Integrated Workplace TaskPart 4 CHCECE009; CHCECE017; CHCECE018; CHCECE022; CHCECE023; CHCECE024 Integrated Workplace Assessment Task CHCECE009 Use an approved learning frameworkUnit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.CHCECE017 Foster the holistic development and wellbeing of the child in early childhoodUnit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age.CHCECE018 Nurture creativity in childrenUnit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to nurture creativity in children.CHCECE022 Promote children’s agencyUnit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to promote and encourage children’s agency.CHCECE023 Analyse information to inform learningUnit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to gather and analyse information about children’s learning, in order to inform practice.CHCECE024 Design and implement the curriculum to foster children’s learning and developmentUnit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to design, implement and evaluate the curriculum to foster children’s learning and development. Assessment Requirements 008: Child Study One (Child aged 2-6 years) 009: Child Study Two (Child aged 0-24 months) 010: Child Study Three (Child aged 0-6 years): Interest Based Project The three focus children for the Child Studies must be of varying ages (see table below). All other workplace tasks will have the age stated where appropriate. You will need to ensure that the child’s parent/guardian has given consent for you to observe their child. Please ensure that the parent/guardian returns the consent form prior to commencing the assessment tasks. The completed consent forms must be submitted with your assessments. Focus childAgeTask 008 – Child Study One2 – 6yrsTask 009 – Child Study Two0 – 24 monthsTask 010 – Child Study Three0 – 6yrs NOTE: The ages selected for your child studies can be negotiated with your trainer and assessor prior to commencing the task.If you have not completed CHCECE005 Provide care for babies and toddlers you MUST do Task 005 Child Study Two on an actual child aged 0 – 24 months in a regulated education and care service. Authenticity Requirements Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s exclusion from a unit or the entire course. The following activities will be considered plagiarism: Presenting any work by another individual as one’s own intentionally or unintentionallyHanding in work copied from another student.Presenting the work of another individual or group as their own work.Handing in work without the adequate acknowledgement of sources used, including work taken totally or in part from the internet. You must PRINT AND SIGN this document Student Declaration You must sign your completed workplace tasks and acknowledge the authenticity of your work prior to submission to the College. I understand my responsibility to provide assessment responses with my own materials and thoughts, except where specifically acknowledged or taken from other sources. The material contained in these tasks is my own work. I understand that at any time if it is shown, that in an assessment task, a student has significantly misrepresented material, any assessment outcome awarded to that student on the basis of this material may be revoked including any qualification outcomes and/ or statement of attainmentName:Signature:Date: Supervisor Declaration Your workplace supervisor must view your completed workplace tasks and acknowledge the authenticity of your work prior to submission to the College. I can confirm this task was completed by the above-named student, in a regulated children’s service. These tasks were completed in accordance to organisation policy and procedures.Supervisor: Signature:Date: Assessment Instructions Students are required to complete a range of assessment tasks throughout the training period to demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills ALL workplace assessment tasks MUST be completed within a regulated children’s service. Workplace supervisors must authenticate these tasks have been completed, under supervision and to an acceptable workplace standard for organisation policies and procedures. Attempting assessment tasks Students are required to provide appropriate responses to the indicated questions for each task. Assessment Outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission. Student Appeals Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of the decision or finding. Required Readings In order to complete this unit of competency you are required to access the following key resources. Textbook Kearns, K. (2017). Birth to Big School (4th ed.). Working in Early Childhood Education and Care Series.Victoria: Cengage Learning Australia.Kearns, K. (2017). Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (4th ed.). Victoria: Cengage Learning Australia. Core Documents Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009). Australian Government Department of Education, Employment and Workplace Relations. Canberra: DEEWR. (Accessed January 2018)Educators’ Guide to the Early Years Learning Framework for Australia.(2010).Canberra: Australian Government Department of Education, Employment and Workplace Relations. (Accessed January 2018)Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018) Additional Readings for this Unit Australian Children’s Education and Care Quality Authority. (2014). Guide to Developing a Quality Improvement Plan. ACT: Commonwealth of Australia. http://www.acecqa.gov.au/ (Accessed January 2018)Australian Children’s Education and Care Quality Authority. (2018). Quality Improvement Plan Template. ACT: Commonwealth of Australia. http://www.acecqa.gov.au/nqf-changes/information-sheets-and-resources (Accessed January 2018)Kearns Education. (2013). Sam’s Developmental Profile SAMPLE.Kearns Education. (2013). Kara’s Developmental Profile SAMPLEKearns Education. (2013). Guidelines for Planning 2013.Australian Government Department of Education, Employment and Workplace Relations. (nd). Developmental Milestones and the Early Years Learning Framework and the National Quality Standards.Canberra: DEEWR. (Accessed January 2018)Early Childhood Australia. (2011). Documenting Learning. The Early Years Learning Framework Professional Learning Program e- Newsletter, 9 (Accessed January 2018)Early Childhood Australia. (2011). Documenting Learning 2.The Early Years Learning Framework Professional Learning Program e-Newsletter, 10. (Accessed January 2018)Early Childhood Australia. (2011). Learning Outcomes. The Early Years Learning Framework Professional Learning Program e-Newsletter, 6. (Accessed January 2018)Early Childhood Australia. (2011). Observing Children. National Quality Standard Professional Learning Program e-Newsletter, 39.(Accessed January 2018)Early Childhood Australia. (2011). Planning for Learning 2. The Early Years Learning Framework Professional Learning Program e-Newsletter, 14. (Accessed January 2018)Early Childhood Australia. (2012). Summative Assessment. National Quality Standard Professional Learning Program e-Newsletter, 40. (Accessed January 2018)Early Childhood Australia. (2012). Responding to children’s play. National Quality Standard Professional Learning Program e-Newsletter, 34. (Accessed January 2018) Early Childhood Australia. (2012). Interest-based learning. National Quality Standard Professional Learning Program e-Newsletter, 37. (Accessed January 2018) Early Childhood Australia. (2012). Evaluating and communicating about children’s learning. National Quality Standard Professional Learning Program e-Newsletter, 48. (Accessed January 2018)Early Childhood Australia. (2012). Inquiry-based learning. National Quality Standard Professional Learning Program e-Newsletter, 45. (Accessed January 2018) Early Childhood Australia. (2012). Noticing and recording learning. National Quality Standard Professional Learning Program e-Newsletter, 55. (Accessed January 2018) Early Childhood Australia. (2012). Planning the program. National (Accessed January 2018) Quality Standard Professional Learning Program e-Newsletter, 57. (Accessed January 2018) Recommended Websites A-Z Teacher Stuff: http://www.atozteacherstuff.com (Accessed January 2018)ABC Play School: http://abc.net.au/children/play/ (Accessed January 2018)Family Education:https://www.familyeducation.com/search/Movement+and+Music+Activities+for+Toddlers (Accessed January 2018)Gary and Carol Crees – Adventures in Music, Movement and Wellbeing: http://www.adventuresinmusic.com.au/ (Accessed January 2018)Healthy Kids NSW – Munch n Move resources: https://www.healthykids.nsw.gov.au/campaigns-programs/munch-move-resources.aspx (Accessed January 2018)Pinterest Page: http://www.pinterest.com/intchildcarecol/ (Accessed January 2018)Preschool Education:www.preschooleducation.com/ (Accessed January 2018)Preschool Express: http://www.preschoolexpress.com (Accessed January 2018)Red Ted Art: http://www.redtedart.com/2012/04/13/exploring-the-great-artists-30-art-projects-for-kids/ (Accessed January 2018)Songs for Teaching: http://www.songsforteaching.com/preschoolkindergartenearlychildhood/activity-movement-songs/ (Accessed January 2018) (Insert child’s name) Child Study 1Developmental Profile Insert Child’s Photo 008 Child Study One: 2-6 years CHCECE009 Use an approved framework to guide practice CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood CHCECE018 Nurture creativity in children CHCECE022 Promote children’s agency CHCECE023 Analyse information to inform learning CHCECE024 Design and implement the curriculum to foster children’s learning and development Pre-Activity 1 To complete this task refer to Chapter 9 of your textbook ‘Frameworks for Learning and Development’. You will also access the following readings: Belonging, Being and Becoming: The Early Years Learning Framework for Australia.Developmental Milestones and the Early Years Learning Framework and the National Quality Standards.Documenting Learning.Documenting Learning 2.Educators’ Guide to the Early Years Learning Framework for Australia.Guidelines for Planning 2013.Guide to Developing a Quality Improvement Plan.Kara’s Developmental Profile SAMPLELearning Outcomes.Observing Children.Planning for Learning 2.Quality Improvement Plan TemplateSam’s Developmental Profile SAMPLE.Summative Assessment. Activity Instructions Child Study One (2 – 6 years). An essential feature of an effective planning framework is an integrated system for observing and documenting the learning and development of individual children and groups of children. Educators use their professional knowledge and skills to observe document and interpret information about children. This information is the foundation for planning successful programs that support children’s learning. This task requires you to gather, interpret and plan for one Focus Child aged between 2 – 6 years. Your focus child needs to be in attendance at the service for at least 3 days per week. With your Workplace Supervisor: Discuss the entire Child Study task with your Workplace Supervisor. Gain permission to complete this task.In consultation select a focus child who attends at least 3 – 5 days per week.Plan a schedule for the completion of this task and establish the best times to perform the observations using the Child Study Activity Checklist.When you have completed your observations and planned your experiences, discuss and seek written approval prior to implementation and submission for assessment.Ask your Workplace Supervisor to sign and date the activity templates where indicated. To complete this task: You must gain written parental permission prior to commencing this taskon your focus child. Include this permission with your Child Study when you submit this assessment.You must develop a process to gather the information and observations in collaboration with your Workplace Supervisor.You must complete all the information and observation tasks on your focus child.Undertake the observation documentation progressively, ensuring you gather information and observations over time and in a variety of spaces.Use the templates provided.Use the Child Study Activity Checklist to help you manage this task.You must, at all times, respect the privacy and confidentiality of the child, family and service and ensure you follow the service policies, procedures and philosophy.Think carefully about each activity and reflect on what you are learning about the child’s development and learning holistically.Remember that all documentation for this task can be read by parents – keep your language professional and avoid making value statements about the focus child you observe. Note: It is your responsibility to have your work signed-off, any work submitted that has not been signed off will be returned incomplete. Child Study One: 2 – 6 years Activity ChecklistThis checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time, plan and complete all the requirements for this Child Study.Student Name:Complete / DateSupervisor SignatureDiscuss and plan Child Study task with Workplace SupervisorPre PlanningFocus child selectionGive Parental/Guardian the Observation Consent FormParent permission given and Observation Consent Form returned. Include with Child Study documentation.Developmental Profile Title PageCommence the Focus Developmental Profile once written parental permission has been grantedActivity 1Give All About Me form to familyAll About Me form returnedComplete Child Information FormActivity 2Physical Development ChecklistAnecdotal ObservationWork SampleJottingsRunning RecordLearning Story on your focus child engaged in an experience.Activity 3Developmental SummaryDevelopmental Summary – Reflection and PlanningAdditional Support – Using InformationActivity 4Plan and document two Individual Experience PlansImplement the two Individual Experience PlansEvaluate the two Experience PlansActivity 5Plan, implement and evaluate small group experience – FeelingsPlan, implement and evaluate small group experience – PatternsPlan, implement and evaluate Dramatic Play KitAll tasks approved and signed by Workplace Supervisor OBSERVATION CONSENT FORM This letter confirms _____________________________(student’s name) is a student of the College, undertaking assessment in relation to observing and planning for children. As a student he/she is required to learn about individual child development and complete observations. We would like to request permission to observe your child __________________________(child’s first name). Please complete the section below and return it to the Children’s Service. OBSERVATION CONSENT FORMI give permission for observations and photographs of my child to be collected as part of the learning process for students of the International Child Care College. I understand that any information collected will be treated confidentially by the students and the staff of the college. I understand that the observations and photographs of my child will be used by the students in the study of child development and planning for children, and that neither my child nor my family will be identified by last name in these studies. Students for the International Child Care College have my permission to observe and photograph ____________________ (child’s first name) for the purpose of course work. Signature Parent/Guardian_________________________________________________ Date: ________________________________ Activity 1 Building a Picture of the Whole Child. This task requires you to gather information about your focus child and their family: Give the All About Me information sheet to your focus child’s family and ask them to complete and return it. Alternatively you may interview the Parent/Guardian and child to gather the information.Discuss with your Workplace Supervisor how you will share the child study with the child and the child’s family (i.e. will you provide a copy on the completion of all tasks?).Discuss how you will share the information appropriately to respect confidentiality in line with the services policy and procedures.Utilising information from your Workplace Supervisor, workplace documentation, enrolment form, parents and observations, complete the Child Information Sheet. Document your answers on the ‘All About Me’ template and ‘Child Information’ templates. Child Study One: 2 – 6 years All About MeDear Parent /Guardian I am currently undertaking workplace experience at your child’s service. As part of my studies I am required to plan experiences to support children’s development and learning. So that I can get to know your child better could you please share some information with me by completing the information below about your child. Thank you.Child’s First Name:Date of Birth:Who is in my family?My favourite things are…My family’s goals for me…Things I do with family… Child Study One: 2 – 6 years Information SheetComplete this Information Sheet in consultation with educators, families, enrolment form, and by observing the child and their routines.Child’s First Name:Age: _________years ________monthsLength of time the child has been attending the service:Attendance PatternMondayTuesdayWednesdayThursdayFridayRoutinesSeparation Routine How child separates on arrival e.g. cuddle, wave etc.Self-Help Skills: Dress/undress self; Toilet self/wash/dry hands; Manage spoon/fork; Pour own drink.Usual Sleep Routine: Does child usually have afternoon sleep? Comforters?Self Expression: Ability to communicate their needs/wants.Play/Transitions: Ability to make appropriate play choices. Ability to manage transitions, follow directions.Child Interests: observe, ask child, ask staff, ask parents.Child Family Background: e.g. family structure, culture Activity 2 Observing the Whole Child. This task requires you to complete six different types of observations of your focus child. For each observation you will need to: Observe the child in each area of development: physical, social/emotional, cognitive, language, creative.Interpret the observation using your knowledge of child development.Develop goals for the child based on your observation.Link your goals to the Early Years Learning Framework: Principles, Practices and Learning Outcomes (including sub-element).Develop plans (including experiences, resources and strategies) to meet these goals in the future. Discuss your observations with your Workplace Supervisor and ask them to sign all of your completed observations. Document your answers on the ‘Observation’ templates. Child Study One: 2 – 6 years Physical DevelopmentChild’s First Name:Age:____years _____monthsDate:Note: This checklist is designed to provide you with a very general summary of basic skills that can be observed – it is not intended that this checklist should replace written observations of the child, but rather, as a beginning learner of child development, to provide you with a basic awareness of some of the many skills you may (or may not) observe as you work with the child. You are only required to complete the Checklist section for your Focus Child’s age. CHECKLIST KEY: Achieving Attempting Not Observed/Ready Checklist 2 years – 3 years Checklist 3 – 6years Can turn pages of book Able to manipulate play dough Able to thread large beads Able to place pegs in pegboard Able to use art/craft utensils E.g. paintbrush Able to scribble with pencils Moves to music and plays simple instruments Can throw a ball with some sense of direction Can kick a ball Can run Can walk along wide balance board Can jump up and down Can jump on trampoline Other: Kick moving/stationary ball Can throw/catch ball Can climb up/over obstacle equipment Can balance along beam Can jump on trampoline Good co-ordination and control Have ________hand preference (right/left) Good hand-eye co-ordination Can thread small beads Can manipulate scissors to cut Holds and manipulates writing utensils to draw objects Can join small pieces of construction Drawing recognisable pictures Can write his/her name Other: Interpretation/Analysis of Development: Future Goal:Future Experience and Resources:Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –Observed By:Supervisor Name:Supervisor Signature:Date:Child Study One: 2 – 6 years Anecdotal ObservationChild’s First Name:Age:____years _____monthsDate:Setting/Context:Area of development:Observation: Insert Photo/s OptionalInterpretation/Analysis of Development: Future Goal:Future Experience and Resources:Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –Observed By:Supervisor Name:Supervisor Signature:Date: Child Study One: 2 – 6 years Work SampleChild’s First Name:Age:___years ____monthsObserver:Setting/context:Area of development:Collect a work sample from your focus child (documentation of the child’s drawing, artwork, writing sample, photograph of construction etc.). Insert the original piece of work with the child’s permission or photocopy the piece of work and insert or attach to the assessment. You are required to write a brief description about the work sample. You may include the child’s comments regarding the sample (as appropriate).Interpretation/Analysis of Development: Future Goal:Future Experience and Resources:Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –Observed By:Supervisor Name:Supervisor Signature:Date: Child Study One: 2 – 6 years JottingsChild’s First Name:Age:___years ____monthsArea of development:Insert: Photo/s OptionalInsert: Photo/s OptionalInsert: Photo/s optionalJotting 1 Date:Jotting 2 Date:Jotting 3 Date:Interpretation/Analysis of Development: Future Goal:Future Experience and Resources:Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –Observed By:Supervisor Name:Supervisor Signature:Date: Child Study One: 2 – 6 years Running RecordChilds First Name:Age:____years _____monthsDate of Observation:Area of development:Location:Other Children Present:TimeObservations over 3 min periodInterpretation/Analysis of Development: Future Goal:Future Experience and Resources:Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –Observed By:Supervisor Name:Supervisor Signature:Date: Child Study One: 2 – 6 years Learning StoryWrite a Learning Story observation about your focus child being involved in an experience. Include the following: Title (insert title of Learning Story). Today…. (Insert: Date, child’s name and continue to write the story about what was observed). Reflection on learning…. (Insert: interpretation about the child’s learning that occurred). Where to next….. (Insert: EYLF Goal, Learning Goal, Experience and Resources). Photo/s and the inclusion of other children are optional.(Insert Title)Today….Reflection on learning….Insert: Photo/s Optional Where to next….Observed By:Supervisor Name:Supervisor Signature:Date: Activity 3 Developmental Summary. This task requires you to complete a Developmental Summary on your focus child in Child Study One. Collate the information you have gathered about your focus child in Activity 1 and the six observations completed in Activity 2. Using the Developmental Summary reflect on what developmental area/skill/interest/learning outcomes you would like to work on to support/extend your focus child’s development. Provide a reason for why you have chosen this area/s. Document your answers on the ‘Developmental Summary’ and’ Reflection and Planning’ templates. Child Study One: 2 – 6 years Developmental SummaryUsing point form, summarise the child’s development. What have you learned about your focus child?Child’s Name:Age: yrs monthsDate:Attendance Pattern: Monday Tuesday Wednesday Thursday FridayObserver:Family Background:Child’s Interests:Physical Development:Social/Emotional Development:Language Development/Communication:Cognitive Development: Child Study One: 2 – 6 years Reflection and PlanningChild’s Name:Students Name:Reflection:Based on your focus child’s Developmental Summary, what area/skill/interest/learning outcomes would you like to work on to support/extend your focus child’s development and/or learning? Explain why you have chosen these area/s.Future Planning: Choose two Learning Outcomes related to your reflection above and develop a goal to support this Learning Outcome. Describe the provisions, resources, experiences, routine, teaching strategy and/or environments you could provide to promote this learning?EYLF Outcome:EYLF Outcome:Goal to support Learning Outcome:Goal to support Learning Outcome:Future experiences/provisions:Future experiences/provisions:Supervisor Name:Supervisor Signature:Date: Activity 4 Planning, Implementing and Evaluating Experiences. Your task now is to plan and implement twolearning experiences to support the development of your focus child using the reflection and planning you undertook in Activity 3. You will need to complete an experience plan for each of the two experiences prior to undertaking these experiences. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours prior to the implementation. Your planned experiences: Must provide a rationale for how the experience and goals supports the child’s development.Must link to your focus child observations, developmental summary or reflections and their interests, strengths or identified needs.May include routine tasks or one-to-one interactions with the educator, or be set up as a provision/learning area available to all children.May include other children if appropriate e.g. a small or large group experience. Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved. Reflect on your role in the experience and how you managed the group. Discuss with your Workplace Supervisor and use their feedback to assist you in developing a goal for your future professional development. Document your answers on the ‘Individual Experience Plan’ templates. Child Study One: 2 – 6 yearsIndividual Experience Plan – Experience 1Name of Child:Age: yrs monthsDate of Implementation:Goal: (How will this experience support the child’s development/learning? What do you want to achieve?)EYLF Learning Outcome –Sub-element –Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)Rationale: (Why did you choose this experience e.g. child’s interest, skill/knowledge development, intentional teaching etc.)Time:Location: Indoors Outdoors Routine Task_____________________ Other _____________________________Resources:Transition Strategy:(List the resources and materials you will use for the experience)(How will you gather children to the experience? How will you smoothly transition the children to the next experience/routine at the conclusion?) Description of Experience/Procedure:Pedagogical Practices (Teaching strategies/adult’s role):(List/describe how you intend to implement the experience with the children from beginning (set up) to end. What will the children be required to do?)(What role will you play in the experience? How will you facilitate children’s engagement, learning and development? E.g. initiating, modeling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions. What strategies will you use to assess children’s learning and development?)Student Name:Experience Plan Approved: Yes NoComments:Supervisor Name:Supervisor Signature:Date: Child Study One: 2 – 6 years Experience Evaluation and Reflection – Experience 1Evaluation of Goal: (How did the experience meet the goal and outcomes? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc? Were there any spontaneous teaching moments? Were there any unplanned outcomes? If so identify these aspects and what you did.)Future Planning: (What next…how will you extend, revisit or build upon this experience, future teacher strategies, further develop goals? Will you vary the experience or work on a new skill/interest? How will you extend/encourage/challenge children’s ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further the child’s learning and development?)Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your interactions with the child; how you supported the child; how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)Professional Goal: (What can you work on to improve your skill/s?)Supervisor Comment/Feedback:Supervisor Name:Supervisor SignatureDate Child Study One: 2 – 6 yearsIndividual Experience Plan – Experience 2Name of Child:Age: yrs monthsDate of Implementation:Goal: (How will this experience support the child’s development/learning? What do you want to achieve?)EYLF Learning Outcome –Sub-element –Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)Rationale: (Why did you choose this experience e.g. child’s interest, skill/knowledge development, intentional teaching etc.)Time:Location: Indoors Outdoors Routine Task_____________________ Other _____________________________Resources:Transition Strategy:(List the resources and materials you will use for the experience)(How will you gather children to the experience? How will you smoothly transition the children to the next experience/routine at the conclusion?) Description of Experience/Procedure:Pedagogical Practices (Teaching strategies/adult’s role):(List/describe how you intend to implement the experience with the children from beginning (set up) to end. What will the children be required to do(What role will you play in the experience? How will you facilitate children’s engagement, learning and development? E.g. initiating, modeling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions. What strategies will you use to assess children’s learning and development?)Student Name:Experience Plan Approved: Yes NoCo
