevance of information in relation to own pedagogical practices and philosophy.
1.3. Assess the relevance of information in relation to service and child context.
1.4. Identify and use opportunities to update and enhance own knowledge.
1.5. Share knowledge with colleagues and others involved in the care and education of children.

Element: 2. Support children’s sense of belonging.

 2.1. Explore and compare theories and research from credible sources about sense of belonging.
2.2. Develop relationships with, and knowledge of, children and their families.
2.3. Develop and implement strategies to build children’s sense of belonging.
2.4. Monitor and evaluate strategies used to build children’s sense of belonging.

Element: 3. Plan and provide opportunities for children’s learning and development.

 3.1. Support children’s understanding of the link between physical fitness and their health and well-being.
3.2. Create opportunities for children to develop positive self-image and identity through play.
3.3. Provide opportunities for children to recognise their own and others’ emotions and to release feelings using a range of strategies.
3.4. Provide opportunities for children to investigate ethical issues relevant to their lives and communities.
3.5. Structure experiences in a way that promotes cooperation and conflict resolution.
3.6. Create a literacy-rich environment including opportunities to engage with familiar and unfamiliar culturally constructed text.
3.7. Provide resources that encourage children to experiment with images and print to support language and literacy learning.
3.8. Provide opportunities for children to participate in science, mathematics, engineering and technology experiences.
3.9. Assess and monitor children’s skills and development across all developmental domains.

Element: 4. Foster holistic and collaborative practice.

 4.1. Implement teaching and learning strategies that are suitable to support specific developmental areas.
4.2. Encourage children to explore, experiment and take risks through planning and providing learning environments and opportunities with appropriate levels of challenge across developmental areas.
4.3. Plan and provide opportunities through play for children’s agency through being active decision makers in the learning environment.
4.4. Create opportunities for children to participate in meaningful ways in group discussion and shared decision-making.
4.5. Build opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising.
4.6. Ensure a balance between child-initiated learning and intentional teaching.
4.7. Assess children’s learning obtained from both planned and spontaneous experiences.

Element: 5. Evaluate work practice.

 5.1. Monitor children’s learning and development through observation and critical reflection.
5.2. Identify and use opportunities to gather feedback from colleagues, families and children.
5.3. Use children’s responses and feedback to critically reflect on own pedagogical practice.
5.4. Collaborate with stakeholders to regularly evaluate work practices and document outcomes according to service guidelines.
5.5. Use evaluation outcomes to inform future practice.
Competency: CHCECE048 Plan and implement children’s education and care curriculum

Element: 1. Seek information to inform curriculum design.

 1.1. Seek feedback from colleagues, children and families on current curriculum and learning environments using formal and informal communication methods.
1.2. Identify and reflect on how practices, resources philosophy and policies of the service may impact curriculum design and adaptation.
1.3. Establish current strengths and goals for improvement from information gathered.

Element: 2. Design curriculum.

 2.1. Identify and access information from observations and analysis that will inform design.
2.2. Clarify specific objectives, learning environments and educator roles using the approved framework’s learning outcomes, principles and practices.
2.3. Design curriculum and environments that foster holistic learning and provide continuity of learning and transitions.
2.4. Provide the opportunity for scaffolding learning and development.
2.5. Integrate a balance between child-initiated and educator-led learning.
2.6. Plan monitoring and assessment of children’s learning consistent with principles and practices of the approved framework and allow for planned and unplanned experiences.
2.7. Document curriculum according to service guidelines and the requirements of the National Quality Framework.

Element: 3. Implement curriculum.

3.1. Identify and access required materials for learning opportunities.
3.2. Set up the physical environment according to requirements of learning experiences, ensuring accessibility for all children.
3.3. Use techniques and intentional teaching to co-construct meaning with children and ensure there are sustained interactions.
3.4. Provide opportunities for children’s collaborative learning.
3.5. Scaffold learning in ways that support children’s development over time.
3.6. Identify spontaneous teachable moments as they occur and use them to build on children’s learning.
3.7. Model and promote positive learning dispositions.

Element: 4. Evaluate teaching and learning.

4.1. Monitor children’s learning and use critical reflection of outcomes and own pedagogical practices for continuous refinement.
4.2. Identify and use opportunities to share information and gather feedback from colleagues, families and children.
4.3. Use and expand on children’s ideas and skills to refine curriculum.
4.4. Evaluate and critically reflect on planned and unplanned teaching and learning, in the context of the approved frameworks.
4.5. Make evaluation a regular collaborative activity, and document outcomes according to service guidelines.
4.6. Use evaluation outcomes to influence the design of future curriculum.

Element: 1. Seek information to inform curriculum design.

 1.1. Seek feedback from colleagues, children and families on current curriculum and learning environments using formal and informal communication methods.
1.2. Identify and reflect on how practices, resources philosophy and policies of the service may impact curriculum design and adaptation.
1.3. Establish current strengths and goals for improvement from information gathered.

Element: 2. Design curriculum.

 2.1. Identify and access information from observations and analysis that will inform design.
2.2. Clarify specific objectives, learning environments and educator roles using the approved framework’s learning outcomes, principles and practices.
2.3. Design curriculum and environments that foster holistic learning and provide continuity of learning and transitions.
2.4. Provide the opportunity for scaffolding learning and development.
2.5. Integrate a balance between child-initiated and educator-led learning.
2.6. Plan monitoring and assessment of children’s learning consistent with principles and practices of the approved framework and allow for planned and unplanned experiences.
2.7. Document curriculum according to service guidelines and the requirements of the National Quality Framework.

Element: 3. Implement curriculum.

3.1. Identify and access required materials for learning opportunities.
3.2. Set up the physical environment according to requirements of learning experiences, ensuring accessibility for all children.
3.3. Use techniques and intentional teaching to co-construct meaning with children and ensure there are sustained interactions.
3.4. Provide opportunities for children’s collaborative learning.
3.5. Scaffold learning in ways that support children’s development over time.
3.6. Identify spontaneous teachable moments as they occur and use them to build on children’s learning.
3.7. Model and promote positive learning dispositions.

Element: 4. Evaluate teaching and learning.

4.1. Monitor children’s learning and use critical reflection of outcomes and own pedagogical practices for continuous refinement.
4.2. Identify and use opportunities to share information and gather feedback from colleagues, families and children.
4.3. Use and expand on children’s ideas and skills to refine curriculum.
4.4. Evaluate and critically reflect on planned and unplanned teaching and learning, in the context of the approved frameworks.
4.5. Make evaluation a regular collaborative activity, and document outcomes according to service guidelines.
4.6. Use evaluation outcomes to influence the design of future curriculum.

Unit Description

This unit cluster (C) focuses on Planning, Learning and Development and covers the following competencies:

Topics

Planning, Learning and Development

Unit offerings

Face to face: (Demand based)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.