CHCECE047 - Analyse information to inform children’s learning

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit’s learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:
• gather, document and analyse information about an individual child on six different occasions using a minimum of three different tools or methods
• develop and document a perspective about the child’s:
• overall development
• knowledge
• ideas
• strengths
• interests
• social interactions
• reactions to play environment
• report on two different critical reflection activities used to review own practice.

Students will also be expected to demonstrate the following knowledge:
• requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
• collaborative partnerships with families and communities
• educational program and practice
• relationships with children
• stages of the curriculum planning cycle and how to manage that cycle:
• collecting information
• questioning and analysing information
• planning
• implementation
• review and reflection
• stages of child development and how they are considered in each phase of curriculum planning
• confidentiality and ethical requirements for the collection, sharing, storage and disposal of information
• strategies for the collection of information:
• collaborative approaches to gathering and using information
• prioritising the voice of the child
• observations:
• current and emerging thinking about contemporary practice in use of observations
• what makes for meaningful observations
• summative assessment methods and tools
• other ways of gathering different types of information and their application in different contexts:
• anecdotal records
• asking questions of children
• child records
• discussion with families
• narratives
• learning stories
• sociograms
• running records
• jottings
• time or event samples
• digital images
• cultural maps
• samples of children’s work
• ways of interrogating and analysing information to determine:
• individual children’s strengths, interests and needs
• when additional support may be needed
• current and future development and learning opportunities
• the link between the collection and analysis of information and the planning and implementation of curriculum
• the need for multiple perspectives and how educators can encourage and support collaborative critical reflection in the service
• critical reflection:
• what is critical reflection
• why and how educators use critical reflection
• what makes for meaningful critical reflection
• types of reflection activities used in analysing information and their key features:
• individual and group
• formal and informal
• journals and diaries including written or visual.