Training and Assessment Strategy (TAS) CHC30113 ... and... · Training and Assessment Strategy (TAS) CHC30113 Certificate III in Early ... Glossary, Standards for Registered Training

Training and Assessment Strategy (TAS)

CHC30113 Certificate III in Early

Childhood and Care -Teach Out

Training and Assessment Strategy for CHC30113 Certificate III in Early Childhood Education and Care

Version 1.1 Created Date by Danielle Morgan: 24st March 2016

Updated Date by Danielle Morgan: 24th March 2016

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Training and assessment strategies and practices are the approach of, and method adopted by, an RTO with

respect to training and assessment designed to enable learners to meet the requirements of the training package

or accredited course. Glossary, Standards for Registered Training Organisation (RTOs) 2015, 20 October 2014

Section 1: Training Product Description

Training

Product

Name

CHC30113 Certificate III in Early Childhood Education and

Care

Release Number and Date Release 1.2 - 6th June 2014

Packaging

Rules

Based on information available from www.training.gov.au the following packaging rules apply

for completion of this training product:

PACKAGING RULES

Total number of units = 18

15 core units

3 elective units; at least 1 must be selected from the electives listed below, up to 2

units may be selected from any endorsed Training Packages or accredited courses

these units must be relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational

outcome.

Units of

Competency

Consistent with the packaging rules, the units listed below will be delivered for this training

product. The unit code and title is provided and units are grouped into Core and Elective

units. Pre-requisites are listed where relevant.

CORE

HLTHIR404D Work effectively with Aboriginal and or Torres Strait islander People

CHCECE001 Develop cultural competence

CHCECE002 Ensure the health and safety of children

CHCECE003 Provide care for children

CHCECE004 Promote and provide healthy food and drinks

CHCECE005 Provide care for babies and toddlers

CHCECE007 Develop positive and respectful relationships with children

CHCECE009 Use an approved learning framework to guide practice

CHCECE010 Support the holistic development of children in early childhood

CHCECE011 Provide experiences to support children’s play and learning

CHCECE013 Use information about children to inform practice

CHCCS400C Work within a relevant legal and ethical framework

CHCPRT001 Identify and respond to children and young people at risk

HLTAID004 Provide an emergency first aid response in an education and care setting

HLTWHS001 Participate in workplace health and safety

http://training.gov.au/Search/Training?javaScriptEnabled=True&typeAllTrainingComponents=True







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ELECTIVES (ONLY NEED 3)

CHCECE006 Support behaviour of children and young people

CHCECE026 Work in partnership with families to provide appropriate education and care

for children

CHCORG303CParticipate effectively in the work environment

CHCECE014 Comply with family day care administration requirements

For details on training and assessment activity, refer to the Training and Assessment Sequencing

Plan included as Appendix 1 of this TAS.

TasTAFE has determined that the above units will be offered in the delivery of this program.

The selection of units has been based on meeting local industry needs and confirmation of the

availability of TasTAFE resources, equipment and teaching staff vocational competence.

The packaging rules allow for the selection of electives other than those listed above. In cases

where the program structure is modified or in response to individual student needs and

recognition applications, the Educational Team Leader will approve unit changes ensuring that

TasTAFE has the required resources/equipment/materials and vocationally competent

teachers as required.

Details relating to co-requisite and pre-requisite requirements are listed in the validated

Qualification Checklist.

Industry

Engagement

Clause 1.5

The industry members who were involved in the development of this training and assessment

strategy, including the training and assessment practices were:

Discovery Early Learning

Little Bee Early Learning

Blackman’s Bay Children’s Services

Centre care

As part of ongoing improvement activities and industry consultations, TasTAFE teaching

teams consult with industry in the following ways to ensure that resources/equipment and

facilities utilised for programs meet current industry standards.

Enterprise Reference Groups are held with the sector to gain feedback on delivery/sequence,

simulation, electives and assessment methods. All meetings are recorded through the

minutes and saved on our state-wide drive with any actions being recorded on TasTAFE

Continuous Improvement Plan.

Teams retain documented evidence of all consultations.

TasTAFE trainer/assessor and competence policies and procedures are located on the

TasTAFE Intranet. TasTAFE has documented procedures in place outlining the training and

assessment and vocational competence requirements of teachers. Competence is verified and

documented as per the procedure and evidence of continued competence development and

http://training.gov.au/Search/Training?javaScriptEnabled=True&typeAllTrainingComponents=True







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currency is monitored by Education Mangers. Education Managers are required to retain up

to date files for each teacher.

Vocational Competence Records for teachers are updated annually and verified by industry.

To ensure teachers are current, Return to Industry placement is offered to staff needing to

update skills/practices and competence.

Entry to the

training

product

Entry Requirements

There are no formal entry requirements for this qualification. Applicants complete a

suitability assessment to ensure they enter at the most appropriate level for them. All

students aged over 18 years are required to obtain a Working with Vulnerable People Check

to be cleared to work in the Early Childhood Education and Care Settings /or to participate

in programs such as work placement in and Early Childhood Education and Care Settings

Selection Process

In addition to the above entry requirements, Education Support use a suitability processes

which aims to ensure that each person has sufficient information to make an informed choice

and starts at a level that is right for him or her.

Training

Product

Location/s

Course will be delivered both on campus and on the job. With face to face delivery running

in the following locations:

Alanvale

Burnie

Devonport

Clarence eLearning delivery options are available through Alanvale, Burnie, Devonport and Clarence

campuses and accommodate rural and remote students from other areas. In the north,

north/west and the south students must be able to participate in a work placement to be

eligible to enrol in eLearning delivery to ensure they can be observed and assessed in the

workplace. Students may also attend classes if they wish to do so. A timetable is provided

so that they are aware of class schedules.

Licensing Not applicable – however mandatory reporting is a legislative requirement.

RTO Number 60142

CRICOS

Registration

Not applicable

Transitioning

Arrangements

The Education Manager or Division Manager subscribes to the following email updates to

ensure the RTO is advised of any changes to the Training Product:

☒ ASQA ☒ Industry Skills Council Newsletters

Type the name of the ISC here

☒ training.gov.au ☐ Other







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Click here to enter text.

When there is a change to the Training Product that impacts on this TAS, the Education

Manager or Division Manager will notify all staff affected as soon as possible.

The RTO complies with clauses 1.26 & 1.27 of the Standards for RTOs 2015. When there are

major changes to the Training Product, the Education Manager or Division Manager will

review the changes made and create a plan to transition to the requirements of the new

training product and cater for completion arrangements for students where possible. The

progress of the transition will be monitored by the Education Manager or Division Manager.

Transition arrangements must be completed within 12 months of changes being published on

training.gov.au for superseded qualifications and two years for deleted training products

(except Skill Sets and units of competency which are 12 months).

Section 2: Learners and learning outcomes

Learners The target participants for this training product are learners whose backgrounds may include

one or more of the following;

- individuals who have completed Year 11 or 12

- individuals who hold a Certificate II or above in Community Services

- individuals who may have been, or are employed in a Teacher Assistant role and wish

to obtain a formal qualification

- individuals who are considering returning to work after having a family

- individuals who have a particular interest in working in education as a Teacher

Assistant

This course is for people who are sure about their career pathway and have the skills

required to start at this level. Students may be seeking employment for the first time or they

may be working in another industry area. Some students may also be working in the relevant

sector and accessing study to increase their skills.

Learning

support

General TasTAFE Support

TasTAFE provides a range of support services including:

language, literacy and numeracy support;

disability support;

child care support;

financial advice;

Aboriginal and Torres Strait Islander support.

Further information is available in the Student Handbook, Student Information Brochure and

the TasTAFE website.

Specific Support available for this group of Learners

Support includes provision of study skills, literacy and numeracy support in class (CAVSS)

and/or referral to other sources of support including counseling services and disability liaison

officer.







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Students who identify a need for additional support in any aspect of learning and assessment

meet with the Disability Liaison Officer and specific learning strategies are developed e.g.

electronic programs to enhance readability of documents; electronic hearing aids etc.

If a student cohort is struggling with some aspect of the program, the Education Manager

Leader and teachers, in some instances, negotiate different delivery strategies e.g. extending

the delivery time of a unit or completing a verbal assessment in some instances.

Students will undergo the LLN ACER assessment as part of the Better at Work, Enterprise

Project, this will assesses students against the ACSF and highlight gaps identified from the

assessment. LLN specialist will develop strategies based on gaps and work with students to

assist them in improving their results. Further testing will be undertaken to assess if the new

strategies implement have improved the LLN score.

Training

Product

Outcomes

Employment Pathways

Students who complete the CHC30113 Certificate III in Early Childhood Education and Care

will gain employment as an educator in a regulated Early Childhood Education and Care

setting.

Further Study Pathways

Students who successfully complete the CHC30113 Certificate III in Early Childhood

Education and Care can continue on to Diploma of Early Childhood Education and Care and

then articulate to UTAS Bachelor of Education(Early Childhood)

Entry and Exit into Training Product

Students may enter the CHC30113 Certificate III in Early Childhood Education and

Care if they meet the suitability process and accept a place. Students who wish to

exit prior to completing their full qualification will be issued with a Statement of

Attainment for partial completion of their qualification. To achieve this qualification, the

student must have completed at least 120 hours of work as detailed in the Assessment

Requirements of units of competency.

Additional accredited outcomes

HLTAID004 Provide emergency first aid response in an education and care setting







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Section 3: Training Product Design

Recognition Learners are able to have their competency from prior learning and work experience

recognised in this qualification through the following arrangements:

Recognition in the form of RPL and Credit Transfer is offered to students prior to enrolment.

Students who have successfully completed previous training with TasTAFE or another RTO

and who have achieved relevant units will be eligible for credit transfer. Students who have

skills and experience and are able to demonstrate competence and currency in a unit or units

of competency will be eligible for recognition of prior learning.

AQF Volume of

learning

AQF volume of learning indicators (Note these indicators are considered to be a starting point and many factors can affect the amount of

training required). Certificate I

0.5 –1.0 year 600–1200 hours

Certificate II

0.5–1.0 year 600–1200 hours

Certificate III *

1.0–2.0 years 1200–2400 hours

Certificate IV **

0.5–2.0 years

600–2400 hours

Diploma

1.0–2.0 years 1200–2400 hours

Advanced Diploma

1.5 – 2.0 years 1800 – 2400 hours

* Certificate III qualifications are often the basis for trade outcomes and undertaken as part

of a traineeship or apprenticeship. In these cases, up to four years may be required to

achieve the learning outcomes.

** Certificate IV qualifications are often either:

Shorter duration specialist qualifications that build on existing skills and knowledge

Longer duration qualifications that are designed as entry level requirements for

specific work roles.

Duration and

Amount of

Training

The Volume of Learning for a CHC302113 Certificate III in Early Childhood Education and

Care is 1200 -2400 hours. As a component of this, the amount of training provided in this

instance of program delivery is CHC30213 Certificate III in Education Support hours,

comprising of:

Pre-Service;

438 hours of supervised instruction

592 hours of unsupervised activities

210 hours of work placement

In service;

12 hours of supervised instruction

102 hours of unsupervised activities

1440 hours of work placement

60 hours of online activities

The course will be offered within one year for a full time student. An individual training

plan will be negotiated with in-service (on the job) students and their employers.

Generally it will take in-service students between 12 and 24 months to complete.

Pre service will be delivered in approximately 18 hours per week and timetabled as

follows for each region;(please refer to regional timetables for specific details – a

Training and Assessment Plan (see Appendix A) for 2016 is located at







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O:\PostYear10\Statewide\Community Services\Education Support\CHC30213

Education Support\TAAS –

NW - 4 days per week for 34 weeks

South 4– days per week for 30 weeks

North – 4 days per week 34 weeks

eLearn (Flex) is offered over a full calendar year. Students are invited to join workshops if

they wish to avail themselves of face to face classes and are provided with timetables.

Likewise students who participate in face to face classes but who elect to undertake some

study flexibly is welcome to do so. All students must participate in work placement (more

information provided in Training Delivery section of this TAAS.

Students may undertake this qualification on a part time basis. This is negotiated on an

individual basis and individual training plans/timetables will be created for students studying

part time (either on campus or on-line).

Training

delivery

For details on training activity, refer to the Training and Assessment Sequencing Plan included as

Appendix 1 of this TAS.

Delivery Mode

☒ Face-to-Face ☒ On-the-job (indicate number of

days/hours/weeks Click here to enter text.)

☒ Online ☒ Self-paced

☐ Combination ☐ Other

Click here to enter text.

Delivery Methods

☒ Lectures/presentations ☒ Simulated environment ☒ Demonstrations

☒ Research activities ☒ Group projects ☒ Online

☒ Print-based learning material ☐ Video/Webinar ☐ Seminars

☒ Individual projects ☐ Other Click here to enter text.

Clustering of Units

1.Health and Safety


CHCECE004Promote and provide healthy food and drinks

HLTWHS001Participate in work health and safety

2.Physical and emotional wellbeing


CHCECE005Provide care for babies and toddlers

3.Development and Learning




4.Relationships and Play









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5.Culture and Diversity


HLTHIR404D Work effectively with Aboriginal and or Torres Strait Islander people

6.Regulatory Obligations



7.Electives (Only need 3)



for children



8.First Aid


Workplace Component

Work placement of minimum 120 hours forms an integral part of both learning and

assessment

Work placement must be undertaken by both pre-service and in-service students. This is

negotiated with schools in each region and therefore variations may occur. Generally work

placement commences midway through term1 and continues for one day per week for the

remainder of term 1, all of term 2 and term 3. Should it be determined that a student

requires more work placement, this can be negotiated for term 4. All students will

participate in at least 100 hours of work placement.

The units which require compulsory work placement in this qualification are:

CHCECE003 Provide Care for Children;

and

CHCECE005 Provide Care for Babies and Toddlers

Both these units have 120 hours of work placement attached to them. However, 100 hours

of work placement for the whole qualification is all that is required – units can be delivered

concurrently.

Should a student complete less than the required 100 hours of work placement, a competent

result cannot be awarded for the unit/s.

Learning Resources

Refer to the Resource and Equipment Checklist included as Appendix 2 of this TAS.

Assessment TasTAFE has a Quality Assessment System (located on the intranet) which aims to ensure

that assessment of our students meets the requirements of the nationally endorsed training







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packages and accredited courses, and produces graduates with the relevant skills and

knowledge for the workplace.

All assessments for this training program comply with the assessment requirements of the

CHC30213 Certificate III in education Support and in accordance with the Principles of

Assessment and Rules of Evidence.

For details on assessment activity, refer to the Training and Assessment Sequencing Plan

included as Appendix 2 of this TAS.

Assessment Methods

☒ Observation ☒ Portfolio of evidence ☒ Questioning

☒ Projects ☒ Presentations ☒ Testimonials

☐ Simulated Environment ☒ Workplace

☒ Scenarios

Clustering of Units

1.Health and Safety




2.Physical and emotional wellbeing


CHCECE005Provide care for babies and toddlers

3.Development and Learning




4.Relationships and Play



5.Culture and Diversity


HLTHIR404D Work effectively with Aboriginal and or Torres Strait Islander people

6.Regulatory Obligations



7.Electives (Only need 3)



for children



8.First Aid








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Assessment Resources

Refer to the Resource and Equipment Checklist included as Appendix 2 of this TAS.

Assessment

Validation

Validation will occur in alignment with the policy and procedure for Assessment Validation as

outlined in TasTAFE’ s Quality Assessment System (located on the intranet).

Refer to the validation schedule located O:\PostYear10\Statewide\Community

Services\Education Support\CHC30213 Education Support\Validation







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Section 4: Monitoring and Improvement Key

requirements

To be completed by the program team

Feedback and

associated

actions

Feedback for this training program is collected through;

Employer Questionnaire

Learner Questionnaire

Teaching team specific student feedback (end of unit / end of training product delivery)

as outlined in TasTAFE’s Quality Management System (located on the intranet).

Feedback is collected, analysed and actioned. Identified actions are documented in teaching team’s

Continuous Improvement Plans. The TasTAFE Continuous Improvement Policy and Guide are located on

the TasTAFE Intranet.

Section 5: Human and Physical Resources

Human

Resources

All trainers and assessors must meet the training and assessment and vocational requirements specified

in the Standards for Registered Training Organisations 2015.

TasTAFE trainer/assessor and competence policies and procedures are located on the TasTAFE

Intranet. Copies of qualifications are stored together with the Professional Development evidence with

the trainer/assessor profile in the following location: Alanvale Campus, Clarence Campus, Burnie

Campus and Devonport Campus

Trainer(s)/Assessor(s)

delivering this program

Training and

Assessment

Competencies

held (TAE40110

or TAE40114)

Enterprise

and

Assessor

Skill Sets

held

(required

1.1.2016)

Vocational

Competencies

and Currency

verified

Professional

Development

verified

Name of trainer/assessor Yes/no Yes/no Yes/no Yes/no

Helen Houston ( South) Yes Yes Yes Yes

Jenny Russell (South) Yes Yes Yes Yes

Lyn Murray ( South) Yes Yes Yes Yes

Rachel Oddie ( South) Yes Yes Yes Yes

Denise Morales –Cortes

(South) Yes Yes Yes Yes

Georgie Dawkins ( North) Yes Yes Yes Yes







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Rachel Wood ( North) Yes Yes Yes Yes

Nicole Londregan (North) Yes Yes Yes Yes

Kit Dunham (North) Yes Yes Yes Yes

Viv Tyson ( North) Yes Yes Yes Yes

Kate Wakefield (North) Yes Yes Yes Yes

Terissa Bowerman (North) Yes Yes Yes Yes

Jacqueline Greaves (North

West) Yes Yes Yes Yes

Sarah Berwick (North


Kate Morrison (North


Mary-Anne Napier (North


Gilliam Right (North West) Yes Yes Yes Yes

Partnering

Agreement

There are no partnering agreements in place for this qualification

Physical

Resources

and

equipment

As part of TasTAFE’s program planning and development processes, teaching teams undertake a review

of all required resources/equipment and facilities. This process ensures that required resources and

equipment have been identified and will be available to deliver selected units.

The resources and equipment identified for this training product are listed in the Qualification/Course

Resource and Equipment Checklist as Appendix 2 of this TAS.

Students are advised prior to enrolment that they are required to supply or obtain access to the

following resources and equipment All students are required to purchase the Supporting Education,

The Teaching Assistant’s Handbook authored by Karen Kearns.

Section 6: Responsible Parties and Contact Details

Division Community and Children’s Team and

Region Community and Children’s







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Division

Manager Brendan Holland

Contact phone

and email [email protected]

Education

Manager Danielle Morgan

Contact phone

and email

[email protected]

67772588

Section 7: Version Control

Strategy version

number

Version number of strategy last approved (where

applicable):

Version number for this strategy – new (V1.0) or

update (increment as appropriate) V1.1

Date of next review: June 2016

mailto:[email protected]


Training and Assessment Strategy for CHC30113 Certificate III in Early Childhood Education and Care Version 1.1 Created Date by Danielle Morgan: 24st March 2016


Page 14 of 19

Appendix 1 Attached is an example ‘Training and Assessment Sequencing Plan’. This template may be used to record program sequencing of when each

unit/cluster of units) will be delivered and assessed (N.B. sequencing documents must clearly show when delivery and assessment relevant to each unit/cluster of units

will occur). Other supporting documents are also required to support the TAS and include timetables (with dates, times, unit delivery details, teachers), session

plans (session content, activities and resources used) and an assessment plan (detailing the assessment methods used for each unit/cluster of units).

Training and Assessment Sequencing Plan This plan details the order that units or clusters of units are delivered, including details of the weeks/dates students will undertake assessments.

Total Number of units = 17

Core (12)

Electives (5) identified with a

Week, Day or Date Training Activity including details of relevant units Assessment Activity Launceston

16th Feb till 17th May

(Tuesday’s)

9.00-3.30

Clarence

12th February – 18th March

(Friday’s)

9-3.30

Devonport & Burnie


(Tuesday’s)

9.00-3.30

Session Overview

This cluster provides students will gain an overview of policy, legislation and WHS

relevant to the early childhood education and care setting

Units Covered

Health and Safety




Learning activity only in week one and two. Assessments will released in week

3 of delivery schedule.

Written Assessments due to be completed by the last delivery date of the

cluster

Assessments include; Written questions, Case Studies, Workplace Portfolio

Evidence and Workplace Observation. Work placement based activities may

be completed outside the cluster dates depending on the requirements of the

workplace host.

Launceston

15th Feb till 2nd May

(Mondays)

9.00-3.30

Clarence

24th May– 26th June (Tuesday and Wednesday)

9.00-3.30

Devonport & Burnie

Session Overview

This cluster provides students with the skills and care practices for babies, toddlers and

young children

Units Covered

Physical and emotional wellbeing

CHCECE003 Provide care for children CHCECE005Provide care for babies and toddlers




cluster


Evidence and Workplace Observation. Work placement based activities may be completed outside the cluster dates depending on the requirements of the

workplace host.




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(Tuesday’s)

9.00-3.30

Launceston

16th May till 26th July

(Monday’s and Tuesday’s)

9.00-3.30

Clarence

9th February – 7th April (Tuesday’s and Thursday’s)

9.00-3.30

Devonport & Burnie

16th May till 26th July

(Monday’s and Tuesday’s)

9.00-3.30

Session Overview

This cluster will provide students with knowledge about the early years learning

framework and the unpinning knowledge of children’s development

Development and Learning


CHCECE010 Support the holistic development of children in early childhood CHCECE013 Use information about children to inform practice




cluster



workplace host.

Launceston

25th July till 12th September

(Tuesday’s)

9.00-3.30

Clarence

26th April– 19th May

(Tuesday’s and Thursday’s)

9.00-3.30

Devonport & Burnie

25th July till 12th September

(Tuesday’s)

9.00-3.30

Session Overview

This cluster will provide students with the skills to develop positive and respectful

relationships to be support children’s play and learning

Units Covered

Relationships and Play






cluster




workplace host.

Launceston

9th October till 28th November

(Monday’s)

9.00-3.30

Clarence

18th August– 8th September

(Thursday)

9-3.30

Devonport & Burnie

91h October till 28th November

(Monday’s)

9.00-3.30

Session Overview

This cluster will provide students with awareness and skills to work with Aboriginal and

Torres Strait Islanders and those from diverse cultures

Units Covered

Culture and Diversity


HLTHIR404D Work effectively with aboriginal and or Torres strait Islander

people




cluster




workplace host.




Page 16 of 19

Launceston


(Tuesday’s)

9.00-3.30

Clarence

24th April 31th May (Wednesday’s & Tuesday’s)

9.00-3.30

Devonport & Burnie


(Tuesday’s)

9.00-3.30

Session Overview

This cluster provides students with an understanding of the acts, standards and working

ethically in an early childhood education and care setting

Units Covered

Regulatory Obligations CHCCS400C Work within a relevant legal and ethical framework





cluster



workplace host.

Launceston


(Tuesday’s)

9.00-3.30

Clarence

12th August – 26th August

(Friday’s)

9.00-3.30

Devonport & Burnie


(Tuesday’s)

9.00-3.30

Session Overview

This cluster will provide students with strategies to support the behaviour of children and

young people

Electives





cluster




workplace host.

Launceston

26th July till 16th August

(Tuesday’s)

9.00-3.30

Clarence

2th June– 16th June

(Thursday’s)

9.00-3.30

Devonport & Burnie

26th July till 16th August

Session Overview

This cluster provides students

CHCORG303C Participate effectively in the work environment




cluster




workplace host.




Page 17 of 19

(Tuesday’s)

9.00-3.30

Launceston

12th Feb till 4th March

(Friday’s)

9.00-3.30

Clarence


(Friday’s) 9.00-3.30

Devonport & Burnie


(Friday’s)

9.00-3.30

Session Overview


CHCECE026 Work in partnership with families to provide appropriate education

and care for children




cluster



be completed outside the cluster dates depending on the requirements of the workplace host.

This unit is offered to in

service students who a

family day care educators

Session Overview






cluster




workplace host.

First Aid

HLTAID004 Provide an emergency first aid response in an education and care

setting

This Unit is delivered by the Health TasTAFE




Page 18 of 19

Appendix 2 Resource and Equipment Checklist

INSTRUCTIONS: Complete this checklist listing all physical resources and equipment available at each delivery site (or accessible by each delivery site).

Include additional columns if more than 4 delivery sites are applicable and additional rows to list resources. This checklist is a required supporting document

for Training and Assessment Strategies (TAS).

Qualification/Course: CHC30213 Certificate III in Early Childhood Education and Care

Resources/Equipment Campus (1)

Alanvale

Campus (2)

Clarence

Campus (3)

Devonport

Campus (4)

Burnie

Facilities

Classroom Dividers

Classrooms

Computer lab

Simulation (Community Services Centre/ Play group environment)

Telephones

Materials

Ipads

Polo Tops

Folders

USB

Writing pads

Assessment Materials

Assessment packs and Teachers guide for each cluster (except First Aid)

are stored on state-wide O drive.

Text Books Supporting Education by Karen Kearns

Sets are available in Library’s around the state and teams purchase class

sets for allocation to pre service students upon enrolment

Learning Resources




Page 19 of 19

Session plans are saved on team drives.

VLE - Fronter

Pictures for walls in simulated environment

Lounge chairs for simulated environment

Kid’s corner for simulated environment

Kitchen area for simulated environment

I confirm that this Resources and Equipment Checklist accurately reflects the range of resources accessible to TasTAFE to deliver this

qualification/course and that resources meet qualification/course requirements to the unit level and current industry standards.

Date checklist completed: 23/3/2016

Signed: DM

Name and Position of person completing checklist: Danielle Morgan

Date next resource/equipment review will be undertaken: June 2016

Documents

Training and Assessment Strategy (TAS) CHC30113 ... and... · Training and Assessment Strategy (TAS) CHC30113 Certificate III in Early ... Glossary, Standards for Registered Training