III

© Commonwealth of Australia 2013

This work is copyright. You may download, display, print, reproduce, adapt and modify this
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are reserved.
The Australian Government Department of Education, Employment and Workplace Relations
(DEEWR) developed the RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood
Education and Care as part of the national Recognition of Prior Learning (RPL) Initiative. It
was based on good practice identified in the 2006–2009 Council of Australian Governments
(COAG) RPL Program, including the RPL Assessment Tool Kit developed by the Western
Australian Department of Training and Workforce Development under that program.
The RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care
is provided in the following five companion documents:
 Assessor Guide
 Candidate Guide
 Workplace Guide
 Forms and Templates
 Unit Mapping
This document is the Assessor Guide. It provides assessors with information to assist them
in conducting high quality candidate-focussed RPL assessments for the CHC50113 Diploma
of Early Childhood Education and Care.

ISBN
978-1-74361-121-0 [PDF]
978-1-74361-122-7 [DOCX]

Editing, structuring and writing components of the RPL Toolkit by Cheryl Leary,
Quality Training Concepts Pty Ltd, with assistance from Andrew Jones, purple infinity.
RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood
Education and Care Assessor Guide

Contents
1. Introduction 1
Welcome 1
What is the RPL Toolkit? 1
How does this version of the RPL Toolkit relate to the 2012 version? 1
RPL approach in the RPL Toolkit 2
Can I contextualise the RPL Toolkit? 3
What is in each component of the RPL Toolkit? 3

2: Good practice RPL for the ECEC profession 5

Quality outcomes from RPL 5
RPL good practice points 5
Industry drivers 6
Workforce characteristics 6

3. Qualification requirements and units in this resource 9

Training Package 9
How many units are required for the qualification? 9
What units are in this resource? 9
What if other electives are chosen? 9
Unit clusters 10
Which clusters and pathways apply to which candidates? 10
Clusters 1 to 5 11
Clusters 6 to 10 11
Unit versions and current policy, legislative and regulatory requirements13

4. Summary of RPL-related processes 14

Enquiry and RPL application 14

© Commonwealth of Australia 2013 Contents Page iii

 Table summarising the five RPL process steps 15
Recording and certification 18
Related issues 18
Group RPL 18
Gaining workplace support 18
Candidate self-directed gap activities 19

5. Details of the steps in the RPL processes 20

Before Step 1 20
Step 1: Initial interview, followed by candidate self-evaluation 20
Conducting the initial interview and planning for the RPL 20
After the initial interview 21
Reviewing Step 1 documentation 21
Preparing the candidate for the next steps 21
Step 2: Competency conversations 22
Preparing for the competency conversation interview 22
Conducting the competency conversation interview 22
Considering evidence from Step 2 processes 23
Step 3: Workplace assessment tasks 24
Step 4: Third party reporting 25
Step 5: Finalising the assessment decision and RPL process 25

Appendix: Resources and websites 26

Resources 26
Websites 27

© Commonwealth of Australia 2013 Contents Page iv

RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood
Education and Care Assessor Guide

1. Introduction
Welcome
Welcome to the RPL Assessment Toolkit for CHC50113 Diploma of The RPL Toolkit is an important component of the RPL Initiative,
Early Childhood Education and Care—called the RPL Toolkit in this providing a comprehensive suite of resources to assist assessors,
resource. This is the Assessor Guide. candidates and workplaces to participate in RPL processes. Its five
companion volumes, each designed for a particular audience and
This resource provides assessors with information to assist them to
purpose, are described from Page 3 of this resource.
conduct high quality Recognition of Prior Learning (RPL)1 services
to educators working in early childhood education and care. How does this version of the RPL Toolkit relate to the
What is the RPL Toolkit? 2012 version?
The RPL Assessment Toolkit for CHC50113 Diploma of Early
The RPL Toolkit was designed to support the Australian
Childhood Education and Care is based on the 2012 version—the
Government’s national RPL initiative for the early childhood
RPL Assessment Toolkit for CHC50908 Diploma of Children’s
workforce announced in the 2011–12 Federal Budget.
Services (Early childhood education and care)—updated for the
The RPL Initiative aims to increase the number of educators in the replacing qualification.
Early Childhood Education and Care (ECEC) profession holding
Users familiar with the 2012 RPL Toolkit version will note that some
formal early childhood qualifications, and to improve retention of
Competency Conversation Recording Tools and Workplace
experienced and skilled educators, particularly in rural and remote
Assessment Tasks now include more specificity under assessment
locations. It provides experienced educators with an opportunity to
requirements—for example, including minimum volume and
have their skills and knowledge recognised as meeting all or part of
frequency. Such unit requirements must be considered and
the requirements of a nationally recognised qualification.
included in the RPL assessment process. An emphasis has also
1
been added to various components that the Self-Evaluation
While the term ‘RPL’ is used in this resource, the process is also referred to as ‘Recognition’
in some Registered Training Organisations (RTOs) and in some States and Territories. Questions alone are not sufficient to determine competency.

© Commonwealth of Australia 2013 Section 1: Introduction Page 1

Appendix 1 in the 2012 version of the RPL Toolkit is Section 2 in Go to Section 4 for a summary of the RPL processes in a table, with
this version, reflecting the importance of good practice in RPL. responsibilities of assessors, candidates and workplaces. Section 5
gives detailed step-by-step instructions that could be particularly
Because the CHC50113 Diploma of Early Childhood Education and
useful for assessors when first using the RPL processes and
Care qualification includes more units than the replaced
various components of the RPL Toolkit.
qualification (CHC50908), this RPL Toolkit is larger than its
predecessor. And, because some of the CHC50113 core units are In summary, the RPL process involves structured steps through
also included in the CHC30113 Certificate III in Early Childhood which the assessor progressively gathers information on a
Education and Care, assessors must carefully consider pathways. candidate’s competence across unit clusters. Before the RPL
process begins, the candidate completes an information form, and
The RPL Toolkit components applicable to various candidates are
is given a Candidate Guide to help them to prepare.
explained in Section 3—including candidates with CHC30113,
candidates with the replaced Diploma or Certificate III qualifications,  Step 1 involves an initial interview between the assessor and
and candidates with no qualifications. Assessors should also refer candidate at which the assessor captures broad information and
to the CHC Community Services Training Package endorsed may suggest specific evidence for some units. An RPL
components and companion volumes when conducting Assessment Plan is drafted in this meeting, and the assessor
assessments and determining approaches for candidates. advises the candidates of the next steps. Post- interview, the
candidate undertakes a broad self-evaluation, gains workplace
RPL approach in the RPL Toolkit verification, and provides the completed forms back to the
The RPL approach promoted in the RPL Toolkit involves candidate- assessor on an agreed date.
focussed RPL and holistic assessment. The approach was informed
 Step 2 involves the assessor conducting ‘competency
by the COAG RPL Program—a significant national RPL initiative
conversation’ interviews, usually in the workplace, based on a
conducted between 2006 and 2009—and is based on good practice
question bank for each unit cluster. Before the first interview,
identified in that comprehensive program. Section 2 provides details
the assessor considers evidence from Step 1 and advises the
on RPL good practice approaches for the ECEC profession.
candidate of the units to be covered. During the interview, the
The RPL Toolkit approach does not rely solely on documentary assessor records responses and considers evidence. For most
evidence sourced by the candidate. Instead, it uses a combination candidates, more than one interview will be required.
of processes by which evidence of competence is progressively
 Step 3 involves the candidate undertaking workplace
gathered—these include an initial interview, self-evaluation,
assessment tasks where practical skills can be demonstrated as
structured competency conversations, workplace assessment
required. The RPL Toolkit includes one or more assessment
tasks, and additional third party reporting if required.
tasks for each cluster of units; however, the assessor can adapt
The RPL Toolkit approach is fully explained in this Assessor Guide. the templates for these if other demonstrations are required.

© Commonwealth of Australia 2013 Section 1: Introduction Page 2

 Step 4 involves further workplace verification through third party What is in each component of the RPL Toolkit?
reporting if the assessor considers that additional evidence or
The RPL Toolkit is in five companion volumes, which provide
verification is needed.
comprehensive advice and resources for assessors, candidates
 Step 5 involves all the processes the assessor and Registered and workplaces. The five volumes are described below.
Training Organisation (RTO) undertake to finalise the RPL
 Assessor Guide: The Assessor Guide (this document) contains
assessment process for the candidate. This includes actions
introductory information, good practice RPL approaches, and
such as determining final assessment outcomes, providing
detailed information on the RPL process. Assessors should
candidates with feedback and options, completing RTO-
read this document carefully to ensure they understand the
required documentation, and awarding candidates with the
process, and how the various components are used. The
qualification or a Statement of Attainment.
Appendix lists resources that could be useful.
Please note: As the RPL Toolkit’s target group is people who are
 Candidate Guide: The Candidate Guide is a resource for the
working in ECEC workplaces, workplace observation and
candidate, to be provided before the RPL process begins. It
assessment by the assessor is possible and is required. Some
provides information on RPL assessment processes and
units of competency also specify workplace assessment.
expectations. Candidates may have further questions, and are
Can I contextualise the RPL Toolkit? directed to the assessor to provide them with additional
information and support.
Yes, you may contextualise the RPL Toolkit to suit the needs of
candidates, employers or enterprises, or to meet RTO procedures.  Workplace Guide: The Workplace Guide is for the candidate’s
However, co-badging with an RTO’s logo is not allowed. workplace. It provides information on RPL and the role of the
workplace representative in verifying the candidate’s
Assessors must ensure their RPL assessments meet the required
demonstrated skills and knowledge, and in facilitating workplace
Standards under which the RTO is registered 2, current Training
visits and activities for RPL assessments as required. The RTO
Package requirements, and any RTO or regulatory requirements.
or assessor should provide the Workplace Guide to the
Therefore, assessors are advised to validate relevant components
workplace, preferably before the RPL assessment commences.
before use, or after any contextualisation or modification is made—
for example, by considering the assessment tools in the RTO’s  Forms and Templates: The Forms and Templates resource is
scheduled assessment validation processes. for the assessor. It contains assessment instruments and tools
for candidate self-evaluation, competency conversations, and
workplace assessment tasks, and includes assessor and
candidate instructions. It also includes a candidate information
2
Depending on the RTO’s registering body, and at the time of writing, the Standards for NVR
Registered Training Organisations or the AQTF Essential Conditions and Standards for
form, an RPL assessment plan template, a sign-off form for
Continuing Registration.

© Commonwealth of Australia 2013 Section 1: Introduction Page 3

 workplace representatives, a third party report template, and a In addition, if a candidate already holds one or more units in a
form for recording assessment outcomes. The use of each cluster, assessors may consult the mapping to determine
template or form is summarised in the Introduction. Assessors assessment methods for single units. The assessor could also
should provide the required forms to the candidate or use the mapping as a marking reference during assessment, as
workplace, and use the assessment tools in conducting RPL. it contains unit content, thus indicating responses to be
addressed by the candidate in assessment.
Assessors may adapt, add to or substitute forms or templates,
for example, where the RTO’s policies and procedures require Given the critical role of assessors, they should be aware of all of
this, or where a candidate chooses electives other than those the RPL Toolkit components. However, the key volumes for
provided for in the RPL Toolkit. Please note that the forms and assessors to use and understand are the:
templates are also available as individual Word files.
 Assessor Guide
Assessors should also note that the criteria for assessment are
 Forms and Templates resource (and the individual Word files
included in the RPL assessment tools. For example, in the:
holding the forms and templates for assessment tools)
 Competency Conversation Recording Tools—under ‘Key
 Unit Mapping resource.
points to be addressed by the candidate’
 Instructions for Candidate on Workplace Assessment Tasks
—under ‘How will I be assessed in this task?’
 Workplace Task Observation Tools—under 'Description of
the Workplace Assessment Task'.
Assessors can also use the Unit Mapping resource described
below as a guide when assessing—the Competency
Conversations and Self-Evaluation Questions are mapped to
the units of competency.
 Unit Mapping: The Unit Mapping resource is for the assessor,
and may also be of interest to personnel responsible for the
RTO’s quality assurance and compliance. It provides detailed
mapping of unit components to the assessment tools and
sources of evidence. Assessors may need to consider the
mapping in determining assessment methods for each unit
cluster, or in validation processes.

© Commonwealth of Australia 2013 Section 1: Introduction Page 4

 RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Assessor Guide

2: Good practice RPL for the ECEC profession

© Commonwealth of Australia 2013 Section 2: Good practice RPL for the ECEC profession Page 5
 RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Assessor Guide

Quality outcomes from RPL

The RPL Toolkit resources promote high quality RPL assessment
When dealing with candidates, use workplace language and job
for people working in the Early Childhood Education and Care
roles, rather than the language of Training Packages and units
(ECEC) profession. Industry concerns about the quality of
of competency. Assist candidates to identify appropriate
Children’s Services qualification outcomes3 informed the Industry
evidence as required—assessors can also do this in a natural
Skills Council in its recent review of the qualifications.
setting when conducting RPL assessment processes in the
Each assessor must be capable of making sound professional workplace.
judgements. RPL must strike a balance between on the one hand
 Candidate focus: The individual candidate should be ‘front and
having sufficient rigour, and on the other hand, not involving over-
centre’— RPL is more effective when candidates are fully
assessment. Assessors should consider and access mechanisms
considered, supported and confident.
to continuously improve the quality of their assessment processes
—for example, through involvement in professional development, Use plain English in communicating with candidates and guide
assessor validation processes, Communities of Practice, online and support them through the process. Seek candidate
activities, and RPL or industry assessor networks. information, and consider individual circumstances and needs.

RPL good practice points  Enterprise and industry business needs: RPL should
contribute to workforce development, enterprise productivity and
Assessors should consider the following general RPL good practice the bottom line.
points, with some tips for assessors in italics below each.
Take steps to ensure your industry knowledge is current so you
 Contemporary RPL processes: The RPL Toolkit promotes can engage effectively with workplaces.
candidate-friendly, industry responsive approaches. Candidates
should not have to independently determine what is valid  Assessor capacity: Skilled assessors who can confidently
evidence, or to navigate what can be complex units of make sound RPL professional judgements are critical to the
competency: that is the role of the assessor. RPL process. They should support and encourage the
candidate, assisting them to find natural workplace evidence of
competency where possible.
Take up opportunities for professional development, such as
offered under the national RPL Initiative, and access assessor
networks or other support mechanisms.

3
The Community Services and Health Industry Skills Council’s Environmental Scan 2010
identified concerns about the quality of outcomes (CSHISC 2010, p. 31).

© Commonwealth of Australia 2013 Section 2: Good practice RPL for the ECEC profession Page 6
 RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Assessor Guide

 RPL provision: Candidates should have a smooth provision of

RPL services from first contact to RPL outcome. This includes Research shows the vital importance of the early childhood
providing candidates with the information they need, ensuring years. ECEC educators need to understand how their actions
the RTO responds appropriately to enquiries, providing RPL relate to the quality of the child’s experience and to children’s
leadership in RTOs, and embedding RPL in RTO processes. development, and to be able to coherently convey relevant
issues to parents and others within their role context.
You may wish to consider how RPL information and support is
provided in your RTO, and whether this can be improved.  High skill levels: Directors and teachers apply a complex and
diverse range of skills and knowledge including people skills,
Industry drivers management skills and pedagogical leadership. People in
RPL assessors working with the Early Childhood Education and contact roles provide direct care and education to children and
Care (ECEC) profession should also be aware of current industry the skills they require to do this are also complex, and perhaps
drivers for quality assessment such as in the following overview. increasingly so. For some, such as family day care educators,
these high level skills are applied under minimal supervision.
 Focus on quality: The workforce is moving towards greater
professionalism and accountability. Workforce characteristics
In 2009, the Council of Australian Governments (COAG) agreed RPL must take account of the needs and circumstances of
to a new National Quality Framework (NQF) for early childhood individuals, and should also consider the workforce characteristics
education and care and school age care, to be implemented and context. Some points you might need to consider in providing
from 1 January 2012. The NQF aims to strengthen the focus on RPL to this diverse workforce are summarised below.
quality practice in working with young children. The capacity of
the workforce and qualifications in this is critical. RPL assessors
must understand relevant aspects such as the National Quality
Standard and the national Early Years Learning Framework
(EYLF) and how these relate to the work of ECEC educators.
 New challenges: Expectations of ECEC educators have
changed (and the term ‘educators’ is now preferred to ‘child-
care workers’.) Directors and teachers now need to provide
pedagogical leadership, and people in contact roles need to
understand relevant aspects such as child development,
program planning and relationships with families.

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 RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Assessor Guide

 Workplace diversity: Children’s services are provided  Current experience: Many individuals in the ECEC workforce
throughout Australia and reflect its wide diversity, both in its are highly experienced, with over a quarter of paid contact staff
settings and in its participant demographics. Almost a million having had ten or more year’s experience. More experienced
children are provided with early childhood education and care individuals are more likely to hold ECEC qualifications than
services in Australia. Over half this provision is in long day care those who are less experienced. Some experienced ECEC
centres and 10% involves family day care. This includes many educators who hold the required skills and knowledge will have
service providers and individuals in diverse settings and the confidence to take on RPL; others might not. Assessors
locations, and involves private, public and not for profit should be aware that all candidates require support in
provision. In all this diversity there is a commonality: 94% of undertaking RPL processes. This may include support in using
workforce is female.4 RPL must take account of the diversity of computers to complete tools such as self-evaluation forms.
workplaces and participants.
 Centre-based ECEC educators: Centre-based ECEC
 Qualifications: Directors and teachers typically hold high-level educators provide long day care in purpose built settings,
VET qualifications or Higher Education qualifications, and employed on a part time, full-time or casual basis. There could
people in contact roles with children commonly hold either be issues for centre-based educators in accessing, and being
certificate level qualifications or no post high school provided with, time release to participate in RPL. Most are
qualifications. Approximately 22% of long day care educators under the age of 40 and 97% are female: some can be
and 40% of family day care educators do not have an ECEC assumed to have family responsibilities that might impact on
qualification—this lack of experience with formal education and RPL participation. Almost half work full time, and the remainder
training could impact on the confidence of candidates to either work short or long part time shifts, but very few work more
participate in RPL. than 40 hours per week. Depending on workplace
arrangements, some of these individuals may have access to
 Workplace expertise: Given qualifications and experience,
technology in the centres, although this will vary. Assessors
directors and teachers in centre-based care, and those
must consider issues and opportunities for candidates working
coordinating family day care schemes, are likely to hold the
in centre-based services, and adjust arrangements accordingly.
skills and knowledge to support ECEC educators in undertaking
RPL (and to provide any required third party verifications or
workplace gap training activities). RPL assessors should tap
into this potential resource.

4
Unless otherwise stated, the statistics in this section are from the 2010 National Early
Childhood Education and Care Workforce Census.

© Commonwealth of Australia 2013 Section 2: Good practice RPL for the ECEC profession Page 8
 RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Assessor Guide

 Family day care educators: Family day care (FDC) educators

provide education and care to children in home settings, usually
their own home, under a scheme or coordination unit. Most are
self-employed. As such, may not be able to access traineeships
and lose income when they do not work. Over 60% of these
educators are aged over 40 years and approximately 18% are
over 55. Many work long hours, with almost 50% reporting they
work over 41 hours each week. FDC educators potentially face
issues such as isolation from support and information,
difficulties in compiling and presenting evidence, and the range
of issues that relate to rural and remote educators (FDC is more
prevalent in rural and remote settings). They might also have
difficulties in accessing and using technology. FDC coordinators
could also be candidates for RPL. Assessors must consider
issues for candidates and adjust arrangements accordingly.

© Commonwealth of Australia 2013 Section 2: Good practice RPL for the ECEC profession Page 9
 RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Assessor Guide

 Candidates with LLN needs: Some ECEC educators,

 Indigenous ECEC workforce: Aboriginal and Torres Strait
particularly those in contact roles, have lower level AQF
Islander ECEC educators work both in Indigenous-focussed
qualifications or no post-school qualifications—factors that can
services dealing exclusively or mainly with Indigenous children,
be associated with language, literacy and numeracy (LLN)
and in mainstream education and care services. Indigenous
inadequacies. LLN issues can impact on both the uptake and
people make up approximately 1.8% of long day care and 0.8%
success of RPL, and must be considered when providing RPL.
of family day care ECEC educators. The individual needs and
LLN support may be required before or during the RPL process.
circumstances of Aboriginal and Torres Strait Islander
candidates must be considered. Like other people in the ECEC  Remote Indigenous community context: RPL for the remote
workforce, they may have had negative prior educational Indigenous Children’s Services workforce must be carefully
experiences, impacting on their confidence to participate. considered to ensure it is guided by relevant knowledge and
experience, and that it is culturally appropriate including
 Rural workforce: Rural educators may be more isolated from
acknowledging Indigenous cultural competencies and contexts.
information and training services, and also may not have access
Good practice RPL in remote contexts should be guided by the
to high-speed Internet services and other technology, although
RTO’s experience with that target group. Implementation
this cannot be assumed for all rural candidates. Approaches
challenges could include remote locations, and barriers such as
must be guided by local knowledge and the experience of the
lack of access to technology, lack of skills in using technology,
RTO in provision for this target group. Depending on the
language considerations including the need for local languages,
candidate and workplace, this should include workplace site
and literacy issues. Social factors such as family obligations,
visits, and could also include online information provision, online
and broader issues such as the seasons and weather may also
mentoring, and submission of evidence in e-portfolios.
need to be considered in implementation.
 Candidates from CALD backgrounds: ECEC educators from
RPL assessors working with remote Indigenous candidates
cultural and linguistically diverse (CALD) backgrounds can face
must be experienced with the target group and capable of
particular challenges depending on individual circumstances.
tailoring their approaches and assessment tools for remote
These may include language and literacy issues, and difficulties
contexts and the individuals concerned. This could include on-
in obtaining authenticated evidence of prior experience,
line approaches for those communities where this can be
particularly if they have been refugees. Without support, given
managed. Implementation should tap into existing networks and
prior educational experiences or possible inaccurate
State or territory support agencies where these exist.
assumptions about RPL, some people from CALD backgrounds
may not have the confidence or language skills to take up and
participate in RPL.

© Commonwealth of Australia 2013 Section 2: Good practice RPL for the ECEC profession Page 10
 RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Assessor Guide

3. Qualification requirements and units in this resource

Training Package  CHCORG624E Provide leadership in community services

delivery
The qualification CHC50113 Diploma of Early Childhood Education
 CHCPOL504B Develop and implement policy
and Care comes from the CHC Community Services Training
Package. Assessors must be very familiar with and follow the  CHCSAC005 Foster the holistic development and wellbeing of
requirements of the Training Package, and the requirements set out the child in school age care.
in the relevant units of competency. The companion volumes
should also be consulted. The latest version of the Training
What if other electives are chosen?
Package can be downloaded from www.training.gov.au Assessors should not be limited by the electives in this resource,
and should assist candidates to carefully select suitable electives
How many units are required for the qualification? that meet the packaging rules and also maximise the candidate’s
Candidates must be assessed as competent in 28 units of opportunity to gain RPL for the qualification. Assessors should
competency (23 core units and 5 elective units) to be awarded the consult the Training Package and suggest elective units that relate
CHC50113 Diploma of Early Childhood Education and Care. directly to the candidate’s work roles (such as family day care
educator or centre based educator). It is highly recommended that
What units are in this resource? candidates select any units that are compulsory for people working
This RPL Toolkit supports RPL for 27 units of competency from in early childhood education and care in that State or Territory.
the CHC50113 Diploma of Early Childhood Education and Care— Assessors should be very familiar with any such requirements.
22 of the 23 core units required for the qualification5 and five
Where an elective a candidate selects is not in the RPL Toolkit,
elective units. The five elective units in this RPL Toolkit are:
assessors should source or develop assessment tools in line with
 CHCORG428A Reflect on and improve own professional the RTO’s policies and procedures, and will need to adapt the RPL
practice Toolkit assessment tools for a cluster if an elective is deleted or
 CHCORG506E Coordinate the work environment added. Alternatively, RTOs could offer an additional elective or
electives and give a Statement of Attainment for any units attained
beyond the qualification requirements.
5
The unit HLTAID004 Provide an emergency first aid response in an education and care
setting is not included in this RPL Toolkit, apart from the capacity to record its attainment on The Word versions of the assessment tools in the Forms and
the RPL Assessment Outcomes Form.

© Commonwealth of Australia 2013 Section 3: Qualification requirements and units in this resource Page 11
 RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Assessor Guide

Templates resource could provide a useful basis for assessment Examples of different pathways into the CHC50113 Diploma of
tool development for any additional electives. Assessors could also Early Childhood Education and Care include (at least) the following.
use their networks to share any assessment tools they develop for
 Candidates may hold the CHC30113 Certificate III in Early
any electives not covered in the RPL Toolkit.
Childhood Education and Care. Therefore, they already hold ten
Unit clusters of the 23 core units of competency required for CHC50113.

To promote holistic assessment, the units of competency in this Candidates who provide evidence that they hold the ten
RPL Toolkit are combined into ten clusters of related units shown in core units in CHC30113 Certificate III in Early Education
the following pages. If you are reading this onscreen or in a and Care that are in Clusters 1 to 5 in this RPL Toolkit,
coloured copy, you will see that the clusters are colour-coded—the should be assessed against the units in Clusters 6 to 10 of
colours are also used in the companion volumes to help identify this RPL Toolkit.
components for the cluster.  Candidates may hold the replaced Children's Services
Clusters 1 to 5 relate to ten of 11 core units in the CHC50113 qualifications—CHC30708/12 Certificate III in Children’s
Diploma of Early Childhood Education and Care that are also core Services and CHC50908 Diploma of Children’s Services (Early
in the CHC30113 Certificate III in Early Education and Care. childhood education and care). Such candidates hold no units
Although the units are shared across the two qualifications, please equivalent to the units required for CHC50113 (unless they hold
note that Clusters 1, 2, 3 and 5 in this RPL Toolkit are not the same any specific CHC50113 core units or relevant electives).
as in the RPL Assessment Toolkit for CHC30113 Certificate III in Candidates who hold the replaced Children’s Services
Early Education and Care (they hold fewer units); however, Cluster qualifications (CHC30708/12, CHC50908) and none of the
4 in this RPL Toolkit is the same as in the Certificate III RPL Toolkit. CHC50113 core or relevant electives should be assessed
Clusters 6 to 10 relate to the remaining 12 core units required for against the units in Clusters 1 to 10 of this RPL Toolkit.
the CHC50113 Diploma of Early Childhood Education and Care and  Candidates may present with no Children's Services or Early
five elective units. Childhood Education and Care qualifications. Such candidates
hold none of the units of competency required for CHC50113.
Which clusters and pathways apply to which candidates?
Candidates who do not hold any Children’s Services or
Candidate pathways into the CHC50113 Diploma of Early
Early Childhood Education and Care qualifications should
Childhood Education and Care will vary depending on any relevant
be assessed against the units in Clusters 1 to 10 of this
units of competency the candidate already holds. Therefore,
RPL Toolkit.
although there are ten clusters of units in this RPL Toolkit, all
clusters will not be required for all candidates.  Note that there may also be candidates who hold relevant
individual units of competency that should be considered.

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In summary (and in general):

 if the candidate holds the CHC30113 Certificate III in Early Cluster 2—Workplace practices
Childhood Education and Care—the units in Clusters 6 to 10
in this RPL Toolkit apply CHCCS400C Work within a relevant legal and ethical
framework (core unit)
 if the candidate holds no equivalent qualifications (including
CHC30708/12 and CHC50908) or holds no qualifications or CHCECE009 Use an approved learning framework to guide
units—the units in Clusters 1 to 10 in this RPL Toolkit apply. practice (core unit)
Clusters 1 to 5 CHCPRT001 Identify and respond to children and young
people at risk (core unit)
Cluster 1—Nutrition and children’s health and safety

CHCECE002 Ensure the health and safety of children (core unit)

CHCECE004 Promote and provide healthy food and drinks

(core unit)

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Cluster 4—Physical and emotional wellbeing

CHCECE003 Provide care for children (core unit)

Cluster 3—Relationships with children CHCECE005 Provide care for babies and toddlers (core unit)

CHCECE007 Develop positive and respectful relationships with

children (core unit)

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Clusters 6 to 10
Cluster 5—Cultural awareness and competence
Cluster 6—Health, safety and quality
CHCECE001 Develop cultural competence (core unit)
CHCECE016 Establish and maintain a safe and healthy
HLTHIR404D Work effectively with Aboriginal and/or Torres environment for children (core unit)
Strait Islander people (core unit)
CHCECE019 Facilitate compliance in an education and care
service (core unit)

HLTWHS003 Maintain work health and safety (core unit)

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Cluster 8—Children’s development and wellbeing

Cluster 7—Leadership and service management
CHCECE017 Foster the holistic development and wellbeing of
CHCECE025 Embed sustainable practices in service
the child in early childhood (core unit)
operations (core unit)
CHCECE018 Nurture creativity in children (core unit)
CHCORG428A Reflect on and improve own professional
practice (elective unit) CHCSAC005 Foster the holistic development and wellbeing of
the child in school age care (elective unit)
CHCORG506E Coordinate the work environment (elective)

CHCORG624E Provide leadership in community services

delivery (elective unit)

CHCPOL504B Develop and implement policy (elective unit)

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Cluster 10—Children’s behaviour and inclusion

CHCECE020 Establish and implement plans for developing

cooperative behaviour (core unit)

CHCECE021 Implement strategies for the inclusion of all

children (core unit)
Cluster 9—Program design and implementation

CHCECE022 Promote children’s agency (core unit)

CHCECE023 Analyse information to inform learning (core unit)

CHCECE024 Design and implement the curriculum to foster

children's learning and development (core unit)

CHCECE026 Work in partnership with families to provide

appropriate education and care for children (core unit)

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ACECQA oversees the National Quality Framework and ensures

the consistent and effective implementation of the new system,
Note: The core unit HLTAID004 Provide an emergency first aid
which replaces existing State and Territory licensing and national
response in an education and care setting is not provided for in the
quality assurance processes. See information at
RPL Toolkit, apart from the capacity to record that it has been
http://deewr.gov.au/national-quality-framework-early-childhood-
attained in the RPL Assessment Outcomes Form. Depending on
education-and-care
regulatory and workplace requirements, some candidates may hold
the unit or its equivalent. If so, candidates could provide evidence
such as a Statement of Attainment. If they do not hold the unit, they
should be assessed against its requirements.
Unit versions and current policy, legislative and
regulatory requirements
This RPL Toolkit is based on Release 1 of the CHC Community
Services Training Package. The new qualifications were reviewed
and redeveloped to align to the National Quality Framework for
Assessors should be conversant with current industry trends and
Early Childhood Education and Care (the National Quality
requirements, including requirements under Australian Government
Framework).
and State or Territory Government policies, legislation and
The National Quality Framework applies to long day care, family regulations. In conducting RPL, assessors must ensure that each
day care, preschool (or kindergarten) and outside school hours candidate demonstrates appropriate understanding and application
services from 1 January 2012, with key requirements such as of all relevant current requirements. The Appendix to this document
qualifications, educator-to-child ratios and other key staffing provides links to some sources of information.
arrangements being phased in between 2012 and 2020. 
The National Quality Framework aims to raise quality and drive
continuous improvement and consistency in early childhood
education and care services through a national legislative
framework, the National Quality Standard, a national quality rating
and assessment process, and a national body—the Australian
Children’s Education and Care Quality Authority (ACECQA).

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4. Summary of RPL-related processes

The tables in this Section summarise RPL-related processes—from

first enquiry through to RPL assessment and certification.
Enquiry and RPL application
RTOs should facilitate a seamless transition from first enquiry to How this contact occurs, and how it is handled, will depend on the
contact with an appropriate person—perhaps the RPL coordinator, individuals involved and the RTO’s processes. However, to ensure
department head, or assessor—and RPL provision. The first potential candidates are not deterred, RTO staff members who
contact would usually involve an enquiry to the RTO from a respond to client enquiries should be informed about RPL and the
potential student, or perhaps from their workplace supervisor. RTO’s processes so they can provide accurate initial information.

Enquiry and application RTO’s responsibilities Candidate’s responsibilities Workplace responsibilities

Prospective RPL candidate Provide person enquiring with Read RTO-provided information Workplace representatives could
makes an enquiry and applies information about RPL. and complete any RTO-required support employees in their
to participate in RPL application forms or processes application to participate in RPL,
If they wish to apply, provide
such as assisting them to make
If accepted, the candidate the Candidate Information Complete the Candidate
the first contact with an RTO, and
completes a Candidate Form, Candidate Guide and Information Form and attach CV
assisting them to complete
Information Form to assist in any other RTO-required forms and any other workplace
application forms
Step 1 of the RPL process information as suggested on the
Follow the RTO’s procedures
form, and return it the RTO
such as processing
application, advising applicant, Go through the Candidate Guide
and providing the RTO’s to prepare for Step 1 of the
qualified RPL assessor with process—the initial interview
the candidate information

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Table summarising the five RPL process steps

The RPL process, as promoted in the RPL Toolkit, is summarised For example, an assessor might decide that the rules of evidence
below. More detail on how to conduct each step is provided in the are met for a unit at the end of Step 2, the ‘competency
next section of this resource (Section 5). In order to come to a conversation’, especially if this also includes workplace
professional assessment judgement, assessors need to take the observations (that is, the assessor may find at that point that the
following steps for each candidate until they have evidence of that evidence is valid, sufficient, current and authentic). If so, they
candidate’s competence for all required units of competency. may not need to include further assessment for that particular unit.
Because the process is cumulative, evidence will be progressively
Important note: Assessor observation of the candidate
gathered, and some steps may not be needed for some unit
demonstrating skills in the workplace is required and for most
clusters and candidates.
candidates all of the following steps will be required.

RPL assessment step Assessor’s responsibilities Candidate’s responsibilities Workplace responsibilities

Step 1: Initial interview, Before the interview, review Before the interview, reflect on Before the interview,
Candidate Information Form experience and roles, and current workplaces could support
followed by self- and any attached documents skills and knowledge employees to participate in initial
evaluation interview processes, such as
During the interview, go over During the interview, discuss
a) Assessor and candidate providing them with leave to
the Candidate Guide and broad details of relevant
participate in an initial attend it, or allowing the interview
discuss broad work roles. experience with assessor, select
interview, planning and initial to take place in the workplace
Develop the RPL Assessment electives, and participate in
document review session Plan. Give candidate the planning the RPL processes After the candidate has
Candidate Self-evaluation completed their self-
b) Candidate completes and After the interview, complete
Tools and Workplace evaluation, the workplace
returns Candidate Self- the Candidate Self-evaluation
Representative Form, showing representative signs the
evaluation Tools after the Tools; ask the workplace
them how to complete these Workplace Representative Form,
interview (with workplace representative to sign Workplace
then verifies candidate
verification) After they are returned, Representative Form and verify
performance and provides
evaluate evidence on the self-evaluation; copy forms
examples by completing relevant
c) Assessor considers evidence completed Candidate Self- and return to assessor on the
sections of the Candidate Self-
from initial interview and evaluation Tools, record date in the RPL Assessment
evaluation Tools
verified self-evaluation, and findings on tools, and advise Plan with any agreed
advises candidate candidate of the next steps documentary evidence

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RPL assessment step Assessor’s responsibilities Candidate’s responsibilities Workplace responsibilities

Step 2: Competency Before the competency Before the competency Before the competency
conversation, collate the conversation, prepare by conversation, prepare a suitable
conversations Competency Conversation considering own work roles and workplace area in which the
a) Assessor and candidate Recording Tools for the cluster relevant skills and knowledge candidate and assessor can
participate in competency or clusters that will be covered related to the cluster of units comfortably discuss the
conversation interviews, (print or save files depending being covered in the session candidate’s work roles and skills
using a structured question on recording method) and knowledge
During the competency
bank for each unit cluster
During the competency conversation, respond to the During the competency
conversation, use the questions and scenarios provided conversation, if requested,
b) Assessor records candidate
questions to prompt by the assessor, discussing work assist the candidate to locate any
responses and considers
responses by the candidate, roles, skills and knowledge. evidence in the workplace
evidence from conversation
record responses on the Provide the assessor with direct
Note: The competency Competency Conversation evidence from the workplace
conversations would usually be in Recording Tools and consider where relevant.
the workplace, and for most evidence gathered
candidates the process would
After the competency
involve more than one session. Note: The candidate’s responses
conversation, consider
These sessions could also be must include the principles that
evidence gathered, record
used to observe the candidate in underpin workplace tasks, not
findings, update RPL
the workplace. just a description of tasks they
Assessment Plan if needed,
undertake.
give candidate feedback

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RPL assessment step Assessor’s responsibilities Candidate’s responsibilities Workplace responsibilities

Step 3: Workplace Before the demonstration, Before the demonstration, read Before the demonstration,
provide the candidate with the workplace assessment task assist in preparations if required
assessment tasks relevant Workplace requirements provided by the
During the demonstration,
a) Candidate demonstrates Assessment Task: Instructions assessor, and make any
ensure the candidate can
workplace assessment task for the Candidate so they are workplace or other preparations
complete the tasks, for example
or tasks, observed by the clear on the required
During the demonstration, by ensuring privacy and
assessor assessment task or tasks
conduct the workplace appropriate workplace conditions.
b) Assessor considers evidence
During the demonstration, assessment task in line with the
Note: Could involve more than record observations on the instructions provided, and as
one workplace visit and may Workplace Assessment Task: agreed with the assessor in the
involve an assessment task Observation Tool RPL Assessment Plan
devised by the assessor
After the demonstration,
record findings on the tool or
in the RPL Assessment
Outcomes Form, and provide
candidate with feedback and
outcomes

Step 4: Third party Determine if any evidence May be asked to provide the Workplace representative, or
requires further validation by Third Party Report to workplace other suitable person, completes
reporting the workplace, and prepare representative or another person Third Party Report, attaches any
If required: Third Party Report from from the workplace appropriate workplace evidence if
template requested, and returns to
a) workplace representative
assessor
completes Third Party Report Consider completed Third
b) assessor considers evidence. Party Report and any other
evidence from workplace
Note: Could involve current or
previous workplace Record findings, and advise
candidate if required

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RPL assessment step Assessor’s responsibilities Candidate’s responsibilities Workplace responsibilities

Step 5: RPL document Complete all evidence recording Sign the RPL Assessment
for the candidate and the RPL Outcomes Form or other RTO-
finalisation Assessment Outcomes Form, required forms or documentation
a) Assessor finalises RPL providing a ‘Competent’ or ‘Not
Consider feedback on options
assessment decision, RPL yet Competent’ outcome for each
where provided
documentation unit assessed, depending on the
RTO’s procedures
b) Assessor gives candidate
Give candidate feedback on
feedback on outcomes and
outcomes and options
options
Finalise RPL records and files
c) Assessor completes RTO- according to the RTO’s
required documentation for procedures, and complete RTO
certification internal reporting processes

Recording and certification

Candidates who are assessed ‘Competent’ in all required units will Those candidates who do not meet the requirements for the
be awarded the qualification. Candidates who are assessed ‘Not yet qualification may choose to undertake training and assessment for
Competent’ in some of the required units will be provided with a outstanding units of competency.
Statement of Attainment listing the units they have attained.
Related issues
Group RPL
Some components of RPL processes can be conducted with groups
of candidates—group RPL can be useful in informing candidates
about the RPL processes and in assisting candidates to identify
similar evidence. Group RPL can also provide peer support,
especially where work roles or employment experiences have
commonality. However, group RPL processes must be conducted in
a manner and venue that is culturally appropriate and welcoming to
candidates, and may require more than one assessor.

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RTOs must provide an effective and rigorous RPL process for each Gaining workplace support
individual candidate and meet the principles of assessment. RPL
In the early stages of the RPL process, assessors and candidates
process decisions, including whether group RPL is suitable at a
will need to seek the support of the workplace in verifying evidence
given point in the process, should be made on that basis. 
and facilitating workplace activities and assessor visits.

The assessor should provide the Workplace Guide to the workplace

representative and discuss it with them and their likely roles and
responsibilities in supporting the candidate’s application for RPL.
Candidates who are supported by their workplaces and assessors
are more likely to complete their RPL assessment process.
The RPL Toolkit requires workplace verification of the candidate’s
demonstrated skills and knowledge by a ‘workplace representative’.
Such workplace representatives would typically be working with the
candidate in a position of responsibility—perhaps their employer or
supervisor—hold higher qualifications than the candidate, and have
observed their workplace performance.

Candidate self-directed gap activities

An RPL approach that accommodates self-directed developmental
activities can increase the likelihood of whole of qualification RPL.
There could be circumstances where an assessor, at any point in
the RPL process, decides that a candidate has not demonstrated
some required knowledge and that this gap could be addressed by
self-directed candidate activities—that is, by independent activity by
the candidate, but not by formal training.

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For example, an assessor may find a candidate whose knowledge

of an aspect such as the national Early Years Learning Framework
(EYLF) is not adequate, yet they meet other unit requirements. The
candidate could agree to undertake activities such as attending
professional development on the EYLF, or undertaking targeted
reading, and then applying the knowledge gained in the workplace
and documenting their activities.
If development activities such as this are agreed, the assessor
could add details of the gap activity and its requirements to the RPL
Assessment Plan or another document. Once the candidate has
completed the activity and applied the required knowledge at work,
the assessor could assess this at a subsequent workplace visit, or
have the application of the required knowledge verified by the
workplace representative, for example in a Third Party Report.
Assessors should ensure such approaches fit within their RTO
policies and procedures, and any regulatory requirements in
relation to RPL, including any reporting requirements and any
specific assessment requirements of the units such as volume and
frequency requirements.
The Appendix in this resource lists some resources and websites
that could be accessed by the candidate to enhance their
knowledge.

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5. Details of the steps in the RPL processes

This section provides assessors with detailed RPL process steps. The initial interview could be conducted face-to-face, by phone or
Assessors could use these step-by-step instructions as a guide even on-line depending on individual circumstances and the RTO’s
when conducting RPL assessments. processes—however, the method should be mutually agreed, and
must be convenient to the candidate.
Before Step 1 This first step is critical. It provides an opportunity for assessors
The RTO should provide the prospective candidate with information to put the candidate at ease, and to review some initial candidate
about the RTO and the RPL processes, and should process the information and begin gathering evidence of competence, including
application in line with its policies and procedures before formal suggesting evidence relevant to that particular candidate.
RPL assessment processes begin.
A possible sequence for conducting the initial interview follows.
The candidate should be given the Candidate Guide and the Remember, this could be the candidate’s first encounter with an
Candidate Information Form (or RTO-required equivalent). The assessor—assessors should be supportive and encouraging.
candidate should complete the form before Step 1, the initial
1. Introduce yourself and make sure the candidate understands
interview, so the assessor can consider the form and any initial
the RPL processes to be undertaken.
documentary evidence at the initial interview and planning session.
2. Ensure the candidate has been provided with, and has a copy
Step 1: Initial interview, followed by candidate self- of the Candidate Guide. Go through it with them, clarifying any
evaluation aspects of the RPL process if required.

Conducting the initial interview and planning for the RPL 3. Review the Candidate Information Form, asking the candidate
broad questions about their expectations of the RPL process,
The initial interview is part of the RPL assessment process. work history, and relevant personal circumstances.
Therefore, it assumes that the candidate has been accepted for
RPL according to the RTO’s policies and procedures.

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4. Discuss the core and elective units required for the qualification, 8. Advise the candidate that a workplace representative is required
using workplace terminology and examples when discussing the to verify their self-evaluation on the tools. This should be
candidate’s work roles that might relate to electives. (Note that, someone in a position of responsibility who knows their
while candidates should be able to describe workplace roles, performance and holds higher qualifications—perhaps their
they are not expected to understand units of competency—as employer or supervisor. The workplace representative needs to
the assessor, that is your role.) complete the Workplace Representative Form, confirm the
candidate’s self-evaluation of each task (where they have
5. Depending on the candidate’s work history and context, outline
observed it) and provide examples and comments. Give the
electives that could be suitable. Where electives are suited to
candidate the form (it’s in the Forms and Templates resource).
the candidate’s work roles, but are not in this RPL Toolkit, use
the RTO’s assessment tools for those units (or source them). 9. Develop and seek candidate agreement to the RPL
Assessment Plan (a template is in the Forms and Templates
6. Provide the candidate with the Candidate Self-evaluation Tools.
resource). Include in the RPL Assessment Plan a date for the
Discuss how to complete these. Advise that the completed tools
candidate to return the Candidate Self-evaluation Tools, likely
will be part of the evidence you will consider in determining the
time-frame for the RPL, possible dates for workplace
candidate’s competence. Inform the candidate that the RPL
assessment visits, and any other responsibilities or
process is not based on documentary evidence only—that
expectations. The RPL Assessment Plan should reflect the
is, while some documents can be attached to the form, they do
initial agreement based on an expected number of workplace
not need to provide documents as evidence of every skill they
visits and RPL assessments. You should progressively monitor
claim they hold. Other assessment processes will also be used.
and update it through the RPL process.
7. Based on work roles and tasks the candidate has undertaken,
suggest workplace documents or other evidence they may be After the initial interview
able to access—giving them suggestions and showing them
After the initial interview, the candidate should complete and return
how to list evidence on the Candidate Self-evaluation Tools.
the Candidate Self-evaluation Tools (also completed by the
workplace representative) to the assessor along with the signed
Workplace Representative Form and any other agreed documents.

Reviewing Step 1 documentation

On receipt of all documentation the assessor should consider all
evidence from Step 1 processes—the initial interview notes, the
candidate and workplace representative’s responses on the
Candidate Self-evaluation Tools, and any documents provided.

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Important note: Given the specificity of assessment requirements  advise which clusters of units will be covered and that you will
of units, such as specific requirements for volume and frequency, also be confirming the broad information they provided in the
and requirements for workplace assessment, there will not be Candidate Self-evaluation Tools.
sufficient evidence to assess candidates as competent at this point.
Note: Do not provide the candidate with the Competency
The assessment tools used in the following steps include more
Conversation Recording Tools during the assessment process.
specific assessment requirements. Assessors should also consult
the training package and associated companion volumes. Step 2: Competency conversations
The information gathered from the candidate self-evaluation should The ‘competency conversation’ interviews, usually conducted in the
guide the assessor in determining the focus of the ‘competency workplace, provide an opportunity for the candidate to confirm their
conversations’ and workplace assessment tasks to be undertaken. knowledge as identified on their Candidate Self-evaluation Tools,
and for the assessor to assess the units of competency.
The assessor should retain a copy of the completed Candidate
Self-evaluation Tools, as they will need to be referred to in Step 2. For most candidates, the workplace provides a familiar setting
where they may be more comfortable discussing their capabilities,
Preparing the candidate for the next steps and where natural evidence of workplace competency may also be
After recording outcomes on the Candidate Self-evaluation Tools, gathered or demonstrated during the competency conversation. For
assessors should advise the candidate of the outcomes of Step 1, example, there might be opportunities for the candidate to gather
update the RPL Assessment Plan, and prepare the candidate for any documents they refer to in the conversation, or to be observed
Step 2 as follows: in their workplace setting interacting with others.

 refer the candidate to their Candidate Guide, which provides an The Competency Conversation Recording Tools (in the Forms and
overview of the competency conversation process and a brief Templates resource) include a question bank for the assessor to
summary of unit requirements use in competency conversation with spaces for recording
candidate responses.
 briefly go over the steps, ensuring the candidate understands
the process—explain that the competency conversation Preparing for the competency conversation interview
interview forms an important part of their assessment, that you
To prepare for the competency conversation interview:
will be asking a lot of questions, and that you are seeking
information on their usual or past workplace activities, including 1. determine the venue with the candidate, and make any
the knowledge they apply when performing those activities arrangements
2. determine which Competency Conversation Recording Tools
are to be used for the particular interview

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3. prepare the correct tools for the interview, for example, by  In rephrasing, use open-ended questions and reflective
saving the files to a laptop or by printing hard copies, depending questioning techniques to encourage responses and draw out
on how you will record candidate responses. the principles that guide the workplace practices being
described by the candidate. Include questions that cannot be
Note that the section in the form ‘Key points to be addressed by the
answered with a ‘yes’ or ‘no’; questions about what the
candidate’ and the ‘Assessor Comments’ box include the key
candidate might do in certain situations; questions about how
responses you will be seeking from the candidate (criteria for
the candidate feels in certain situations; and questions that
assessment). Therefore, don’t provide the Competency
explore the values and principles that underpin work practices.
Conversation Recording Tools to the candidate during the
competency conversation interview. These forms are for the The following points should assist you to record the conversation.
assessor to complete during, or perhaps soon after, the interview.
 During the conversation, tick points in the ‘Key points to be
addressed by the candidate’ section as the candidate
Conducting the competency conversation interview
addresses them, and make brief notes in the assessor
The following points should assist you, the assessor, to conduct the comments section. Look for any extra criteria in that column.
competency conversation. Your notes could include further details about the discussion or
 Remember—this is an assessment process, but it is also a other points and examples the candidate has discussed.
‘conversation’—you will elicit the best responses from a  While you conduct the conversation, you could colour code,
candidate who feels comfortable. Use a conversational style highlight or otherwise flag points you may wish to come back to
and look for any cues of discomfort. —for example, if the conversation stalls on a question or further
 The questions are prompts and discussion starters, and are not clarification is needed.
necessarily ‘fixed’. You may alter the wording or ask follow-up  You are likely to need some quiet time after the conversation to
questions in a conversational style. You could move on if the reflect on the candidate’s responses, and to add details to the
candidate runs out of responses to a topic, and come back to it form. If you do this, it is important to do it as soon after the
later; short breaks might also be useful. conversation as possible.
 Each question provides key points you should look for in the
Considering evidence from Step 2 processes
candidate’s responses. You may wish to use these points to
formulate questions of your own, and contextualise or rephrase
questions to suit a candidate’s particular work role. Follow-up
questions, building on candidate responses, could be useful.

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The assessor should consider all evidence from Step 2—the notes The Forms and Templates resource contains assessment tools for
from the competency conversations and any evidence gathered in a range of workplace assessment tasks, along with instructions for
the workplace—as well as evidence gathered in Step 1, and the candidate and assessor, and criteria and conditions for
determine whether or not the rules of evidence are met. Note that assessment (these are also available in individual Word files).
the RPL Toolkit target group is candidates who are employed: Assessors should select workplace assessment tasks where further
assessors must conduct some workplace assessment. demonstration of competence is required to provide sufficient, valid,
current or authentic evidence.
Where rules of evidence Where rules of evidence
are not met for a unit are met for a unit Candidates are not necessarily required to complete the workplace
assessment tasks provided in the RPL Toolkit. However, if no other
workplace assessment of the candidate has been undertaken, one
Record findings on Record findings on Competency
Competency Conversation Conversation Recording
Conversation Recording Tools
Tools and
and
or more workplace assessment tasks will be required.
Recording Tools RPL
RPL Assessment
Assessment Outcomes form
Outcomes form
Assessors may customise the workplace assessment tasks to meet
candidate needs or any RTO requirements, and may also combine
Advise candidate and update Advise
Advise candidate
candidate and
and update
update RPL
RPL tasks where applicable. Assessors may also devise other
RPL Assessment Plan Assessment Plan
Assessment Plan
appropriate workplace assessment tasks, for example for a more
holistic workplace demonstration of workplace skills. There is a
No further assessment is
blank tool in the Forms and Templates resource that the assessor
Conduct Step 3 required for this unit can adapt if devising other workplace assessment tasks.
In determining whether a workplace assessment task is required for
a candidate, assessors should consider not only the candidate’s
assessment requirements but also whether their workplace is able
to accommodate the activity.

Step 3: Workplace assessment tasks

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Assessors must provide appropriate instructions to the candidate Where an assessor considers that additional workplace verification
before the task is undertaken, providing reasonable notice of the is required for any aspect, this can be gathered with a Third Party
task. The Forms and Templates resource includes Workplace Report. This could be useful where there is a particular skill or body
Assessment Tasks: Instructions for the Candidate for this purpose of knowledge on which the assessor requires additional verification.
(and the instructions include assessment criteria and conditions). (Noting that this is additional to the workplace representative’s
Where the assessor has devised a workplace assessment task for verification on the Candidate Self-evaluation Tools.)
a candidate, they should add the requirements to the blank
The blank Third Party Report template is in the Forms and
candidate instructions tool and provide that to the candidate.
Templates resource. The assessor should develop a suitable report
Assessors should also record the required activities in the
format from the template, setting out details of the workplace tasks,
candidate’s RPL Assessment Plan.
behaviours or skills and knowledge to be demonstrated, before
For each workplace task observed, assessors should record the providing it to the workplace representative. Once it is completed,
process and the skills and knowledge demonstrated by the the assessor should consider the evidence provided. The workplace
candidate in the Workplace Assessment Tasks: Observation Tools representative completing the Third Party Report should also
including adapting the blank observation tool template for any complete a Workplace Representative Form.
assessor-devised assessment tasks.
Step 5: Finalising the assessment decision and RPL
Where rules of evidence Where rules of evidence process
are not met for a unit are met for a unit The assessor should come to a professional judgement on whether
the candidate is competent or not yet competent in the units being
Complete
Complete Workplace
Workplace Tasks
Tasks
Complete Workplace Tasks Observation
Observation Tool
Tool and
and RPL
RPL Assessment
Assessment assessed; provide the candidate with feedback on the outcome and
Observation Tool Outcomes form their options where required; and complete all RPL- and RTO-
Outcomes form
required process documentation.
Give candidate feedback, Advise  Where the candidate is assessed as competent for the units
Advise candidate
candidate and
and update
update
discuss options, and update RPL
RPL Assessment
Assessment Plan
RPL Assessment Plan
Plan required for the qualification, the RTO should undertake its
processes to issue the qualification.

Conduct Step 4 or go to Step  Where the candidate has not met the qualification requirements,
Go
Go to
to Step
Step 5
5
5 the RTO should undertake its processes to issue a Statement of
Attainment listing any units attained.
Step 4: Third party reporting

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Options should be canvassed with candidates who are not

competent in any units required for the qualification, including
training and assessment pathway options.
The assessor and RTO should ensure all records of the RPL
process and outcomes attained are recorded in line with the RTO’s
processes and any regulatory or other requirements.

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Appendix: Resources and websites

The following resources and websites could be a starting point for www.innovation.gov.au/Skills/SkillsAssessment/COAGRPLProject
assessors wishing to improve their skills and knowledge about the
early childhood education and care profession and RPL.
Resources
ACECQA October 2011, Guide to the National Quality Standard.
Accessed 27 May 2013 at www.acecqa.gov.au/national-quality-
framework/the-national-quality-standard DEEWR, 2009 Belonging, Being & Becoming The Early Years
Learning Framework for Australia. Accessed 27 May 2013 at
Bretherton T July 2010, Developing the child care workforce: http://deewr.gov.au/early-years-learning-framework
Understanding 'fight' or 'flight' amongst workers, Workplace
Research Centre University of Sydney, NCVER 2010, DEEWR 2011, Educator’s Guide to the Early Year’s Learning
Commonwealth of Australia. Accessed 27 May 2013 at Framework for Australia. Accessed 27 May 2013 at
www.ncver.edu.au/publications/2261.html http://foi.deewr.gov.au/system/files/doc/other/educators_guide_to_t
he_early_years_learning_framework_for_australia.pdf
Children’s Services Central 2013, Professional Development
Training Calendar (for eligible services in NSW). Accessed 27 May McKenna S, Mitchell J 2006, RPL Done Well in VET,
2013 at http://nswfdc.org.au/pssp/childrens-services-central- Commonwealth of Australia. Accessed 27 May 2013 at
training-calendar www.voced.edu.au/content/ngv18960

Community Services and Health Industry Skills Council (CSHISC) Mitchell J 2008, Confident RPL Assessors, Queensland Department
2013, Environmental Scan 2013. Accessed 27 May 2013 at of Education, Training and the Arts. Accessed 27 May 2013 at
www.cshisc.com.au/learn/research-and-reports/reports/ www.vetpd.qld.gov.au/resources/pdf/tla/rpl/workshops/professional-
judgement/prof-judge-rpl.pdf
CSHISC 2011, Family Day Care Workforce Development Report.
Accessed 27 May 2013 at NCVER 2002. Maximising confidence in assessment decision-
www.cshisc.com.au/learn/cshisc-projects/family-day-care/ making: Resource kit for assessors. Accessed 27 May 2013 at
www.ncver.edu.au/publications/780.html
DEEWR 2009, Analysis of The Council of Australian Governments
Recognition of Prior Learning Program Outcomes. Accessed 27 NSW Community Services and Health Industry Training Advisory
May 2013 at Body, 2011. All in a day’s work. Accessed 27 May 2013

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http://workplaceskills.com.au/moodle DEEWR Early Years Learning Framework

http://deewr.gov.au/early-years-learning-framework
Early Childhood Australia www.earlychildhoodaustralia.org.au/
Productivity Commission 2011, Early Childhood Development
Workforce, Draft Report. Final report accessed 27 May 2013 Human Services Training Advisory Council Inc. (NT)
www.pc.gov.au/projects/study/education-workforce/early- www.hstac.com.au/
childhood/report National Centre for Vocational Education Research (NCVER)
The Social Research Centre June 2011, 2010 National Early www.ncver.edu.au/
Childhood Education and Care Workforce Census, DEEWR (the National Professional Support Coordinator (PSC) Alliance
source of the statistics in Section 2). Accessed 27 May 2013 at www.pscalliance.org.au/
http://deewr.gov.au/national-early-childhood-education-and-care-
workforce-census-2010-results NSW Community Services and Health Industry Training Advisory
Body www.csh-itab.com.au/
Note: A second Early Childhood Education and Care National
Workforce Census will be conducted between May and July 2013. NSW Department of Education and Communities Skills Online
See http://deewr.gov.au/news/2013-early-childhood-education-and- website www.training.nsw.gov.au/training_providers/resources/skills
care-national-workforce-census online/index.html
NSW Skills Recognition website www.skillsrecognition.nsw.gov.au/
Websites
SA DFEEST website www.training.sa.gov.au
ACECQA (Australian Children’s Education and Care Quality
Agency) at www.acecqa.gov.au SA Health and Community Services Skills Board
www.sahcssb.com.au
Community Services and Health Industry Skills Council
www.cshisc.com.au Skilling Solutions Queensland www.skillingsolutions.qld.gov.au
Community Services and Health Industry Training Board Inc. (Vic) Skills Tasmania www.skills.tas.gov.au
www.intraining.org.au Further Education and Training (Victoria)
Community Services, Health and Education Industry Training www.education.vic.gov.au/training/Pages/default.aspx
Council Inc. (WA) www.csheitc.org.au Training.gov.au (TGA) www.training.gov.au click on ‘Links’ to
DEEWR National Quality Framework for Early Childhood Education access a wide range of State and Territory and national websites
and Care www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality
/Pages/home.aspx VETinfoNet (WA)
http://vetinfonet.dtwd.wa.gov.au/Pages/Home.aspx

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Above websites accessed June 2013.

© Commonwealth of Australia 2013 Appendix: Resources and websites Page 36