CHCECE048

Plan and implement

children’s education and
care curriculum

Portfolio – student version

 Contents
Overview 3
Completing your Portfolio 5
Section 1: Reflective Journal 6
Section 2: Supervisor Report 44

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail:
[email protected]
|CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 2 of 46
 Overview

This document is to be used as a Portfolio to collect evidence for the unit CHCECE048 Plan and
implement children’s education and care curriculum.

Student details section

Fill in the table below:

Student name: Rita Tamang

Name of RTO: victorian institute of science and technology

Trainer/assessor name: shirin ahmed

If this Portfolio is found, please contact me using the details below:

0433854420

Work placement information

Work placement provides you with an opportunity to learn and be assessed in a hands-on real-life industry
environment. Learning in the classroom is important, and you will engage in lots of classroom discussion,
practice and be involved in demonstrations and simulations before you are ready for your work placement –
but gaining practical experience during your work placement hours provides you with the opportunity to
put your new-found knowledge into practice and provides you with an appropriate environment to be
assessed in. It also provides you with opportunities to observe qualified and experienced educators and
allows you to learn while under the close supervision and guidance of a qualified and approved early
childhood educator.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail:
[email protected]
|CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 3 of 46
Responsibilities
You are always expected to comply with all of your work placement’s policies and procedures for their
staff members and follow your supervisor’s instructions. You will receive the required information about
working hours, dress requirements and specific guidelines from your work placement before you begin
and will sign a work placement agreement prior to starting. If you’re unsure of anything then speak to
your trainer/assessor and ask questions when the placement
arrangements are being made. You may undertake more than one placement at a different centre
– this will all be arranged with your trainer/assessor and made clear to you during this time.
Your work placement supervisor will arrange an induction for you where the expectations will be outlined and
the limitations of what you are able to do while you are at your work placement will be explained.

Refer to the information in your Early Childhood Education and Care Student User Guide before undertaking your work placeme
All interactions with children must be supervised by an approved early childhood educator.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail:
[email protected]
|CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 4 of 46
 Completing your

In this section, the details of the evidence you need to collect are outlined along with instructions about what you need to do.

Make sure you have read through your Student Assessment Tasks document – Task 2 so you know what you are required to do for this assessment.

Note to work placement supervisor: Please read the student’s account of events and make a comment in each section to confirm the truthfulness and accuracy as a form
of evidence collection for the assessor. Please make sure the student is suitably supervised during their work placement by a qualified and approved early childhood educator
at all times.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 5 of
 Section 1: Reflective Journal

This section of your Portfolio requires you to reflect on the work you have done while on your work placement in relation to developing and implementing curriculum
following an approved learning framework and according to the philosophy of the service.
You will complete it during your work placement, after you have completed various activities with children and can complete some of it in the classroom as needed. Read through
it to see all of the requirements and complete it as you work so your reflections are fresh in your mind and your supervisor can confirm that these events took place.

This section provides evidence related to planning a curriculum.

Question What happened? Provide detailed information.

Which approved learning framework does the The service I am associated with follows the Early Years Learning Framework (EYLF), an
service follow?
approved learning framework in early childhood education.

Summarise the vision, learning outcomes, Vision: The vision of the EYLF is to provide "all children with opportunities to maximize their
principles and practices of the learning
potential and develop a foundation for future success in learning."
framework.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 6 of
 Question What happened? Provide detailed information.

Learning outcomes:

 Children have a strong sense of identity.

 Children are connected with and contribute to their world.
 Children have a strong sense of well-being.
 Children are confident and involved learners.
 Children are effective communicators.

Principles:

 Secure, respectful, and reciprocal relationships.

 Partnerships with families.
 High expectations and equity.
 Respect for diversity.
 Ongoing learning and reflective practice.

Practices:

Practices are embedded in observing, planning, assessing, and documenting children's learning
and development. Educators use intentional teaching strategies, create learning environments,
and engage in collaborative partnerships with families.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 7 of
 Question What happened? Provide detailed information.

Describe the vision, philosophy (including the Vision:

resource philosophy) and practices of the service.
Our service envisions a nurturing environment where every child is empowered to explore,
discover, and thrive. We strive to create a foundation for lifelong learning, fostering curiosity
and a love for learning.

Philosophy (including resource philosophy):

Our philosophy centres around providing child-centred, play-based learning experiences. We

believe in recognizing and respecting each child's unique identity and supporting their holistic
development. Our resource philosophy emphasizes a rich and diverse range of materials to
stimulate creativity and cater to individual interests.

Practices:

Our practices involve creating a responsive and inclusive atmosphere where educators actively
engage with children. We implement intentional teaching, encourage child-initiated activities,
and promote open communication with families. Continuous reflection and professional
development are integral to our practices.

How will the service’s resource philosophy The emphasis on a rich array of resources aligns with the play-based learning approach. It
influence your curriculum design and adaptation?
encourages me to incorporate diverse materials that cater to different learning styles and
interests, fostering a stimulating environment for exploration and creativity.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 8 of
 Question What happened? Provide detailed information.

How will the service’s education and care practices The service's commitment to child-centered, play-based learning, and collaborative
influence your curriculum design and adaptation?
partnerships with families will guide my curriculum design. I'll integrate intentional teaching,
observe children's interests, and maintain open communication with families to ensure the
curriculum is responsive and reflective of individual needs.

Check the boxes to confirm you have read the ☑ Children’s health and safety
following policies and procedures.
☑ Educational program and practice
Attach the policies and procedures as proof to
your portfolio (if you have permission to do so). ☑ Physical environment

☑ Relationships with children

☑ Collaborative partnerships with families and communities

How will the service policies impact your The service policies, especially those related to children's health and safety, educational
curriculum design and adaptation?
program and practice, and collaborative partnerships, will serve as the foundation for
curriculum design. Ensuring compliance with these policies will shape the structure, content,
and implementation of the curriculum to provide a safe, effective, and collaborative learning
environment.

What observation and analysis information was Example 1:

available to help you plan and understand
curriculum requirements (for example children’s Observation of children's engagement during playtime, noting interests, and social
portfolios and children’s reports)? interactions.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 9 of
 Question What happened? Provide detailed information.

Summarise the information from at least three

examples of observation and analysis
information.
Attach the observation and analysis
information to your portfolio if you have
permission to do so.
Example 2:

Analysis of individual children's portfolios, focusing on developmental milestones, strengths,

and areas for improvement.

Example 3:

Review of children's reports, highlighting their progress in various learning domains.

How does the observation and analysis Observation and analysis provide insights into individual needs, interests, and developmental
information summarised above influence your
stages, guiding the tailoring of curriculum elements. It ensures that the curriculum is
curriculum design?
responsive, inclusive, and capable of fostering holistic development.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 10 of
 Question What happened? Provide detailed information.

How did you seek feedback from colleagues, Colleagues:

children and families about the current
curriculum and learning environment?
☑ formal communication Conducted a team meeting to discuss curriculum strengths and areas
for improvement.
Makes sure you include both formal and
informal communication methods collectively AND/ OR
across colleagues, children and families.
☑ informal communication Engaged in casual conversations with colleagues to gather insights.
Attach proof for each formal communication
example to your portfolio (such as minutes of Children:
meeting, surveys, emails or communication
☑ formal communication _ Conducted a feedback session using visual aids and interactive
books) if you have permission to do so.
methods.
AND/OR

☑ informal communication Engaged in conversations during playtime to gather spontaneous

feedback.

Families:

☑ formal communication _ Distributed surveys seeking detailed feedback on the current

curriculum.
AND/OR

☑ informal communication _: Encouraged parents to share thoughts during drop-off and pick-up
times.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 11 of
 Question What happened? Provide detailed information.

Summarise the feedback you received from Colleagues:

colleagues, children and families about the
current curriculum.
Received positive feedback on collaborative planning but identified the need for more
consistent implementation.

Children:

Acknowledged their enjoyment of certain activities but expressed a desire for more outdoor
exploration.

Families:

Appreciated the communication efforts but sought more involvement in decision-making

processes.

Summarise the feedback you received from The student must summarise the feedback they received from colleagues, children and families about the learning
colleagues, children and families about the environment.
learning environment.
Colleagues:

Highlighted positive aspects of the indoor setup but suggested enhancements for better
resource accessibility.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 12 of
 Question What happened? Provide detailed information.

Children:

Expressed joy in the current play areas but desired more variety and flexible spaces.

Families:

Commended the overall environment but wanted more insights into daily activities and
learning experiences.

Explain how you interacted with the children Families:

and families while gathering information to
build rapport?
Conducted regular parent-teacher meetings to establish open communication channels and
address queries. Shared weekly newsletters to keep families informed about ongoing activities.

Children:

Participated in play sessions, ensuring a hands-on approach to understanding their

preferences and fostering a sense of comfort.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 13 of
 Question What happened? Provide detailed information.

What are the strengths and areas requiring Strengths:

improvement of the current curriculum and
learning environment?
 Effective collaborative planning among educators.
 Engaging indoor learning spaces.
Base your answer on the feedback you  Positive feedback from children about certain activities.
received as well as the observation and
analysis information.
Areas requiring improvement:

 Consistency in implementing planned activities.

 Varied and flexible outdoor exploration opportunities.
 Increased involvement of families in decision-making processes.

Identify at least three goals for improvement to be Goal 1:

addressed in the new or adapted curriculum.
Enhance consistency in implementing planned activities, ensuring alignment with curriculum
Base you answer on the work you’ve done in goals and individual needs.
this section so far.

Goal 2:

Diversify outdoor exploration opportunities to cater to different interests, promoting holistic

development.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 14 of
 Question What happened? Provide detailed information.

Goal 3:

Establish more transparent communication channels with families, fostering their involvement
in decision-making processes and curriculum planning.

Attach: Proof of formal communication methods used to seek feedback from colleagues, children and/or families about the current curriculum and
☑
learning environment

Policies and procedures ☑

Observation and analysis information ☑

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 15 of
 This section provides evidence related to designing a curriculum.
Attach your curriculum to your portfolio.

Question What happened? Provide detailed information.

What are the service guidelines and NQF Service guidelines:

requirements for documenting the curriculum?
The guidelines emphasized the need for a curriculum that promotes holistic child
development, aligns with the service's philosophy, and fosters collaborative partnerships with
families.

NQF requirements:

NQF requirements highlighted the importance of intentional teaching, responsive planning,

and documentation of children's learning experiences. The curriculum needed to adhere to the
principles outlined in the approved learning framework.

What are the specific objectives, learning Objectives:

environments and educator roles of the
curriculum?
The curriculum aimed to enhance cognitive, social-emotional, and physical development by
providing diverse and inclusive learning experiences. It focused on fostering curiosity,
Attach proof of how you clarified the
objectives, learning environments and
creativity, and critical thinking.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 16 of
 Question What happened? Provide detailed information.

educator roles with your supervisor (such as

Learning environments:
an email).
Varied learning environments were created, including flexible indoor spaces and outdoor
areas. The design incorporated a balance of open-ended and structured activities to cater to
different learning styles and interests.

Educator roles:

Educators were assigned roles to facilitate intentional teaching, observe and document
children's progress, and collaborate with families. A clear communication plan was established
to ensure effective information sharing.

Explain how the objectives, learning environments How the specific objectives, learning environments and educator roles adhere to the learning framework’s outcomes:
and educator roles adhere to the approved learning
framework’s learning outcomes, principles and
The objectives align with learning outcomes by targeting areas such as identity, connectedness,
practices. wellbeing, and active learning. Learning environments are designed to support these
outcomes.

How the specific objectives, learning environments and educator roles adhere to the learning framework’s principles:

The curriculum reflects principles such as secure, respectful, and reciprocal relationships,
partnerships with families, and ongoing learning and reflective practice. Educator roles
emphasize collaboration and responsive planning.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 17 of
 Question What happened? Provide detailed information.

How the specific objectives, learning environments and educator roles adhere to the learning framework’s practices:

Practices of intentional teaching, play-based learning, and documentation are embedded in the
curriculum. Educators engage in continuous improvement and reflect on their practices.

Describe the children that the curriculum was Group of at least five children:
designed for.
A diverse group with varied interests, learning styles, and developmental stages. The
curriculum accommodates the collective needs and interests of this group.

Individual child 1:

A 3-year-old with a keen interest in sensory experiences and physical activities. The
curriculum includes hands-on activities and outdoor play to cater to these preferences.

Individual child 2:

A 4-year-old with a passion for creative expression. The curriculum incorporates art, music,
and storytelling activities to nurture creativity.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 18 of
 Question What happened? Provide detailed information.

Individual child 3:

A 5-year-old with emerging literacy and numeracy skills. The curriculum includes structured
activities to support foundational learning in these areas.

Provide examples to show how your curriculum Play experience example:

includes play experiences, routines, indoor and
outdoor activities, transitions and at least one
Children engage in a role-playing scenario where they create a pretend a bear hunting they use
experience that represents Aboriginal and/or Torres different tents torch lights and fake rivers which is made from papers.
Strait Islander Peoples’ (culture and language).

Routine example:

Morning circle time includes a welcoming song, acknowledging the traditional custodians of
the land, incorporating Aboriginal and Torres Strait Islander cultural elements into the daily
routine.

Indoor activity example:

Art and craft session focused on dot painting, introducing children to Aboriginal art
techniques. Educators guide them in creating their unique artworks while discussing the
significance of dot painting in Indigenous cultures.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 19 of
 Question What happened? Provide detailed information.

Outdoor activity example:

Nature scavenger hunt in the outdoor play area, encouraging children to explore and connect
with the natural environment. Educators incorporate discussions about respecting and caring
for the land, aligning with Indigenous perspectives.

Transition example:

Transition between activities involves a symbolic passing of a talking stick, inspired by

Indigenous cultural practices. The child holding the stick has the opportunity to share thoughts
or experiences before moving to the next activity.

Experience that represents Aboriginal and/or Torres Strait Islander Peoples’ (culture and language):

A visit from a local Indigenous elder who shares Dreamtime stories, teaches simple phrases in
traditional language, and engages children in dance, incorporating cultural elements into the
program.

Provide examples to demonstrate how the Child 1:

curriculum has been developed to consider
three individuals and a group.
A 3-year-old interested in sensory play benefits from a dedicated sensory exploration corner
with materials like sand, water, and textured objects.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 20 of
 Question What happened? Provide detailed information.

Child 2:

A 4-year-old with a passion for creative expression participates in a weekly art workshop,
exploring various art forms and expressing individual creativity.

Child 3:

A 5-year-old showing interest in literacy engages in storytelling sessions and age-appropriate

reading activities to support language development.

Group:

The group participates in a collaborative project, such as a community garden, promoting

teamwork, social skills, and a sense of shared responsibility.

Provide two examples of how your curriculum Example 1:

and planned learning environments provide
holistic learning opportunities for the children.
Incorporating a 'Mindful Moments' routine, where children practice deep breathing and
mindfulness exercises, promoting emotional well-being and self-regulation.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 21 of
 Question What happened? Provide detailed information.

Example 2:

Outdoor nature walks encourage physical activity, exploration, and connection with the
environment, fostering holistic development.

Provide two examples of how your curriculum Example 1:

and planned learning environments include
continuity of learning.
Building on previous knowledge, a weekly theme connects various activities, allowing children
to deepen their understanding over time.

Example 2:

Learning journals document individual progress, providing a continuous record of

achievements, goals, and areas for further development.

Provide two examples of how your curriculum Example 1:

provides an opportunity to scaffold learning and
development.
For a child learning to count, educators introduce counting through interactive games,
gradually progressing to more complex numerical concepts.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 22 of
 Question What happened? Provide detailed information.

Example 2:

A child struggling with fine motor skills receives targeted activities and tools, such as using
tweezers during sensory play, to support development.

Provide examples to show how your curriculum Example of child-initiated learning:

considers both child-initiated and educator-led
learning.
Interest-based learning centers where children choose activities based on personal interests,
fostering autonomy and self-directed exploration.

Example of educator led learning:

Structured group activities, like themed science experiments or literacy circles, led by
educators to introduce new concepts and skills.

Provide examples to show how your Planned experiences:

curriculum allows for both planned and
unplanned experiences.
Weekly themed activities, such as 'Science Fridays' or 'Storytelling Mondays,' providing a
structured and predictable routine.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 23 of
 Question What happened? Provide detailed information.

Unplanned experiences:

Opportunities for spontaneous exploration, such as discovering a caterpillar during outdoor

play, allowing for flexibility and curiosity-driven learning.

Provide an example of a strategy included in A visual schedule for daily routines tailored to each child's preferences and sensitivities,
your curriculum that supports individual
providing a clear and predictable sequence of activities, supporting a sense of security and
children’s needs.
routine.

Explain how your curriculum plans for the Plan for monitoring children’s learning:
monitoring and assessment of children’s learning
in a manner consistent with principles and
Regular observations and anecdotal notes taken during play and learning activities, including
practices of the approved framework. individualized checklists to track developmental milestones and progress.

Plan for assessing children’s learning:

Utilization of a variety of assessment tools, including portfolios, learning journals, and

developmental checklists. Periodic assessments aligned with learning outcomes to measure
individual and group progress.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 24 of
 Question What happened? Provide detailed information.

How are the monitoring and assessment plans consistent with principles of the approved framework?

The plans align with the framework's principles by emphasizing holistic development,
recognizing the individuality of each child, and fostering continuity of learning. Assessment
tools consider the diverse ways children express themselves and contribute to their own
learning.

How are the monitoring and assessment plans consistent with practices of the approved framework?

The practices adhere to the framework by promoting intentional teaching, responsiveness to

children's interests, and respectful partnerships with families. Assessment methods consider
cultural competence and incorporate a collaborative approach involving educators, children,
and families.

Attach: Documented curriculum (using digital technology) ☑

Proof of how you clarified the objectives, learning environments and educator roles with your supervisor ☑

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 25 of
 This section provides evidence related to implementing your curriculum.
Your assessor must directly observe you implement one aspect of the curriculum. Wherever possible, insert photos to support your answers (if you have permission to do so).

Question What happened? Provide detailed information.

Provide examples of how you implemented the How did you implement the curriculum for child 1?
curriculum for all three individual children and the
group of children.
Implemented a sensory exploration corner with tactile materials, observed and documented
the child's engagement, reactions, and developmental progress.
Attach proof of how you implemented each
example (such as photo, emails or recordings).

How did you implement the curriculum for child 2?

Conducted an art workshop based on the child's interest, capturing moments of creativity and
expressions in an art portfolio.

How did you implement the curriculum for child 3?

Facilitated storytelling sessions to support language development, maintaining a learning

journal to monitor progress and tailor activities accordingly.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 26 of
 Question What happened? Provide detailed information.

How did you implement the curriculum for the group of at least five children?

Collaboratively engaged the group in a community garden project, encouraging teamwork and
shared responsibility. Documentation included photos, project plans, and reflections.

Provide examples of how you implemented play Play experience:

experiences, routines, transitions, indoor
activities, outdoor activities and at least one Facilitated a dramatic play scenario themed around community roles, allowing children to
experience that represents Aboriginal and/or explore various occupations through play.
Torres Strait Islander Peoples (cultures and
languages) outlined in the curriculum.
Attach proof of how you implemented each
example (such as photo, emails, rosters or
recordings). Routine:

Incorporated a daily mindfulness routine during circle time, capturing moments of calmness
and engagement through photos and video recordings.

Transition:

Implemented a symbolic talking stick during transitions, documented instances of children

sharing thoughts and experiences during these moments.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 27 of
 Question What happened? Provide detailed information.

Indoor activity:

Structured an indoor art and craft session inspired by Indigenous dot painting, capturing the
artistic expressions and cultural elements.

Outdoor activity:

Organized a nature scavenger hunt, documented the children's exploration of the outdoor
environment and their interactions with nature.

Experience that represents Aboriginal and/or Torres Strait Islander Peoples (cultures and languages):

Arranged a visit from a local Indigenous elder, documented children's engagement with
Dreamtime stories, language activities, and traditional dance, respecting and celebrating
Indigenous culture.

Provide an example of a learning opportunity you

provided to the children where they collaborated
with one another.
Attach proof of how you implemented the
example to your portfolio.

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 Question What happened? Provide detailed information.

Provide an example of how you scaffolded What was the opportunity?

learning for one of the learning opportunities
you implemented.
Collaborative painting activity.

Attach proof of how you implemented the

example to your portfolio.

How did you scaffold children’s learning?

Paints, brushes, large canvas.

How does the scaffolding support children’s development over time?

Scaffolding supports gradual independence. Initially, direct support is provided, and as

children gain confidence, less assistance is given. This helps in their cognitive and motor skill
development over time.

For one of the learning opportunities you What was the learning opportunity?
provided, list the materials you accessed and
used.
Science experiment on color mixing.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
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 Question What happened? Provide detailed information.

Attach proof that you accessed the materials to What materials did you access?
your portfolio (such as a photo).
Colored water, clear containers, droppers.

For one of the learning opportunities you What was the learning opportunity?
provided, explain how you set up the physical
environment according to requirements of
Building a construction site in the block area.
learning experience, ensuring accessibility for all
children.
Attach proof that you set up the physical
environment according to requirements of How did you set up the environment?
learning experience, ensuring accessibility for Blocks, construction vehicles.
all children to your portfolio (such as a photo).

How did you ensure accessibility for all children?

Placing blocks at different heights ensures accessibility for all children, including those with
mobility challenges. Labels with pictures further assist in inclusive engagement

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
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 Question What happened? Provide detailed information.

Describe two techniques you used to Technique 1:

intentionally co-construct meaning with
children while implementing the curriculum.
Ask open-ended questions during activities, encouraging children to express thoughts.

Technique 2:

Use visual aids like storyboards to support understanding.

Explain what you did to ensure that you had Maintain eye level during conversations, actively listen, and respond to children’s cues,
sustained interactions with the children while
ensuring sustained engagement throughout activities.
implementing the curriculum.

Provide an example of a spontaneous teachable

moment you identified and used to build on the
children’s learning.  Occurrence: During outdoor play, a group of children discovered a nest with eggs.
 Implementation: Photo of the children observing the nest.
 Teachable Moment: Spontaneously discussed the life cycle of birds, linking it to
ongoing science lessons.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
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 Question What happened? Provide detailed information.

Provide two examples of how you modelled and Example 2; Perseverance:

promoted positive learning dispositions.
 Implementation: Engaged in a challenging puzzle during group play.
 Explanation: Demonstrated perseverance by persisting through difficulties,
encouraging children to do the same.

Example 2:

Teamwork:

 Implementation: Facilitated a collaborative building project.

 Explanation: Emphasized the importance of teamwork, encouraging children to work
together to achieve a common goal.

Provide examples of open and closed Open question:

questions you asked students when
implementing the curriculum.
 Example: "What was your Favorite part of today's activity?"
 Explanation: Encourages children to express thoughts and preferences freely, fostering
open communication.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 32 of
 Question What happened? Provide detailed information.

Closed question:

 Example: "Can you name the colors of the objects in this picture?"
 Explanation: Seeks specific information, useful for assessing comprehension or recall.

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Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 33 of
 Attach: Proof of how you implemented the curriculum for all three individual children and the group of children ☑

Proof of how you implemented play experiences, routines, transitions, indoor activities, outdoor activities and at least one experience that
☑
represents Aboriginal and/or Torres Strait Islander Peoples (cultures and languages) outlined in the curriculum

Proof of a learning opportunity you provided to the children where they collaborated with one another ☑

Proof showing how you scaffolded learning ☑

Proof of learning materials you accessed ☑

Proof that you set up the physical environment according to requirements of learning experience, ensuring accessibility for all children to
☑
your portfolio

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 34 of
 This section provides evidence related to evaluating your curriculum.
Remember: You are required to make evaluation a regular collaborative activity. You are also required to document the outcomes according to service guidelines.

Question What happened? Provide detailed information.

Summarise feedback you received from the How did you seek feedback?
children about their learning experiences.
Utilized a combination of individual and group discussions, drawings, and reflective sessions.
Attach the refined curriculum that takes the
children’s ideas and skills into account to your
portfolio.
Where feedback was obtained using a method Summarise the feedback.
other than oral communication, attach proof to
your portfolio. Children expressed enthusiasm for hands-on activities, requested more outdoor play, and
showed interest in specific topics like animals and nature.

How did you use the children’s ideas and skills to refine the curriculum?

Refined Curriculum Document. Revised the curriculum based on children's preferences,

incorporating more nature-themed activities and extending outdoor learning opportunities.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
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 Question What happened? Provide detailed information.

Summarise feedback you received from How did you seek feedback?
colleagues about your own pedagogical
practices.
Conducted formal and informal discussions, shared written reflections, and encouraged peer
observations.
Where feedback was obtained using a method
other than oral communication, attach proof to
your portfolio.
Summarise the feedback.

Colleagues praised the incorporation of diverse learning activities, provided constructive

suggestions for time management, and appreciated the collaborative approach to planning.

Summarise feedback you received from How did you seek feedback?
families about the curriculum and its
implementation.
We have done face to face communication.

Where feedback was obtained using a method

other than oral communication, attach proof to
your portfolio.
Summarise the feedback.

Families expressed satisfaction with the variety of activities, requested more insights into daily
routines, and suggested additional family engagement opportunities.

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 36 of
 Question What happened? Provide detailed information.

Provide examples of how you shared Children:

information with colleagues, families and
children about the curriculum.
Weekly class meetings talking with the children and trying to get information from them

Where information was shared using a method

other than oral communication, attach proof to
your portfolio.
Colleagues:

Have a face-to-face conversation with colleagues

Families:

Conversation with family member in droop off and droop in time

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Complete the table as evidence of regular critical reflection and evaluation of the curriculum and its implementation:

Evaluation 1 Evaluation 2 Evaluation 3

What were Observations: Monitored children's Observations: Noted improved collaboration Observations: Observed increased interest
your engagement during science experiments and among children during group projects, in literacy activities, leading to adjustments
observations observed increased curiosity and active fostering positive social skills. in language-rich learning experiences.
when participation.
monitoring
children’s
learning?

Which ☑ Own critical reflection tool ☑Own critical reflection tool ☑Own critical reflection tool
critical
reflection own own own
tool did you _ _ _
use to reflect
OR OR OR
on the
children’s ☐ Reflective discussion with supervisor ☐ Reflective discussion with supervisor ☐ Reflective discussion with supervisor
learning and The student has completed a reflective The student has completed a reflective
The student has completed a reflective
your own process with me about children’s learning process with me about children’s learning
process with me about children’s learning
pedagogical linked to the curriculum and the educator’s linked to the curriculum and the educator’s
linked to the curriculum and the educator’s
practices? own pedagogical practices. own pedagogical practices.
own pedagogical practices.
Attach proof Full name: Donna Brown Full name: Donna Brown
Full name: Donna Brown
of your
critical Signature: Signature: Signature:
reflection Date:22/04/2024 Date:22/04/2024 Date:22/04/2024
(such as a
journal or
video of a

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 38 of
 Evaluation 1 Evaluation 2 Evaluation 3

discussion
you had with
a
colleague).
If you had a
reflective
discussion
with your
supervisor,
ask them to
sign in the
box
alongside.

How did the Alignment with Approved Learning Supporting Evidence: Documentation
planned
Framework: The planned learning and records of planned activities,
learning
opportunitie
opportunities were designed to align highlighting how they catered to
s support and with the principles and outcomes of the specific learning outcomes and
adhere to the approved learning framework. principles.
approved
learning
framework?

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 39 of
 Evaluation 1 Evaluation 2 Evaluation 3

How did the Adherence to Approved Learning Supporting Evidence: Records of

unplanned
Framework: Unplanned opportunities spontaneous activities with reflections
learning
opportunitie
were assessed for their alignment with on how they integrated framework
s support and the approved learning framework. principles.
adhere to the
approved
learning
framework?

What would Continued emphasis on child-led Collaborative approach involving

you do the learning experiences. children, colleagues, and families.
same if you
were to
develop a
curriculum in
the future?

What would Enhanced documentation methods for Increased focus on incorporating

you do
more detailed evaluation. cultural diversity.
differently if
you were to
develop a
curriculum in
the future?

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 40 of
 Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
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 Describe the service guidelines for documenting  Documentation Requirements: Collaborative evaluations must be digitally
your collaborative evaluations. documented, following a structured format that includes feedback from
various stakeholders.
Attach your documented evaluations
 Frequency: Evaluations should be a regular and ongoing collaborative activity
(according to the service guidelines) to your
 Digital Technology: Use of digital technology is encouraged for efficient
portfolio. Remember to use digital technology.
documentation and sharing.

Attach: Refined curriculum ☑

Proof of feedback from children, colleagues and families (if method other than oral communication was used) ☑

Proof of sharing information with children, colleagues and families (if method other than oral communication was used) ☑

Critical reflection tool used (if reflective discussion was not selected) ☑

Document evaluation outcomes following service guidelines and using digital technology ☑

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 42 of
 Supervisor confirmation

The information provided by the student in their reflective journal is an accurate reflection of their actions. ☒ Yes ☐ No

Please provide comments and feedback for the student here:

The student has consistently demonstrated a commitment to aligning their actions with the center's policies, the NQS, and the approved
learning framework. Their reflective journal provides an accurate account of their activities, showcasing their dedication to seeking
feedback, promoting positive learning dispositions, and fostering a collaborative environment.

The student has permission to submit the information contained within the Portfolio for the purposes of assessment. ☒ Yes ☐ No

Tick one only:

The student has permission to submit workplace documentation to support their Portfolio. ☒ Yes

The student does not have permission to submit workplace documentation – the assessor can view these files on site. ☒ Yes

Full name: Donna Brown

Position: Nominated Supervisor

Contact details: 0432898451

Signature:

Date: 22/04/2024

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 43 of
 Section 2: Supervisor Report

The supervisor needs to complete this section once all of the tasks have been completed and they have endorsed section 1.

Supervisor report

The information provided by the student in their

reflective journal is an accurate reflection of their ☒ Yes ☐ No
actions.

During the activities described in their reflective journal, the student:

 always worked in line with the centre’s

☒ Yes ☐ No
policies and procedures.

 correctly interpreted the NQS and approved

☒ Yes ☐ No
learning framework used at the service.

 sought feedback from colleagues, children and

families on current curriculum and learning
☒ Yes ☐ No
environments using formal and informal
communication methods.

 modelled and promoted positive learning

☒ Yes ☐ No
dispositions.

 used opportunities to share information and gather ☒ Yes ☐ No

feedback from colleagues, families and

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 44 of
 Supervisor report

children to evaluate their implemented

curriculum.

 made evaluation a regular collaborative

☒ Yes ☐ No
activity.

Please comment on the student’s abilities related to the above skills here.

The student has consistently demonstrated a high level of professionalism and

adherence to policies and procedures. Their understanding and interpretation
of the NQS and approved learning framework are commendable. They actively
sought feedback, modeled positive learning dispositions, and engaged in
regular collaborative evaluations. The student's commitment to reflection and
improvement is evident.

Full Donna Brown

name:

Position: Nominated Supervisor

Contact 0432898451
details:

Signature:

Date: 22/04/2024

Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
Level 2 & 3, 741 George Street, Sydney NSW 2000 I Level G, 97 Pirie Street, Adelaide SA 5000|Phone: 1300 871 776 | E-Mail: [email protected] |CHCECE048 |Version:1 | Last Updated: 07 March 2023 | Page 45 of
 Victorian Institute of Education Pty Ltd t/a Southern Academy of Health Sciences | RTO Code 45273 I CRICOS Code: 03778C
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