CHCECE055

Meet Legal and Ethical Obligations in

Children’s Education and Care
Learner Workbook
Table of Contents

Introduction.......................................................................................................................4
Competency-Based Assessments........................................................................................5
Assessing Nationally-Recognised Training..........................................................................6
Dimensions of Competency................................................................................................7
Reasonable Adjustment.....................................................................................................8
The Unit of Competency.....................................................................................................9
The Context of Assessment................................................................................................9
Assessment Method.........................................................................................................10
Resources Required for Assessment.................................................................................11
Accessing External Links...................................................................................................13
Assessment Workbook Cover Sheet.................................................................................14
Knowledge Assessment....................................................................................................15
Practical Assessment........................................................................................................44
Candidate Instructions...........................................................................................................44
Case Studies.....................................................................................................................45
Case Study – Sparkling Stars Early Years Learning Centre.....................................................45
Scenario 1 – Alexa..............................................................................................................46
Scenario 2 – Danny.............................................................................................................50
Scenario 3 – Vegan Parents................................................................................................56
Scenario 4 – Relatives........................................................................................................61
Scenario 5 – Millie..............................................................................................................66
Case Study – Dudley Early Years Learning Centre.................................................................77
Scenario 6 – NQS Rating.....................................................................................................78
Project Assessment.................................................................Error! Bookmark not defined.
Project Overview.......................................................................Error! Bookmark not defined.
The Assessment Pathway.........................................................Error! Bookmark not defined.
Part 1 Identifying Legal and Ethical Obligations.......................Error! Bookmark not defined.

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 1.1 Authoritative Sources of Early Childhood Education and Care Information.........Error!
Bookmark not defined.
1.2 Scope and Nature of Own Rights and Responsibilities...Error! Bookmark not defined.
Part 2 Meeting Legal and Ethical Obligations...........................Error! Bookmark not defined.
2.1 Legal and Ethical Obligations in Work Activities.............Error! Bookmark not defined.
Part 3 Contributing to Workplace Improvements....................Error! Bookmark not defined.
3.1 Reflective Journal............................................................Error! Bookmark not defined.
3.2 Development of Policies and Procedures.......................Error! Bookmark not defined.
3.3 Review of Policies and Procedures..................................Error! Bookmark not defined.
Assessment Workbook Checklist......................................................................................86
Record of Assessment (Assessor’s Use Only)....................................................................89

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Introduction
The assessments in this workbook are divided into two categories: Knowledge Assessment
and Practical Assessment.
The Knowledge Assessment is a set of general and workplace questions testing your
knowledge and understanding of the general theory behind the unit.
You must answer all Knowledge Assessment Questions using your own words. However,
you may refer to your Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you
should be able to answer these questions based on the processes that are currently in place
in your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical
workplace setting.
The Practical Assessment is made up of the Case Studies and Project Assessment. This
assessment tests your practical skills with respect to the requirements of the unit of
competency relevant in this workbook.
The Practical Assessment requires you to complete and submit workplace documents and
other documentation relevant to the unit of competency.
The evidence you submit must be your own work except where due reference is made and
where you are required to submit supplementary workplace documents such as policies
and procedures.
When completing the assessments included in this workbook:
1. Read the instructions provided in each task carefully before attempting to complete
the task. The instructions will guide you on how to answer the question or complete
the task satisfactorily.
2. Follow the steps provided in each task.
 If the question instructs you to describe, provide a description as your
response. If the question instructs you to list, provide a list as your response.
 Where there is a number of required responses, provide the required number
of responses. For example, if you are asked to list three responses, provide
three responses.
3. Ensure that all your submissions for this assessment indicate your first and last name
and that these submissions have been named according to the file naming
convention prescribed in each task.

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Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering
and recording of evidence to support the judgement on whether competency has been
achieved. Skills and knowledge (developed in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence required by
industry, rather than compared with the skills and knowledge of other candidates.

The features of a competency-based assessment system are:

 It is focused on what candidates can do and whether it meets the criteria specified
by the industry as competency standards.
 Assessment should mirror the environment the candidate will encounter in the
workplace.
 Assessment criteria should be clearly stated to the candidate at the beginning of the
learning process.
 Assessment should be holistic. That is, it aims to assess as many elements and/or
units of competency as is feasible at one time.
 In competency assessment, a candidate receives one of only two outcomes –
‘competent’ or ‘not yet competent.’
 The basis of assessment is in applying knowledge for some purpose. In a competency
system, knowledge for the sake of knowledge is seen to be ineffectual unless it
assists a person in performing a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated for the
trainer and candidate. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist,
the outcomes are based upon those identified in a training needs analysis.

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Assessing Nationally-Recognised Training
Developing and conducting assessment, in an Australian Vocational Education and Training
(VET) context, is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1. Assessment must be valid
 Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
 Assessment must include the combination of knowledge and skills with their
practical application.
 Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
2. Assessment must be reliable
 Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
 Assessors must be trained in national competency standards for assessors to
ensure reliability.
3. Assessment must be flexible
 Assessment, where possible, must cover both the on- and off-the-job
components of training within a course.
 Assessment must provide for the recognition of knowledge, skills, and
attitudes regardless of how they have been acquired.
 Assessment must be made accessible to candidates through a variety of
delivery modes, so they can proceed through modularised training packages
to gain competencies.
 Assessment must be mutually developed and agreed upon between assessor
and the assessed.
 Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.
4. Assessment must be fair
 Assessment process must consider the individual needs of the candidate.
 Assessment must provide for reasonable adjustments, where appropriate, to
consider the individual candidate’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

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Rules of Evidence
When collecting evidence, certain rules apply to that evidence. All evidence must be valid,
sufficient, authentic, and current:
1. Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills, or attitudes.
2. Sufficient
This rule relates to the amount of evidence gathered. Enough evidence must be
gathered to satisfy the requirements that the candidate be competent in all aspects
of the unit of competency.
3. Authentic
When evidence is gathered, the assessor must be satisfied that evidence is the
candidate’s own work.
4. Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)

Dimensions of Competency
The national concept of competency includes all aspects of work performance and not only
narrow task skills. The four dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

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Reasonable Adjustment
‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment
or making changes to the training delivered to assist a candidate with a disability. A
reasonable adjustment can be as simple as changing classrooms to be closer to amenities or
installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with a disability
have:
 The same learning opportunities as candidates without a disability, and
 The same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning, and assessment
activities can include:
 Customising resources and assessment activities within the training package or
accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure candidate needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant unit(s) of
competency. For example, if the assessment were gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally would
not be a valid assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.

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Assessment Workbook Version 1.1
The Unit of Competency
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCECE055 – Meet legal and ethical obligations in children's education and care (Release
2)
1. Identify legal and ethical obligations.
2. Meet legal and ethical obligations.
3. Contribute to workplace improvements.

A complete copy of the above unit of competency can be downloaded from the
TGA website:
Link to unit page on TGA

The Context of Assessment

To complete the assessments in this workbook, students need to have access to their
learning materials and the Internet. The Knowledge Assessment may be completed wholly
at the candidate’s home or chosen place of study. The Practical Assessment must be
completed in a workplace or a simulated environment.

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Assessment Method
This workbook uses the following assessment method(s):
1. Knowledge Assessment
A set of generic and workplace questions testing the candidate’s general knowledge
and understanding of the general theory behind the unit.
2. Case Study
Includes detailed scenarios and simulated environments, providing all necessary
information required to complete relevant tasks and activities.
3. Project Assessment
A set of tasks or activities completed according to set instructions and guidelines to
meet the requirements of the relevant unit. These tasks and activities require you
to have access to a workplace or a similar environment.

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Resources Required for Assessment
The candidate will need access to:
 Computer with Internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 Video recording equipment, e.g. smartphone or a camera with video recording
capabilities
 At least two volunteers to participate in a role play
 At least one volunteer with relevant knowledge and experience in early childhood
education and care services, e.g. they are an approved early childhood educator,
room leader at an actual early years learning centre.
 Early Childhood Australia (ECA) Code of Ethics
 United Nations Convention on the Rights of the Child
 National Quality Framework
 Education and Care Services National Regulations
 National Quality Standard
 The relevant approved learning framework – Early Years Learning Framework (EYLF)
 Early years learning centre that will allow you access to:
o Workplace supervisor
o At least two colleagues
o One other supervisor or another senior staff in the centre.
o At least two stakeholders who are responsible for developing and reviewing policies
and procedures in the workplace.
o Policies and procedures, including for all aspects of operation
o Relevant workplace documents that will help you identify your rights and
responsibilities as an early childhood educator, e.g. contract of employment,
policies and procedures, your job description and key performance indicators, etc.

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 o Opportunities for you to:
- Conduct one work activity in each of the following areas while being observed by
the assessor and while being supervised by your workplace supervisor:
 Health
 Safety
 Wellbeing
 Incidents
 Injury
 Trauma
 Illness
 Response to medical condition
 Emergency response
- Participate and contribute in two meetings to develop and review policies and
procedures in the centre.

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Accessing External Links
Throughout this workbook, you will sometimes be required to access certain websites. Links
to these websites are formatted in Blue Underlined Text.
To access these, hold the Ctrl key and click the link for Windows users, or simply click on
these blue links for Mac users.

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Assessment Workbook Cover Sheet
To the candidate: You must complete the coversheet below by filling in all the details and
signing it.

Workbook CHCECE055

Title Meet legal and ethical obligations in children's education

and care (Release 2)

First and Surname Harpreet kaur

Phone      

Email [email protected]

Please read the Candidate Declaration below and if you agree to the terms of the
declaration, sign and indicate the date in the spaces provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made aware of my
rights and responsibilities as an assessment candidate, and choose to be assessed at
this time.
 I am aware that there is a limit to the number of submissions that I can make for each
assessment, and I am submitting all documents required to complete this Assessment
Workbook.
 I have organised and named the files I am submitting according to the instructions
provided. I am aware that my assessor will not assess work that cannot be identified
and may request the work be resubmitted according to the correct process.
 This work is my own and contains no material written by another person except where
due reference is made. I am aware that a false declaration may lead to the withdrawal
of qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications that I
submit as evidence as well as the qualifications/evidence of parties who verify my
performance or observable skills. I give my consent to contact these parties for
verification purposes.

Name: Harpreet Kaur Name: Harpeet Kaur Name:      

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Knowledge Assessment
Activity 1
1. Explain what the National Quality Framework (NQF) is.

Australia has developed the National Quality Framework (NQF), a regulatory framework,
to guarantee a uniform and high standard of early childhood education and care
throughout the nation. It was created to encourage young children's growth and to raise
the standard of education and care given to them. To guarantee the safety, health, and
education of the children in their care, the NQF sets the standards and laws that all early
childhood education and care services must adhere to.

Activity 2, 3
2. Explain the purpose of each key component of the National Quality Framework
(NQF) listed below.

Key component of the Purpose

NQF

The NQF's legal framework is composed on national laws and

regulations. In all Australian states and territories, they offer a
i. National Law and
uniform regulatory framework that controls the operation of
National
early childhood education and care services. This element
Regulations
makes sure that quality, safety, and responsibility are all
treated equally.

Seven quality areas are outlined by the NQS and used to

evaluate early childhood education and care services. The
practices and programs in education, the health and safety of
children, the physical environment, staffing arrangements,
ii. National Quality
interactions with children, collaborations with families and
Standards (NQS)
communities, and leadership and management are some of
these areas. The NQS's main goal is to direct services in
providing top-notch care and education that caters to the
various requirements of kids and families.

iii. Assessment and Early childhood education and care services are evaluated and
quality rating rated in accordance with the NQS during this procedure. In
process order to inform families about the quality of services and

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 encourage providers to continuously improve, services are
rated from "Working Towards National Quality Standard" to
"Exceeding National Quality Standard."

iv. National learning National learning frameworks such as the Early Years Learning
framework: Early Framework (EYLF) and My Time, Our Place (MTOP) offer
Years Learning educators instructions on how to give children with high-
Framework (EYLF) quality education and care. 

While MTOP is targeted at children who are in school,

v. National learning
EYLF focuses on infants and young children up to age five.
framework: My
In a variety of circumstances, these frameworks provide
Time, Our Place
concepts, behaviors, and results that assist children's
(MTOP)
learning and development.

3. What is the role of state/territory regulators in regulating early childhood

services?

The oversight and control of early childhood education and care services within the
jurisdiction of states and territories is vital. Their duties consist of:
 Regulations grant licenses to operate to education and care services that meet
certain requirements through licensing and approval. Additionally, they accept
services that adhere to international standards.
 Monitoring and Compliance: Regulators keep a close eye on services to make
sure they follow all applicable national laws, regulations, and safety standards.
 Evaluations and Ratings: Regulators evaluate how well services adhere to the
NQS and carry out quality evaluations, which inform families and aid in the
improvement of services.
 Support and Guidance: To assist services in meeting quality standards and
regulations, regulators provide guidance, resources, and training.
 

Activity 4
4. Identify four duty of care responsibilities of an early childhood educator.

 Children's safety must be ensured by educators through regular supervision and

the establishment of a secure atmosphere.

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  Physical and Emotional Well-Being: Teachers are in charge of providing for
students' emotional requirements as well as their physical needs (nutrition, rest,
and hygiene).

 Education and development: Teachers are responsible for developing and

implementing age-appropriate educational activities that enhance young
learners' emotional, social, and cognitive growth.

Collaboration: To exchange knowledge and work together for the child's benefit,
educators should keep lines of communication open with families and their
peers.

Activity 5

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 5. Explain the purpose of the Education and Care Services National Law and
Regulations.

i. Purpose of the National Law

The National Law's main goal is to give Australia's legal system a uniform framework
for regulating education and child care services. To safeguard the wellbeing, growth,
and safety of children, it makes sure that services adhere to set criteria.

ii. Purpose of the National Regulations

The National Regulations lay out in great detail how education and care services must
function in accordance with the National Law. They address topics including teacher
qualifications and training needs, staffing ratios, health and safety precautions,
physical environment standards, and staffing ratios. All services are held to a uniform,
high-quality standard of care and education according to the legislation.

Activity 6
6. Answer the following questions about the interrelationships between the
National Law, Regulations, and the National Quality Framework.

i. How do the National Law and Regulations come together in the implementation
of the National Quality Framework?
 The National Quality Framework's (NQF) implementation is influenced by
national laws and regulations. The overall legal framework for education and care
services throughout all states and territories is established by the National Law.
The standards established in the National Law are supported and expanded upon
by the National Regulations, which offer comprehensive recommendations and
specifications. When taken as a whole, the National Law and Regulations
establish a thorough regulatory framework that guarantees uniformity in
standards, quality, and safety for the early childhood education and care industry.

ii. How do the National Regulations support Education and Care National Laws?
he National Regulations provide detailed guidelines and specifications for
numerous facets of running an education and care service, supporting the
Education and Care National Law. These rules address issues including staffing
ratios, qualifications, health and safety requirements, physical environment

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 specifications, policies and procedures, and more. The National Regulations turn
the broad objectives and concepts of the National Law into specific requirements
for service providers to abide by.

iii. How do the National Law and Regulations relate to the National Quality Standard
(NQS)?
The National Quality Standard (NQS) is dependent on national laws and
regulations. One of the main parts of the National Quality Framework, the NQS
outlines the seven criteria for which education and care services are judged. Legal
and regulatory authority is provided by National Law and Regulations.

Activity 7
7. Access and review the Education and Care Services National Regulations of your
state/territory and answer the questions that follow.

Your state/territory Tasmania

Link to the National https://www.legislation.tas.gov.au/

Regulations you accessed

i. In which part, division, and section can you find information on incident, trauma,
and illness policies and procedures in the National Regulations?
Part:4
Division: 3
Section: 87

ii. According to the regulation stated in the section and division you indicated in
Question – i, identify the four people who are required to follow on incident,
trauma, and illness policies and procedures.
In the Education and Care Services National Regulations, information about
incident, trauma, and illness policies and procedures can usually be found under
the "Health and Safety" or "Risk Management" section. This section outlines the
requirements for documenting and responding to incidents, traumas, and
illnesses that occur within the education and care service. It will detail procedures
for reporting, recording, and managing these situations to ensure the well-being

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 of children and staff.

iii. In which part, division, and section can you find information on space
requirements – outdoor space in the National Regulations?
Part: 4
Division: 4
Section: 97

iv. According to the regulation stated in the section and division you indicated in
Question - iii, what four areas are to be excluded when calculating the area of
unencumbered outdoor space required?
Information about space requirements for outdoor areas can usually be found
under the "Physical Environment" or similar section. This section outlines the
guidelines and standards for outdoor play spaces in early childhood education
and care services. It will detail requirements such as the minimum outdoor space
area per child, safety considerations, and the types of features that must be
present in the outdoor environment.

v. In which part, division, and section can you find information on educational
leader in the National Regulations?
Part: 4
Division: 5
Section: 104

iv. Please describe the specific regulation according to the division and section of
the National Regulations indicated in Question v.
The concept of an educational leader is typically mentioned under sections
related to "Educational Program and Practice" or "Curriculum." The regulations
may specify the role and responsibilities of the educational leader in facilitating
and promoting high-quality educational programs and practices within the
service. The educational leader often plays a crucial role in curriculum
development, continuous improvement, and promoting reflective practices
among educators.

Activity 8

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 8. List two qualification requirements for the person in day-to-day charge and the
nominated supervisor of an education and care service.

Two qualification requirements for the person in day-to-day charge

 A person in day-to-day charge should possess a degree that is at least as good as

a diploma in early childhood education and care or a closely comparable field.

 A nominated supervisor should possess a degree in early childhood education

and care or a closely connected discipline that is at least as good as a bachelor's
degree.

Two qualification requirements for the nominated supervisor

 A person in day-to-day charge should possess a degree that is at least as good as

a diploma in early childhood education and care or a closely comparable field.

 A nominated supervisor should possess a degree in early childhood education

and care or a closely connected discipline that is at least as good as a bachelor's
degree.

Activity 9

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 9. Complete the table below by providing the required educator to child ratio for
centre-based services.

Age of children Educator to child ratio State it applies to

i. Birth to 24 months All states and territories

ii. Over 24 months All states and territories

and less than 36 excluding VIC
months

VIC

iv. Over 36 months up 2:4 ACT, NT, QLD, VIC

to and including
preschool age

1:1 NSW

2:2 SA

4:5 TAS

3:0 WA

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 ix. Over preschool age 2:2 NT, QLD, SA, TAS, VIC, NSW

2:2 ACT

1:0 WA

Activity 10

10. List the three early childhood teaching qualifications for a person to be
considered an early childhood teacher.

1. Early childhood education and development are the main topics of the four-year
Bachelor of Education (Early Childhood) degree.
2. A comparable four-year degree program that trains adults to teach and foster the
development of young children is the Bachelor of Teaching (Early Childhood).
3. Those holding a Master of Teaching (Early Childhood) degree have superior
teaching abilities and knowledge of early childhood education.

Activity 11

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 11. List three first aid qualification requirements that staff must have at a centre-
based service and family day care.

First aid qualification requirements for staff at a centre-based service

i. Provide First Aid (HLTAID003): This course teaches the fundamentals of first aid,
including CPR, treating injuries, and handling emergency situations.

ii. Give Cardiopulmonary Resuscitation (CPR) (HLTAID001): A specialized CPR

course that emphasizes chest compressions and rescue breathing.

iii. This certification, Emergency Asthma Management (22300VIC), enables staff to

provide first aid for asthma in an emergency.

First aid qualification requirements for staff at a family day care

i. Provide First Aid (HLTAID003): This course teaches the fundamentals of first aid,
including CPR, treating injuries, and handling emergency situations.

ii. Give Cardiopulmonary Resuscitation (CPR) (HLTAID001): A specialized CPR

course that emphasizes chest compressions and rescue breathing.

iii. This certification, Emergency Asthma Management (22300VIC), enables staff to

provide first aid for asthma in an emergency.

Activity 12

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 12. Based on the Education and Care Services National Regulations in your
state/territory:
i. What six pieces of information must staff records include?
ii. What two pieces of information must educator records include?

Information that staff records must include

The staff member's full name.

The staff member's date of birth.
The staff member's qualifications.
The staff member's working hours.
The staff member's periods of employment.
Any other information required by the National Regulations.

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 Information that educator records must include

a. The educator's full name.

b. The educator's qualifications.

Activity 13
13. Answer the following questions about record-keeping requirements set by the
National Law and Regulations.

i. Where must an early childhood and care service store their records according to
the National Law?
In accordance with National Law, early childhood and care service facilities are
required to maintain records.

ii. According to the National regulation, which regulation and sub-regulation

indicate the duration of how long these records should be kept.
Regulation: Regulation 183's
Sub regulation: Regulation (1)

iii. For how long must the service keep a child’s record if the record pertains to an
incident, illness, injury or trauma suffered by the child while enrolled in the
service?
Child's Record Related to event, Illness, Injury, or Trauma: The service is required
to preserve the child's record for three years following the event, illness, injury,
or trauma.

iv. If the child died while enrolled at the service, for how long should the service
keep this child’s record?
Child's Record if the Child Died: If a child passed away while enrolled in the
service, the organization is required to preserve a copy of the child's file for
seven years following the passing of the child.

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 v. If the child has no record of incident, trauma, illness, or injury, for how long
should the service keep their records?
Child's Record: If the child has no incidents, traumas, illnesses, or injuries, the
service will be provided must keep their records until the child reaches 25 years
of age.

Activity 14

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 14. List six pieces of information that must be readily available for families to access
as required by the National Regulations.

Six pieces of information that must be readily accessible for families are:
 
The service's philosophy and objectives.
The service's policies and procedures, including those relating to fees, enrolment, and the
handling of complaints.
The service's current licensing and/or accreditation certificate.
The educational program being delivered to children.
The qualifications of educators and staff.
Details of the service's public liability insurance.

Activity 15
15. Below are the Australian Privacy Principles (APP) outlined in the Privacy Act of
1988. What does each APP state?

APP Explanation

i. Open and The management of personal information must be open and

transparent, and organizations must have a transparent policy
transparent
in place.
management of
personal
information

When communicating with organizations, people can choose

ii. Anonymity and to remain anonymous or use a pseudonym, unless doing so is
pseudonymity legally necessary.

Personal information should only be collected by organizations

iii. Collection of
when it is required for them to carry out their duties and
solicited personal
activities, and only in a legitimate and ethical manner.
information

Personal information should not be used or disclosed for

iv. Use or disclosure
purposes other than those for which it was originally gathered,

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 of personal unless consent has been obtained or special exceptions apply.
information

 it protects data by encoding the information in such a way

v. Security of that it is only accessible to authorized parties or individuals. It
personal is a way of safeguarding data, documents, or information from
information this generation's threats such as malicious hackers, spies, and
criminals.

The Privacy Act gives everyone the right to access their

vi. Access to personal personal information held by government institutions that are
information subject to the Act, and protects that information against
unauthorized collection, use, retention and disclosure.

If you think the personal information an organisation or agency

vii. Correction of holds about you is incorrect, then contact the organisation or
personal agency and ask them to correct it. Only you or a person you
information authorise, such as a legal guardian or authorised agent, can
request the correction of your personal information.

Activity 16

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 16. Refer to the National Regulation, list five exceptions with regards to
confidentiality of records kept by approved providers of education and care
services.

Several exceptions to the confidentiality of the records retained by authorized providers of

education and care services are outlined in the National Regulations. These exclusions could
apply to:
 
Legal Requirements: When disclosure is mandated by law, such as in situations where authorities
must be notified of possible child abuse or neglect.
 
Health or Safety Concerns: When there is a worry about a child's or another person's health or
safety.
 
Consent: When the parent or legal guardian of the minor gives their approval for the disclosure
of particular information.
 
Situations in which disclosure is required, such as when a kid needs medical attention, are
considered emergencies.

Activity 17

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 17. Assume that you are working as an educator at Sparkling Stars Early Years
Learning Centre.
Access and review their data security protocols here and answer the question
that follows.
Data Security Protocols
(username: mfgrouplearner password: mfgroup@123)
List two data security and two data sharing protocols for paper records and two
data security and two data sharing protocols for electronic records that the
centre implements.

Data security protocols for paper records

i. Secure Storage: Paper records containing sensitive information should be stored

in locked cabinets or secure areas accessible only to authorized personnel.

ii. Access Control: Access to paper records should be restricted to authorized staff
members only. Each staff member should have a unique identification and
access code.

Data sharing protocols for paper records

i. Consent: Obtain written consent from parents or guardians before sharing any
paper records containing personal information outside the centre. Clearly
communicate the purpose and scope of the sharing.

ii. Secure Transmission: If paper records need to be shared with external parties,
ensure that they are transmitted in a secure manner, such as through sealed
envelopes or secure delivery services.

Data security protocols for electronic records

i. User Authentication: Implement strong password policies and multi-factor

authentication for accessing electronic records. Each staff member should have a
unique login with restricted access based on their roles.

ii. Encryption: Ensure that electronic records are encrypted, both during storage
and transmission, to protect them from unauthorized access.

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 Data sharing protocols for electronic records

i. Secure Platforms: Use secure communication platforms for sharing electronic

records. Implement secure file sharing systems with encryption and access
controls.

ii. Access Permissions: Limit access to electronic records to only those staff
members who need the information for their roles.

Activity 18

18. Answer the following questions about United Nations Convention on the
Rights of the Child.

i. What is the purpose of the UN Convention on the Rights of the Child?

The UN Convention on the Rights of the Child was created with the intention of
defending and advancing the rights of children everywhere. No matter their
color, creed, or any other status, every kid has the fundamental rights outlined in
this document.

ii. Identify two articles that are relevant to children’s education and care, and
briefly describe them.
Article 28: This article affirms that every kid has a right to an education. It
highlights the importance of focusing educational efforts on helping children
reach their greatest potential in terms of personality, talents, and mental and
physical abilities.

Article 31: This article recognizes a child's right to play, rest, leisure time
activities, and artistic and cultural pursuits. It emphasizes how crucial it is to
offer chances for leisure and cultural enrichment.

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 iii. How does the UN Convention on the Rights of the Child apply to your work in
early childhood education and care?
Application of the UN Convention: The UN Convention on the Rights of the Child
ensures that children's rights and wellbeing are at the center of all decisions and
actions, and it applies to the work in early childhood education and care. It
places a strong emphasis on a child's right to protection, development, play, and
education. In order to ensure that children's opinions are heard and their best
interests are emphasized, educators must develop environments that respect
and preserve children's rights.

Activity 19, 20
19. Below are terms used in the Early Childhood Australia (ECA) Code of Ethics.
Define each term in your own words.

Term Definition

Young people under a specific age, usually referring to those in

their early years.
i. Children

Communities are defined as groups of individuals that have

common interests, values, and interactions and live in a
ii. Communities
common geographic or social area.

A person with formal training and credentials to work with

iii. Early childhood young children, offering education, care, and support, is known
professional as an early childhood professional.

The company or other entity that hires someone and gives

them a job, duties, and salary.
iv. Employer

These individuals are in charge of a child's care, upbringing,

and support, including parents, guardians, and members of the
v. Families
extended family.

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 A person taking part in formal education and learning within a
learning environment.
vi. Student

20. List the eight core principles of the Early Childhood Australia (ECA) Code of Ethics.

Eight fundamental principles serve as the foundation for the Early Childhood Australia (ECA)
Code of Ethics, which directs ethical obligations and decision-making within the early childhood
profession. The necessity of respecting and maintaining the rights and dignity of children,
families, co-workers, and communities is emphasized by these concepts. The eight fundamental
ideas are:
 
1. Respect: Recognize and uphold the rights and dignity of each child, family, colleague, and
community member. Treat all individuals with fairness, empathy, and consideration.
 
2. Reflective Practice: Continuously engage in self-reflection and critical thinking to
enhance professional practice. Seek to understand and improve upon your own beliefs,
attitudes, and actions.
 
3. Relationships: Foster positive and respectful relationships with children, families,
colleagues, and communities. Build open communication and collaboration to support
the well-being of all involved.
 
4. Responsibility: Act with integrity, honesty, and accountability in all professional
interactions. Fulfill your obligations and prioritize the best interests of children and their
families.
 
5. Rights and Dignity: Uphold and advocate for the rights, well-being, and dignity of every
child. Ensure that their unique needs, identities, and perspectives are valued and
protected.
 
6. Participation: Encourage active participation and involvement of children, families,
colleagues, and communities in decision-making processes. Provide opportunities for
meaningful contributions and shared responsibilities.
 
7. Empowerment: Promote the empowerment of children, families, colleagues, and
communities. Support individuals to advocate for themselves and others, and provide
access to information and resources.
 
8. Equality and Diversity: Embrace and celebrate diversity, promoting inclusivity and
equality for all. Challenge bias, discrimination, and stereotypes, and work towards

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 creating inclusive and equitable environments.

Activity 21

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 21. List three of the educator’s commitment to action in relation to each of the
following:
i. Children
ii. Families
iii. Colleagues
iv. Communities

In relation to children, the educator will:

a. Create a safe and nurturing environment that supports children's physical,

emotional, and cognitive development.

b. Plan and implement engaging learning experiences that cater to individual needs
and interests.

c. Foster children's curiosity, exploration, and independence through respectful

and responsive interactions.

In relation to families, the educator will:

a. Establish open and effective communication channels to involve families in their

children's learning and well-being.

b. Respect diverse family cultures, beliefs, and values, integrating them into the
learning environment.

c. Collaborate with families to develop a shared understanding of children's

strengths, needs, and progress.

In relation to colleagues, the educator will:

a. Collaborate and share ideas to enhance the quality of teaching practices and
learning experiences.

b. Actively contribute to a positive and supportive team culture, promoting mutual

respect and continuous professional growth.

c. Seek and provide constructive feedback to promote reflective practice and

continuous improvement among colleagues.

In relation to communities, the educator will:

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 a. Establish connections and partnerships with community resources,
organizations, and services to enrich children's learning.

b. Contribute positively to the local community by participating in events, activities,

and initiatives that benefit children and families.

c. Advocate for the rights and well-being of all children within the broader
community context.

Activity 22

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 22. Below are legal and ethical consequences surrounding use of corporal
punishment.

Legal consequence Ethical consequences

Corporal punishment goes against Corporal punishment carries the risk

Regulation 166 of the Education and of serious psychological harm to
Care Services Regulations and can children.
net violators $10,000 to $50,000 Corporal punishment may give
worth of penalties. children mixed messages about the
role of violence in society.

Based on these consequences, identify two similarities between the legal and
ethical issues on corporal punishment.

i. Both the legal and ethical consequences of corporal punishment emphasize the
potential harm and negative impacts it can have on children.

ii. Both legal and ethical considerations recognize that corporal punishment
contradicts the principles of creating safe, nurturing, and respectful
environments for children.

Activity 23

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 23. Below are legal and ethical consequences surrounding disclosing an individual’s
personal information without their consent.

Legal repercussions Ethical repercussions

Direct violation of the Privacy Act Might put the safety of the child and
1988. their family in harm’s way.
Direct violation of regulation 181 of Goes against item #10 on the Early
the Education and Care Services Childhood Australia Code of Ethics in
National Regulations. relation to families.
Direct violation of Section 263 of the Goes against item #7 on the Early
National Law. Childhood Australia Code of Ethics in
relation to students.

Based on these consequences, identify two differences between the legal and
ethical issues on disclosure of personal information.

i. Legal consequences involve violations of specific laws, acts, or regulations, while

ethical repercussions center on principles and guidelines rooted in moral values.

i. Legal violations can lead to legal penalties or actions, whereas ethical violations
may lead to reputational damage and the erosion of trust within relationships.

Activity 24

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 24. Below are legal and ethical implications surrounding discrimination.

Legal implications Ethical implication

Discrimination by age is unlawful Discrimination is a practice looked

according to the Age Discrimination down upon and considered wrong in
Act of 2004 most societies.
Discrimination by disability is
unlawful according to the Disability
Discrimination Act of 1992
Discrimination by race is unlawful
according to the Racial Discrimination
Act of 1975
Discrimination by sex is unlawful
according to the Sex Discrimination
Act of 1984

Based on these consequences, identify two interrelationships between the legal

and ethical implications of discrimination.

i. Legal implications set the foundation for acceptable behaviors and practices by
prohibiting discrimination based on specific characteristics.

ii. Ethical implications reflect a broader sense of societal values, indicating that
discrimination is morally wrong and contradicts principles of fairness, respect,
and equality.

Activity 25

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 25. Differentiate real and perceived conflict of interests by describing each below.

Real conflict of interest Perceived conflict of interest

A real conflict of interest arises when an A perceived conflict of interest refers to a

individual's personal interests or situation where there might not be an
obligations directly influence their actual personal interest affecting decisions,
professional decisions or actions, but the circumstances create a perception
potentially compromising their objectivity that there could be bias or favoritism,
and the best interests of others involved. leading to doubts about the individual's
impartiality or integrity.

Activity 26
26. Below are three situations where there is conflict of interest. Carefully review
each scenario and determine whether the conflict of interest in the scenario is
real or perceived.
In the spaces provided, write Real if the conflict of interest is real and Perceived if
it is perceived conflict of interest.

Scenarios

Perceived i. An educator at a centre is an immediate family of the

nominated supervisor. They drive to and from work every
day.

Real ii. An educator at a centre is an immediate family of one of

the owners of the centre. It is known to the other staff and
as per the staff records that the educator does not hold
the qualification requirements.

Perceived iii. The child receives care and attention from an educator
than the other children. As what has been observed and
confirmed by the staff at the centre, the educator has
been receiving gifts from the parents of this child.

Real iv. An educator is suspiciously friendly towards the parents of

a child enrolled at the centre. As what the other staff
observed, the child is comfortable with interacting and

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 communicating with the educator.

Activity 27

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 27. Review the scenario below:
You are related to the owner of the Early Years Learning Centre where you are
working. Other staff have found out about this, and you started to notice changes
in how they interact with you. They would stop talking in your presence and you
suspect people are starting to avoid you.
List two ways you can appropriately respond to this scenario.

i. Transparency and communication: Bring up your relationship with the owner in

a dialogue with your coworkers. Ensure them that this won't have an impact on
your professionalism or dedication to your job. Address any issues they may
have and underline your commitment to preserving an honest and ethical
workplace.

ii. Transparency and communication: Bring up your relationship with the owner in
a dialogue with your coworkers. Ensure them that this won't have an impact on
your professionalism or dedication to your job. Address any issues they may
have and underline your commitment to preserving an honest and ethical
workplace.

Activity 28
28. Review the scenario below:
You are one of the educators at Sparkling Stars Early Years Learning Centre, and
you have noted that the parents of one of the children have started sending you
gifts. One day, the mother has approached you in private to ask you to give their
child extra care and attention.
List two ways you can appropriately respond to this scenario.

i. Politely deny the parents' gifts by informing them that it is against the center's
rules to accept gifts. Reassure them that all children are treated equally and get
the same degree of care and attention while thanking them for their thoughtful
donation.

ii. Maintain Transparency: If privately addressed, inform the mother that all of the
children at the facility receive the same level of care and consideration. Reiterate
the center's dedication to giving each kid a safe and supportive environment.

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 Include your director or supervisor if necessary to address the issue.

Activity 29

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 29. List four ways you can contribute to workplace improvements in a constructive
manner.

i. Constructive Criticism: Express criticism of procedures, rules, or practices that

could be improved. Positivity and potential solutions should be used to frame
your suggestions.

ii. Participate in team conversations and brainstorming sessions to collaborate and

share ideas. Work together with colleagues to develop original concepts that will
improve the practices and environment of learning.

iii. Professional Development: Look for chances to advance your education and
career. To increase collective practice, teach your colleagues your newfound
information and abilities.

iv. Effective Communication: Encourage candid and efficient communication among

coworkers. Unambiguous communication can reduce misunderstandings and
promote a positive environment.

Activity 30

30. Access and review the Family Law Act 1975, and answer the following questions.

i. Until what age of the child, parents need to fulfil their responsibility?
Your responsibility towards your child legally ends when your child gets to the
age of 18 years. It also ends if they get married or enter into a registered
partnership before 18 years. The court may also have the upper hand in
terminating your parental responsibility.

ii. What are the ways to ensure that the best interest of the children is met?
The best interest would be support through infancy to adulthood. This includes
access to health, education and community support, critical in developing the
child's perception of society and his/her responsibilities to the wider community.

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 iii. Provide two examples of responsibilities that parents have in relation to their
children.

 to protect your child from harm.

 to provide your child with food, clothing and a place to live.
 to financially support your child.
 to provide safety, supervision and control.

iv. Provide two Aboriginal child’s or Torres Strait Islander child’s rights.
Specifically, the Fourth Action Plan calls for: a sustained commitment to
upholding the five elements of the Aboriginal and Torres Strait Islander
Child Placement Principle (prevention, partnership, placement,
participation and connection); to recognise the rights of Aboriginal and
Torres Strait Islander children to be 

Activity 31

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 31. Answer the following questions about child protection in Australia.

Your state/territory Tasmania

i. What is the title of the principal child protection act enforced in your
state/territory?
Principal Child Protection Act: Child Safety and Wellbeing Act 2009

ii. What is the purpose of this legislation?

The legislation aims to protect and promote the safety and well-being of
children, ensuring that their rights are upheld, and they are safeguarded from
abuse and neglect.

iii. If there are concerns about abuse or neglect or certain behaviours, list at least
three personnel that are required to report.
In Tasmania, certain professionals are mandatory reporters of child abuse and
neglect, including teachers, medical practitioners, police officers, and early
childhood workers.

iv. Provide two examples of ethical considerations relevant to child protection that
should be considered by an early childhood educator.
Confidentiality: Balancing the need to protect a child's safety with maintaining
confidentiality when reporting suspicions of abuse.

Respecting Family Rights: Ethical dilemmas may arise when considering the impact
of reporting on a family's rights and the potential for negative consequences.

v. Refer to the legislation, under what situations are the people required to report?
Identify three situations.
Situations Requiring Reporting: In Tasmania, people are required to report when
they have reasonable grounds to suspect that a child is at risk of harm, abuse, or
neglect. Examples may include physical abuse, sexual abuse, emotional harm,

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 neglect, and exposure to family violence.

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Practical Assessment
Candidate Instructions
The Practical Assessment is a set of tasks that must be completed in a workplace, or in an
environment with conditions similar to that of a real workplace.
This assessment will help you demonstrate skill requirements relevant to meeting legal and
ethical obligations in children's education and care.
The Practical Assessment includes the following:
1. Case Study
Includes detailed scenarios and simulated environments, providing all necessary
information required to complete relevant tasks and activities.
2. Project Assessment
A set of tasks or activities completed according to set instructions and guidelines to
meet the requirements of the relevant unit. These tasks and activities require you
to have access to a workplace or a similar environment.

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Case Studies
Case Study – Sparkling Stars Early Years Learning Centre

OVERVIEW
You are one of the educators at Sparkling Stars Early Years Learning Centre. Read more
about the centre by accessing the link below:
Sparkling Stars Early Years Learning Centre
(username: mfgrouplearner password: mfgroup@123)
As an early childhood educator, you are required to work within your legal and ethical
obligations in children’s education and care. This involves working in accordance with
the National Quality Framework (NQF) including the Education and Care Services
National Law and Regulations, Early Childhood Australia (ECA) Code of Ethics, as well as
your organisation’s policies and procedures and service standards.
This case study includes scenarios about ethical issues and dilemmas that you may
encounter in children’s education and care. Review each scenario carefully and respond
to each scenario appropriately by completing the tasks that follow.
To assist you in completing the tasks in this assessment, access and review the following
resources:
▪ Education and Care Services National Law (Refer to the version from your
state/territory)
▪ Education and Care Services National Regulations (Refer to the version from your
state/territory)
▪ Child Protection Legislation (Refer to the legislation from your state/territory)
▪ Your state/territory’s mandatory reporting requirements
▪ Early Childhood Australia (ECA) Code of Ethics
▪ Sparkling Stars Policies and Procedures
▪ Job Description
To access Sparkling Stars’ intranet site and documents, use the following login
credentials:
(username: mfgrouplearner password: mfgroup@123)
For the purpose of this assessment, this case study scenario is based on your
state/territory.

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Scenario 1 – Alexa

SCENARIO
You work with two other educators at the centre, Alexa and Isabella.
One day, during break, you overhear them talking about one of the children and his
parents. You know the child they were talking about, and you have met the child’s
parents occasionally during events at the centre.
During this conversation, Alexa discloses to Isabella that she knows the child’s parents
are getting a divorce the mother through a mutual friend and that she knows the
reasons behind the impending divorce. She proceeds to divulge everything she knows
about the parents and the divorce, but she is interrupted when she notices your
presence.
Alexa pauses and beckons for you to join them in the table. She knows that you know
the child and the parents, and she would like you to share your thoughts on the matter.

1. What is the ethical issue in the scenario?

The ethical issue in this scenario is the breach of confidentiality and privacy. Alexa
disclosed sensitive information about a child's parents and their impending divorce,
including personal details and reasons for the divorce, without obtaining consent from
the involved parties or considering the potential impact on the child.

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 2. Access and review Early Childhood Australia Code of Ethics and identify the
commitments to action that Alexa and Isabella failed to demonstrate in the
scenario. Identify one in relation to children and one in relation to families.

i. In relation to children
In relation to children: Commitment 4 - "Respectful Relationships with Children"

This commitment emphasizes the importance of treating each child as an

individual and maintaining their dignity, rights, and privacy. Alexa and Isabella
failed to demonstrate this commitment by discussing sensitive information
about a child's family situation without considering the child's perspective or
obtaining permission from the parents.

ii. In relation to families

In relation to families: Commitment 6 - "Respect for Diversity"

This commitment highlights the significance of recognizing and respecting the

diverse family structures, backgrounds, and experiences of children's families.
Discussing the details of a family's personal situation, such as divorce, without
consent and sensitivity violates this commitment.

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Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to discuss and address with Alexa and Isabella
the ethical issue described in the scenario in a constructive manner.
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get two volunteers to act as Alexa and Isabella in this discussion.
3. Prior to commencing the role play activity, provide a copy of the scenario to your
volunteers so they can review this.
Note that for this assessment, your volunteers are not required to provide any
input to the discussion. You will be assessed in your skill in communicating
ethical issues in the centre to relevant personnel in a constructive manner.
4. In the actual role play meeting:
i. Discuss with Alexa and Isabella the ethical issue in the scenario. Refer to
your response in Question 1 of this scenario.
ii. Discuss the sections in the Early Childhood Australia Code of Ethics
relevant to the ethical issue. Refer to your responses in Question 2 of
this scenario.
iii. Raise one recommendation to address the ethical issue described in the
scenario.
Video record the meeting. Your recording must not be longer than 10 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the
Observation Checklist – Assessor’s Use Only.
5. Save and submit your video recording. Use the filename:

CHCECE055 Case Study 1 Role Play

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 In the role play discussion with Alexa and Isabella, I would address the ethical issue, refer to
the Early Childhood Australia Code of Ethics, and make recommendations to address the
situation as follows:

Me: Hi Alexa and Isabella, I couldn't help but overhear your conversation earlier. I think we
should discuss the ethical issue that arose during your conversation.

Alexa: Sure, what's on your mind?

Me: It's essential to consider the ethical principle of confidentiality and privacy, especially
when discussing children and their families. In this case, we were talking about a child's
parents and their divorce. It's crucial to respect their privacy and confidentiality.

Isabella: You're right; we shouldn't have discussed that. It was thoughtless of us.

Me: Absolutely, let's also refer to the Early Childhood Australia Code of Ethics. Alexa, by
sharing personal information about the child's parents and their divorce, we failed to
demonstrate Commitment 4 - "Respectful Relationships with Children," which emphasizes
treating each child as an individual and maintaining their dignity, rights, and privacy.
Discussing sensitive family matters without consent can negatively impact the child.

Alexa: I see how we didn't uphold that commitment. What can we do to address this?

Me: Firstly, it's crucial to acknowledge that we made a mistake, and we should be more
mindful of respecting the privacy and confidentiality of the children and their families in
the future. It's also essential to remember Commitment 6 - "Respect for Diversity" in the
Code of Ethics. Families come in all shapes and sizes, and discussing personal family
matters without their consent violates this commitment.

Isabella: You're right; we didn't consider the diversity of family experiences. What's your
recommendation to address this?

Me: My recommendation is that we take a proactive approach to maintaining confidentiality

and privacy. If we have concerns or discussions related to a child's family situation, it's best
to discuss it with the room leader or management, and if necessary, seek consent from the
family before sharing sensitive information. This ensures that we uphold the child's and
family's rights while maintaining professionalism and ethical practice.

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 Alexa: That sounds like a reasonable approach. We should definitely be more cautious and
respectful in the future.

Me: Great, let's all commit to upholding these ethical principles and ensuring that we create a
safe and respectful environment for the children and their families.

In this role play discussion, I have addressed the ethical issue, referred to the Early Childhood
Australia Code of Ethics, and provided a recommendation to address the situation
constructively with Alexa and Isabella.

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Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name      

Workplace/organisation      

Date completed      

Did the candidate demonstrate the YES/NO Comments

following during the meeting?

1. Discuss the ethical issue with Alexa YES  NO       

and Isabella.

2. Discuss the sections in the ECA YES  NO       

Code of Ethics relevant to the ethical
issue.

3. Raise one recommendation to YES  NO       

address the ethical issue.

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above,
during the meeting and perform/demonstrate the skills outlined in this Observation Form (as
shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the candidate’s performance during the meeting (as shown in the video recording).

Assessor’s signature      

Assessor’s name      

Date signed      

End of Observation Checklist (Assessor’s Use Only)

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 Scenario 2 – Danny

SCENARIO
Danny is one of the casual employees at Sparkling Stars. He is a member of the LGBTQ+
community. The parents of one of the children under Danny’s care learned about this.
On one occasion, you saw Danny walked past by the parents of the child. They invited
Danny over to talk to him. You could not hear their conversation, but you could see the
parents’ talking sternly to him. The conversation ended, and you saw Danny walking
away, looking deeply upset and agitated.
As the parents already know you, they decided to approach you to complain about
Danny.
In your conversation with the parents, they shared with you that according to their
religion, it is a sin to engage in romantic relationships with the same sex. It outrages
them that Danny, a member of the LGBTQ+ community, is employed at the centre and is
allowed to be near their child. Furthermore, they expressed their deep concerns about
Danny potentially influencing their child and their child might grow up to be like Danny.

1. What is the ethical issue in the scenario?

Ethical Issue:
The ethical issue in this scenario involves the parents' complaint about Danny, a
member of the LGBTQ+ community, being employed at Sparkling Stars and their
concern about his potential influence on their child.
 

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Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to raise the ethical issue described in the
scenario with your supervisor.
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get one volunteer to act as your supervisor in this discussion.
IMPORTANT: Although this activity is a simulation, you will need a volunteer
who has relevant knowledge and experience in early childhood education and
care services, e.g. they are an approved early childhood educator, a room
leader, or a senior staff at an actual early years learning centre, etc.
3. Prior to commencing the role play activity, review the scenario with your
supervisor as well as the instructions here so you can prepare.
Note that for this assessment:
▪ Your volunteer, as someone who has relevant knowledge and experience
in early childhood education and care services, must provide you with
advice and guidance on how to appropriately respond to the situation.
▪ You will be assessed in your skill in communicating ethical issues in the
centre to relevant personnel in a constructive manner.
4. In the actual role play meeting:
i. Raise the ethical issue described in the scenario with your supervisor.
ii. Discuss with your supervisor the interaction you have observed between
Danny and the parents objectively.
iii. Discuss with your supervisor what the parents have said to you
objectively.
iv. Seek your supervisor’s guidance and advice on how to appropriately
respond to the situation.
5. Video record the meeting. Your recording must not be longer than 15 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the

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 Observation Checklist – Assessor’s Use Only.
Save and submit your video recording. Use the filename:

CHCECE055 Case Study 2 Role Play

Step 1: Locate the Observation Checklist - Assessor's Use Only in the provided material and
review the skill requirements.
 
Step 2: Engage a volunteer who has relevant knowledge and experience in early childhood
education and care services to act as your supervisor.
 
Step 3: Discuss the scenario and the instructions with your supervisor to prepare for the role
play.
 
Step 4: Role play the meeting with your supervisor:
 
You: (Initiating the discussion) "Thank you for taking the time to meet with me. I wanted to
discuss a situation that arose involving one of our casual employees, Danny. It seems there
might be an ethical issue that needs addressing."
 
Supervisor: "Of course, I'm here to help. Please go ahead and share the details."
 
You: "Certainly. Recently, the parents of a child under Danny's care approached me to
complain about his employment. They mentioned that according to their religious beliefs,
engaging in same-sex relationships is considered a sin. They expressed their concerns about
Danny's influence on their child and worry that their child might grow up to be like him."
 
Supervisor: "I see; this is a sensitive matter. Can you tell me more about the interaction you
observed between Danny and the parents?"
 
You: "I wasn't able to hear their conversation, but I saw Danny talking to the parents. They
seemed quite stern and after the conversation, Danny appeared deeply upset and agitated."
 
Supervisor: "Thank you for sharing that. It's important to address this situation with sensitivity
and respect for all parties involved. Our approach should align with the National Quality
Standard and our center's policies."
 

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 You: "Absolutely, that's why I'm seeking your guidance on how to respond appropriately to the
parents' concerns."
 
Supervisor: "First and foremost, it's important to acknowledge the parents' perspective and
their concerns. Let them know that we take their feedback seriously. You can explain that we
value diversity and inclusion in our centre, which extends to our staff members. We adhere to
anti-discrimination policies and promote an environment where all children and families are
respected."
 
You: "That makes sense. Should I mention Danny's sexual orientation during the
conversation?"
 
Supervisor: "You can reassure the parents that all staff members are carefully selected based
on their qualifications, skills, and ability to provide a safe and nurturing environment for the
children. It's not necessary to disclose Danny's personal information unless he has chosen to
share it himself."
 
You: "Understood. How can I address their concerns about Danny potentially influencing their
child?"
 
Supervisor: "You can emphasize that our center is committed to providing a well-rounded
education that values differences and encourages critical thinking. Children learn from a
variety of role models, both at the center and at home. If they have specific concerns about
their child's development, you can suggest maintaining open communication with Danny and
the center's educators to ensure their child's needs are met."
 
You: "Thank you for your guidance. I'll make sure to approach this conversation with empathy
and professionalism."
 
Supervisor: "Your welcome. Remember, collaborative partnerships with families and
communities are essential, and your approach should reflect our commitment to the highest
standards of care."
 
Step 5: Reflect on the role play and your discussion with the supervisor. Take note of any
feedback or insights they provide for your improvement.
 

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Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name      

Workplace/organisation      

Date completed      

Did the candidate demonstrate the YES/NO Comments

following during the meeting?

1. Discuss the ethical issue described in YES  NO       

the scenario with the supervisor.

2. Discuss the interaction they observed YES  NO       

between Danny and the parents with
the supervisor objectively.

3. Discuss with the supervisor what the YES  NO       

parents have said to them.

4. Seek the supervisor’s advice and YES  NO       

guidance on how to appropriately
respond to the situation.

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above,
during the meeting and perform/demonstrate the skills outlined in this Observation Form (as
shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the candidate’s performance during the meeting (as shown in the video recording).

Assessor’s signature      

Assessor’s name      

Date signed      

Assessment Workbook Version 1.1

 End of Observation Checklist (Assessor’s Use Only)

Assessment Workbook Version 1.1

 2. Outline below how you would appropriately respond to the parents in the
scenario.
Ensure that your response below is consistent with:
▪ National Quality Standard (NQS) Quality Area 5 – Collaborative
partnerships with families and communities
▪ Sparkling Stars Policies and Procedures

▪ ECA Code of Ethics

When responding to the parents in this scenario, it's crucial to address their concerns
with empathy, respect, and professionalism while upholding the principles of the
National Quality Standard (NQS) Quality Area 5 – Collaborative partnerships with
families and communities, Sparkling Stars Policies and Procedures, and the ECA Code of
Ethics. Here's how I would appropriately respond:
1. Acknowledge Their Concerns: Begin the conversation by acknowledging the
parents' concerns. Express your appreciation for their willingness to discuss their
feelings and thoughts with you.
2. Affirm Diversity and Inclusion: Emphasize that Sparkling Stars is committed to
fostering an environment of diversity and inclusion. Share that the center values and
respects all children and staff members, regardless of their background, ethnicity,
gender, or sexual orientation. Mention that diversity is celebrated and integrated into
the center's programs to promote understanding and respect among children.
3. Privacy and Confidentiality: Assure the parents that the center respects the
privacy and confidentiality of all staff members. Explain that it is not standard practice to
disclose personal information about staff unless the staff member chooses to share such
information.
4. Professionalism and Qualifications: Highlight the professionalism and
qualifications of all staff members, including Danny. Mention that staff members are
carefully selected based on their qualifications, skills, and ability to provide a safe
andnurturing environment for the children. Reiterate that all staff members are
dedicated to their roles and responsibilities.
5. Educational Approach: Share that Sparkling Stars follows an educational approach
that encourages critical thinking and independent learning. Explain that children are
exposed to various role models, both at the center and at home, which contributes to
their overall development.
6. Open Communication: Encourage open communication between the parents,
Danny, and the center's educators. Suggest that maintaining a dialogue can help address
any specific concerns they may have about their child's development or experiences at
the center.

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 7. Reiterate Commitment: Reiterate the center's commitment to providing high-
quality care and education for their child. Assure them that the center adheres to anti-
discrimination policies and promotes a nurturing and supportive environment for all
children.
8. Involve the Supervisor: If necessary, offer to involve the supervisor or director of
the center in the discussion to address any further questions or concerns the parents
may have.
9. Document the Conversation: After the conversation, document the details of the
discussion, including the date, time, and key points covered, in the center's records.
10. Follow-Up: Depending on the outcome of the conversation, offer to follow up
with the parents to ensure that their concerns are being addressed and that their child
is having a positive experience at Sparkling Stars.
By responding in this manner, I aim to maintain a collaborative partnership with the
parents, uphold the center's values, and ensure the child's well-being and inclusive
experience at the center.

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Scenario 3 – Vegan Parents

SCENARIO
The parents of a five-year-old child under your care are vegan. They advised you and the
centre that their child is to be served with strictly vegan food and drinks.
During mealtime, you serve the child with a vegan snack and drink – mini bagel with
fruit jam and soymilk. The child seeing the snack and drink, refused to eat. He said he
doesn’t like the snack and would like to try the mini-chicken sandwiches the other
children were eating.
When you tried to persuade the child to eat the vegan snack, the child started to throw
a tantrum.

1. What is the ethical dilemma in the scenario?

An ethical dilemma is a situation where is a difficult choice is to be made
between two conflicting options, so include in your response the two conflicting
options described in the scenario.

Ethical Dilemma:
 
The ethical dilemma in this scenario revolves around the conflict between respecting
the parents' dietary preferences and ensuring the child's well-being and
satisfaction. The parents have explicitly communicated their desire for their child
to be served vegan food and drinks at the childcare center. However, the child is
expressing a dislike for the vegan snack and is interested in trying non-vegan
food that the other children are consuming.
 

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Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to raise the ethical dilemma described in the
scenario with your supervisor.
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get one volunteer to act as your supervisor in this discussion.
IMPORTANT: Although this activity is a simulation, you will need a volunteer
who has relevant knowledge and experience in early childhood education and
care services, e.g. they are an approved early childhood educator, a room
leader, or a senior staff at an actual early years learning centre, etc.
3. Prior to commencing the role play activity, review the scenario with your
supervisor as well as the instructions here so you can prepare.
Note that for this assessment:
▪ Your volunteer, as someone who has relevant knowledge and experience
in early childhood education and care services, must provide you with
advice and guidance on how to appropriately respond to the situation.
▪ You will be assessed in your skill in communicating ethical dilemmas in
the centre to relevant personnel in a constructive manner.
4. In the actual role play meeting:
i. Raise the ethical dilemma described in the scenario with your supervisor,
including:
a. The specific requirement of the child’s parents.
b. What happened during mealtime.
ii. Seek your supervisor’s guidance and advice on how to appropriately
respond to the situation.
5. Video record the meeting. Your recording must not be longer than 10 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the
Observation Checklist – Assessor’s Use Only.

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 Save and submit your video recording. Use the filename:

CHCECE055 Case Study 3 Role Play

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Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name      

Workplace/organisation      

Date completed      

Did the candidate demonstrate the YES/NO Comments

following during the meeting?

1. Discuss the ethical dilemma YES  NO       

described in the scenario with the
supervisor.

2. Discuss the specific requirements of YES  NO       

the child’s parents for the child’s
meals and drinks at the centre.

3. Discuss what happened during YES  NO       

mealtime.

4. Seek the supervisor’s guidance and YES  NO       

advice on how to appropriately
respond to the dilemma.

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above,
during the meeting and perform/demonstrate the skills outlined in this Observation Form (as
shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the candidate’s performance during the meeting (as shown in the video recording).

Assessor’s signature      

Assessor’s name      

Date signed      

End of Observation Checklist (Assessor’s Use Only)

Assessment Workbook Version 1.1

 2. Outline below how you would appropriately respond to the ethical dilemma in
the scenario.
Ensure that your response below is consistent with:
▪ National Quality Standard (NQS) Quality Area 5 – Collaborative
partnerships with families and communities
▪ Sparkling Stars Policies and Procedures

▪ ECA Code of Ethics

To appropriately respond to the ethical dilemma in the scenario, which involves the
conflict between respecting the parents' dietary preferences and ensuring the child's
well-being and satisfaction, I would consider the National Quality Standard (NQS)
Quality Area 5 – Collaborative partnerships with families and communities, Sparkling
Stars Policies and Procedures, and the ECA Code of Ethics. Here's how I would address
this dilemma:
1. Open Communication with Parents:
• I would initiate a conversation with the parents to discuss their child's dietary
preferences and concerns. This aligns with NQS Quality Area 5, which emphasizes
collaborative partnerships with families.
2. Respect for Parents' Choices:
• During the conversation, I would express respect for the parents' decision to raise
their child as a vegan and their reasons for it. This respects the principle of respecting
diverse family choices (ECA Code of Ethics).
3. Understanding the Child's Preferences:
• I would inquire further about the child's preferences and dislikes regarding vegan
food. This would help me understand if the child's refusal is due to the specific snack or
a general dislike of vegan options.
4. Educational Approach:
• I would share with the parents the educational approach at Sparkling Stars,
emphasizing that we provide a range of nutritious and age-appropriate meal options
that meet children's dietary needs and align with their families' values, including vegan
options.
5. Child's Well-Being:
• I would express concern for the child's well-being and dietary needs, ensuring
that they receive balanced and nutritious meals while at the center.
6. Empathetic Response:
• If the child's refusal is based on specific dislikes, I would express understanding
and empathy, assuring the parents that we aim to create a positive mealtime experience
for their child.

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 7. Negotiation and Compromise:
• If appropriate, I would explore the possibility of finding vegan alternatives that
align with the child's preferences while still meeting the parents' dietary requirements.
This could involve trying different vegan snacks or meals that the child may find
appealing.
8. Professionalism:
• I would assure the parents of our professionalism and commitment to providing
the best care for their child. I would emphasize that our decisions regarding meals are
based on nutrition, health, and the child's preferences to ensure their overall well-being.
9. Document the Discussion:
• Following the conversation, I would document the details of the discussion,
including any agreements reached, in the center's records, adhering to Sparkling Stars
Policies and Procedures.
10. Follow-Up:
• I would schedule a follow-up meeting with the parents to review any changes
made to the child's meal plan and ensure their child's dietary needs and preferences are
met.
By approaching the ethical dilemma in this manner, I aim to respect the parents'
choices, prioritize the child's well-being, and maintain effective communication and
collaboration with the family while upholding the values and policies of Sparkling Sta

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Scenario 4 – Relatives

SCENARIO
You recently found out that the child of a close relative has been enrolled at the centre,
although, the child was not assigned to the room under your care.
This relative of yours has been generous enough to let you stay in one of the
apartments they own. You offered to pay rent, but they refused.
At a family gathering, this relative approached and asked you if their child can be re-
assigned to your room so their child can be given extra care and assistance and be
prioritised over the other children in your room. They also mentioned that they haven’t
asked you for anything in exchange for your stay at their apartment and this is the only
favour they are asking from you.
For your reference, Sparkling Stars’ service policy on conflict of interest is as follows:
Conflict of interest
In a situation where a staff is faced with a conflict of interest, whether it is an actual or
perceived conflict of interest, the staff must immediately declare this conflict of interest
to their supervisor/other relevant personnel to ensure integrity and transparency across
all aspects of our professional practice.

1. What is the ethical dilemma in the scenario?

An ethical dilemma is a situation where is a difficult choice is to be made
between two conflicting options, so include in your response the two conflicting
options described in the scenario.

Option 1: Prioritize the relative's child: You can re-assign the relative's child to your
room, providing them with extra care and assistance, as requested. This may maintain a
harmonious family relationship and fulfill their request, which they see as the only favor
they've asked from you.
Option 2: Maintain professional integrity: You can choose to follow Sparkling Stars'
service policy on conflict of interest, which requires you to declare any conflict of
interest to your supervisor. In this case, re-assigning the child to your room may create a
conflict of interest as it could be perceived as showing favoritism and not treating all
children equally. This option aligns with ethical principles of fairness, transparency, and
avoiding conflicts of interest.

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Assessment Workbook Version 1.1
Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to raise the ethical dilemma described in the
scenario with your supervisor.
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get one volunteer to act as your supervisor in this discussion.
IMPORTANT: Although this activity is a simulation, you will need a volunteer
who has relevant knowledge and experience in early childhood education and
care services, e.g. they are an approved early childhood educator, a room
leader, or a senior staff at an actual early years learning centre, etc.
3. Prior to commencing the role play activity, review the scenario with your
supervisor as well as the instructions here so you can prepare.
Note that for this assessment:
▪ Your volunteer, as someone who has relevant knowledge and experience
in early childhood education and care services, must provide you with
advice and guidance on how to appropriately respond to the situation.
▪ You will be assessed in your skill in communicating ethical issues in the
centre to relevant personnel in a constructive manner.
4. In the actual role play meeting:
i. Discuss the ethical dilemma described in the scenario with your supervisor.
ii. Discuss your relatives’ request from you.
iii. Seek the supervisor’s guidance and advice on how to appropriately respond to
the dilemma.
Video record the meeting. Your recording must not be longer than 10 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the
Observation Checklist – Assessor’s Use Only.
5. Save and submit your video recording. Use the filename:

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 CHCECE055 Case Study 4 Role Play

In the role play meeting with my supervisor, I would address the ethical dilemma as follows:

Me: Thank you for taking the time to meet with me. I wanted to discuss a situation that I'm facing,
which I believe presents an ethical dilemma.

Supervisor: Of course, I'm here to help. Please go ahead and share the details.

Me: Recently, a close relative of mine, who has been very generous in letting me stay in one of their
apartments rent-free, approached me at a family gathering. They asked if I could re-assign their
child to my room at Sparkling Stars so that their child can receive extra care and assistance, and
essentially be prioritized over the other children in my room.

Supervisor: I see; this is a delicate situation. How do you feel about this request?

Me: Personally, I feel grateful for their generosity in letting me stay at their apartment, and they
mentioned that this is the only favor they've asked from me. However, I'm also aware of Sparkling
Stars' service policy on conflict of interest, which requires me to declare any conflicts of interest to
ensure integrity and transparency in our professional practice.

Supervisor: You're right, our service policy on conflict of interest is crucial in maintaining fairness
and transparency. What would you like guidance on?

Me: I'm torn between fulfilling my relative's request and maintaining my professional integrity. I'm
concerned that re-assigning their child to my room could be perceived as favoritism and create a
conflict of interest. I want to ensure that I make an ethical decision that aligns with the center's
policies and principles.

Supervisor: I appreciate your honesty and your commitment to ethical practices. In this situation,
it's essential to prioritize the best interests of the children at Sparkling Stars and maintain a fair and
unbiased approach to all children.

Supervisor: I would recommend that you kindly explain to your relative the importance of treating
all children equally and maintaining professionalism in our early childhood education and care
service. You can let them know that the center has specific procedures for assigning children to
rooms, and these procedures are based on ensuring fairness and quality care for all children.

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Me: Thank you for your guidance. I will have a conversation with my relative and explain the
center's policies and principles. I want to ensure that our center provides the best care for all
children while also maintaining my integrity and professionalism.

Supervisor: That sounds like a reasonable approach. Remember that open communication and
transparency are key in handling such situations. If you have any further questions or concerns,
don't hesitate to reach out.

In this role play discussion, I have addressed the ethical dilemma, discussed my relative's request,
and sought guidance from my supervisor on how to respond ethically and professionally while
adhering to the center's policies.

Assessment Workbook Version 1.1

Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name      

Workplace/organisation      

Date completed      

Did the candidate demonstrate the YES/NO Comments

following during the meeting?

1. Discuss the ethical dilemma described YES  NO       

in the scenario with the supervisor.

2. Discuss their relative’s request to YES  NO       

them.

3. Seek the supervisor’s guidance and YES  NO       

advice on how to appropriately
respond to the dilemma.

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above,
during the meeting and perform/demonstrate the skills outlined in this Observation Form (as
shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the candidate’s performance during the meeting (as shown in the video recording).

Assessor’s signature      

Assessor’s name      

Date signed      .

End of Observation Checklist (Assessor’s Use Only)

Assessment Workbook Version 1.1

 2. Outline below how you would appropriately respond to your relatives.
Ensure that your response below is consistent with:
▪ National Quality Standard (NQS) Quality Area 5 – Collaborative
partnerships with families and communities
▪ Sparkling Stars Policies and Procedures

▪ ECA Code of Ethics

To appropriately respond to my relatives while ensuring consistency with the National

Quality Standard (NQS) Quality Area 5 – Collaborative partnerships with families and
communities, Sparkling Stars Policies and Procedures, and the ECA Code of Ethics, I
would take the following steps:
1. Open and Respectful Communication:
• I would initiate a private and open conversation with my relatives to discuss their
request. I would express my gratitude for their generosity in letting me stay at their
apartment and acknowledge their concerns.
2. Explain the Center's Policies:
• I would explain that Sparkling Stars has specific policies and procedures for
assigning children to rooms. These policies are in place to ensure fairness, transparency,
and equal treatment of all children, which aligns with the NQS Quality Area 5. I would
emphasize that these policies are essential to maintain the high standards of care and
education at the center.
3. Transparency and Conflict of Interest:
• I would mention the center's policy on conflict of interest and explain that re-
assigning their child to my room could create a perceived conflict of interest, as it may
be seen as favoritism. I would assure them that I am committed to maintaining my
professionalism and integrity, which also aligns with the ECA Code of Ethics.
4. Child-Centered Approach:
• I would emphasize that at Sparkling Stars, the well-being and development of
each child are of the utmost importance. Our decisions regarding room assignments and
care are made with the best interests of all children in mind. Their child's development
and happiness are a top priority.
5. Alternative Solutions:
• While explaining the center's policies, I could suggest alternative ways to support
their child's development and needs within the existing room assignment. This could
include discussions with the child's current educators to ensure their specific needs are
met.
6. Offer Support and Understanding:
• I would express understanding of their concerns as parents and their desire to

Assessment Workbook Version 1.1

 provide the best for their child. I would reassure them that we are all committed to the
children's well-being and growth at Sparkling Stars.
7. Maintain Family Relationship:
• It's essential to maintain a respectful and supportive relationship with my
relatives. I would emphasize that my decision is based on my commitment to
professional ethics and policies rather than a lack of appreciation for their generosity.
8. Follow Up and Continued Communication:
• I would assure them that I am open to continued communication and
collaboration to ensure their child's positive experience at Sparkling Stars. This
demonstrates a commitment to collaborative partnerships, as per NQS Quality Area 5.
By approaching the conversation in this manner, I aim to uphold ethical standards,
maintain professionalism, and prioritize the best interests of all children at Sparkling
Stars while preserving a positive relationship with my relatives.

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Scenario 5 – Millie

SCENARIO
Millie is four and a half years. She is one of the children assigned to your room.
The past few days, Millie has not been her usual bubbly self. She has come to the centre
a few times in the same dirty clothes she wore the day before.
During outdoor play, you noticed that Millie was just sitting slouched on a bench, her
eyes looking red and puffy. You walked past by her and asked if she’s alright and if
there’s something wrong to which Millie just responded by shaking her head and
turning her back on you.
At another instance, during mealtime, you caught her trying to snatch another child’s
food. You talked to her about it to address the behaviour to which she just responded
with a quick nod, her eyes averting your gaze.
The next day, it was Mothers’ Day. As an activity, you asked the children to make
greeting cards with drawings of their mums on the cover of the card. When you walked
around the room to check everyone’s progress, you saw Millie’s drawing of her mother
on her greeting card:

It was also during this instance you noticed what might have been some bruises on
Millie’s upper arms.
After the activity, when all the other children left the room, you asked Millie to stay. You
attempted to initiate a conversation about her drawing of her mother earlier. She spoke
very quietly, and you had to bend down to hear her.
“I don’t like my mum. She hurt me a lot.” Millie said.

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 You approached your Room Leader to report this, and this was her response:
“Ah yeah, Millie told me this a lot of times already. I think she’s just looking for some
attention, so I just ignored her.”

1. If upon proper investigation, Millie’s allegations against her mother are proven to
be true, what is the non-compliance committed by your Room Leader in the
scenario?
To help you answer this question you may refer to and the Mandatory Reporting
Requirements applicable in your state/territory or the Sparkling Stars Disclosure
Policy which can be accessed through the link below:
Sparkling Stars Policies and Procedures
(username: mfgrouplearner password: mfgroup@123)

1. Non-compliance committed by the Room Leader:

The non-compliance committed by the Room Leader in this scenario is the failure to
follow proper procedures for reporting suspected child abuse or harm. Millie's
allegations of being hurt by her mother should have been taken seriously and reported
according to the center's policies and procedures, regardless of the frequency with which
Millie had mentioned it before. Ignoring her claims based on the assumption that she is
seeking attention is inappropriate and does not align with the duty of care and legal
obligations to ensure the safety and well-being of the child.

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 2. What state/territory legislation and one legal provision have been breached in the
scenario?
Specify your state/territory below, for your assessor’s reference.

Your state/territory Tasmania, AU

State/territory legislation Tasmania

breached in the scenario

Legal provision breached The breach involves the failure to comply with mandatory
in the scenario reporting requirements for suspected child abuse or harm
in Tasmania.

3. Access and review Sparkling Stars Policies and Procedures for Disclosure Policy and
Procedures.
Sparkling Stars Policies and Procedures
(username: mfgrouplearner password: mfgroup@123)
Outline the centre’s procedures that you need to follow upon receiving a
disclosure of harm from a child.

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 Ensuring Privacy: Find a private and quiet space where the child feels comfortable
discussing the issue.
 
Listening Actively: Allow the child to speak and express themselves without interruption,
providing them with your full attention.
 
Reassuring the Child: Make the child feel safe and supported during the conversation.
 
Avoid Leading Questions: Ask open-ended questions to allow the child to share
information in their own words.
 
Notifying Supervisor: Inform your supervisor or designated child protection officer about
the disclosure as soon as possible.
 
Documenting Details: Accurately document what the child disclosed, the date, time, and
any observable details.
 
Reporting: If necessary, follow your state/territory's mandatory reporting guidelines to
report the information to the appropriate authorities.

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 4. Access and review your state/territory’s requirements for mandatory reporting
and answer the questions that follow.

Your state/territory Tasmania

i. Who is mandated to report in your state/territory?

In Tasmania, various professionals are mandated to report suspected child abuse
or neglect. This often includes teachers, childcare workers, and other individuals
who work closely with children.

ii. What must be reported?

Any suspicion or evidence of child abuse or neglect must be reported. This
includes physical, emotional, or sexual abuse, as well as neglect or any situation
where a child's safety and well-being may be compromised.

iii. List all the abuse and neglect types that must be reported as required by your
state/territory.
This can include physical abuse, emotional abuse, sexual abuse, neglect, and
other forms of harm that may endanger a child's well-being.

iv. Identify all legal provisions relevant to mandatory reporting in your

state/territory.
In Tasmania, the specific legal provisions that outline mandatory reporting
requirements can be found in the Child Safety and Wellbeing Act or relevant child
protection legislation. These provisions detail the obligations of professionals to
report any suspicions of harm or abuse involving children.

Assessment Workbook Version 1.1

Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are to discuss what Millie disclosed to you in the scenario
with your supervisor [report noncompliance of room leader…]
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get one volunteer to act as your supervisor.
IMPORTANT: Although this activity is a simulation, you will need a volunteer
who has relevant knowledge and experience in early childhood education and
care services, e.g. they are an approved early childhood educator, a room
leader, or a senior staff at an actual early years learning centre, etc.
3. Prior to commencing the role play activity, provide a copy of the scenario to your
volunteer so they can review this.
Note that for this assessment, your volunteer is not required to provide any
input to the discussion. You will be assessed in your skill in communicating non-
compliances in the centre to relevant personnel.
4. In the actual role play meeting:
i. Discuss with your supervisor your observations on Millie (as described in
the scenario).
There are five key observation points that you need to discuss with your
supervisor.
ii. Discuss what the child disclosed to you.
iii. Discuss the non-compliance in the scenario.
Video record the meeting. Your recording must not be longer than 10 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the
Observation Checklist – Assessor’s Use Only.
5. Save and submit your video recording. Use the filename:

Assessment Workbook Version 1.1

 CHCECE055 Case Study 5 Role Play

Role Play Activity:

In the role play meeting with my supervisor, I would discuss my observations regarding Millie's
behavior and what the child disclosed to me in the scenario:

Me: Thank you for taking the time to meet with me. I'd like to discuss a concerning situation
involving Millie, one of the children in my room.

Supervisor: Of course, please go ahead and share the details.

Me: Over the past few days, I've noticed some changes in Millie's behavior. She has come to the
center in the same dirty clothes on multiple occasions, which is unusual for her. During outdoor
play, she appeared withdrawn, with red and puffy eyes. I asked her if something was wrong, and
she didn't provide any verbal response, just shaking her head. During mealtime, she attempted to
snatch another child's food, and when I addressed this behavior, she responded with a quick nod
and avoided eye contact.

Supervisor: That's indeed concerning behavior. Did you notice anything else?

Me: Yes, during a Mother's Day activity where children were making greeting cards, I saw Millie's
drawing of her mother. What struck me was that it depicted her mother with tears and what
appeared to be some bruises on her upper arms.

Supervisor: That's very troubling. Did you have an opportunity to speak with Millie about her
drawing?

Me: Yes, after the activity, I asked Millie to stay behind, and she spoke very quietly, telling me, "I
don't like my mum. She hurt me a lot."

Supervisor: Thank you for sharing these observations and what Millie disclosed. It's crucial
information.

Me: My concern is that when I reported this to our Room Leader, her response was dismissive. She
mentioned that Millie had talked about this before and that she thought Millie was seeking
attention.

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Supervisor: That's a significant non-compliance with our center's policies and ethical standards.
Millie's disclosure should never be dismissed or ignored.

In this role play, I have communicated my observations, Millie's disclosure, and the non-compliance
with the Room Leader to my supervisor, ensuring that important information is conveyed
accurately and effectively.

Assessment Workbook Version 1.1

Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name      

Workplace/organisation      

Date completed      

Did the candidate demonstrate the YES/NO Comments

following during the meeting?

1. Discuss their observations of the child YES  NO       

(as described in the scenario)
objectively.
There are five key observation points
that the candidate must discuss with
the supervisor.

2. Discuss what the child disclosed to YES  NO       

them.

3. Discuss the non-compliance described YES  NO       

in the scenario to the supervisor.

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above,
during the meeting and perform/demonstrate the skills outlined in this Observation Form (as
shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the candidate’s performance during the meeting (as shown in the video recording).

Assessor’s signature      

Assessor’s name      

Date signed      

End of Observation Checklist (Assessor’s Use Only)

Assessment Workbook Version 1.1

 5. In line with Sparkling Stars and your state/territory’s Mandatory Reporting
requirements, a Report Form for Child Abuse will need to be duly accomplished by
the reporter of the abuse.
Complete the Report Form for Child Abuse template in the following pages the
required information.
Use Millie’s childcare records to help you complete the form below.
Millie’s Childcare Records
(username: mfgrouplearner password: mfgroup@123)
Sparkling Stars Early Years Learning Centre details and other relevant information
are as follows:
 Address: 12 Bowman Ave., Cascade Peak, [Your State/Territory]
 Contact phone no.: 1300 1234 0987
 Email address: [email protected]
 Date and time of report: Date and time today
For Section 8 of this form, check your state/territory’s mandatory reporting
requirements to determine if Millie’s case is considered mandatory or non-
mandatory report.

Assessment Workbook Version 1.1

Report Form for Child Abuse

Early Childhood Education and Care

Report Form for Child Abuse

A mandatory report of physical or sexual abuse must be completed by the reporter.

1. REPORTER’S DETAILS (* fields must be completed)

Reporter’s Name* Harpreet Kaur Profession Assistant Educator

Workplace Sparkling Stars Childcare Centre

Address*

or Other Address
for response to
report

Contact Phone Email [email protected]

0000 0000 Fax no.
No. * address

Date of 06/06/2023
Is this a written No If yes, write the MRS receipt Report
report following a number
telephone
Yes Time of 10 am
report?
Report

2. DETAILS ABOUT THE CHILD (If more than one child is involved, record their names in Section 5)

Child’s first name* (or Erica Janet Smitm

description of the child if Child’s last name*
name unknown)

Or estimated age of
Date of birth
the child

Male Female Disability

CALD (Cultural
Aboriginal/Torres Strait
Cultural Identity Don’t know and Linguistic
Islander
Diversity, if known)

Language spoken at
home
Interpreter required No Yes 

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 Address xyz

Suburb/Town/Location xyz Postcode xyz

Home Phone xyz Mobile No. Oooo oooo

Current residence of the xyz

child/young person

School/pre-school Sparkling Stars

attended or childcare
service or arrangement
etc. (Family day
care/nanny, etc., if known)

3. NAME OF PARENT/CARER/OTHERS PROVIDING CARE (if known)

First Name Lucy Last Name Erson-Smith

Address (if different from above) xyz

Phone (if different from above) xyz

Relationship to the child/young Mother

person (if known)

Significant others close to the

child and/or the family (e.g.,
Grandparents/aunts/uncles, etc.)

4. PERSON BELIEVED TO BE RESPONSIBLE FOR ALLEGED PHYSICAL OR SEXUAL ABUSE (if known)

First Name Roger Last Name Smith

Address xyz Suburb/Town/Location xyz

Phone Mobile No. Oooo oooo

Relationship to child/young person

Father
(if known)

Do you know if this person is known to Dept of Child

Do you know if this person is known to Police?
Protection?

No Yes No Yes

SECOND PERSON BELIEVED TO BE RESPONSIBLE FOR ALLEGED PHYSICAL OR SEXUAL ABUSE (if applicable)

First Name Last Name

Address Suburb/Town/Location

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 Phone Mobile No.

Relationship to child/young person

(if known)

Do you know if this person is known to Police? Do you know if this person is known to DCP?

No Yes No Yes

Add tables as needed.

5. DETAILED REPORT

Provide details of the grounds for your belief that a child has been the subject of physical or sexual abuse.

Under the relevant section of the state/territory Children Protection Legislation, you must provide details of the grounds
for reasonable belief that the above-named child has been the subject of physical or sexual abuse or is the subject of
ongoing physical or sexual abuse.

You may also provide information that you think is of concern and has informed your belief that child abuse is alleged to
have occurred or is likely to occur. Attach additional page if required.

Hello, I am an assistant educator of Sparkling star childcare centre. In our center, a group of local children
attend care. one of the children is Erica Smith, a 10-year-old girl I know since she started attending the
center 5 years ago. Now a days I notice Erica does not feeling well. She some time she comes in with dirty
clothes and looks miserable. One day I took the group to swimming, but at that time also she did not have
her swimming costume with her. When I asked, she replied: my father says I am too far to swim. Next
morning whilst she arrived on the centre together along with her father, her eyes have been reddish and
puffy. I additionally observed a few bruises on her upper arms. Later that day, I am making afternoon tea,
Erica approached me, speaking very quietly. I right all the way down to pay attention her better and she says
“My Dad hurt me”. So, in keeping with me it is a few physical abuses happened with Erica.

6. CONCERN FOR SAFETY OF CHILD

Do you have a concern for the

immediate safety of the child Yes No Unsure
concerned?

7. SIGNATURE

Principal’s Signature
Reporter’s Signature Harpreet Kaur
(optional)

8. WHERE TO LODGE A REPORT OF ABUSE

Non-mandatory report Mandatory report

The principal must forward all reports of non- Mandatory reports are lodged with the State/Territory
sexual abuse to the local Child Protection office. regulatory authority.

Tasmania,Sparkling Stars Childcare Centre

Assessment Workbook Version 1.1

Note: These forms are for information purposes only and have been adapted from templates initially developed by Department of
Education in Western Australia

Case Study – Dudley Early Years Learning Centre

OVERVIEW
For this case study, assume that you are one of the staff at Dudley Early Years Learning
Centre.
Dudley Early Years Learning Centre is another early childhood education and care
service located in the area.
As an early childhood educator, you are required to work within your legal and ethical
obligations in children’s education and care. This involves working in accordance with
the National Quality Framework (NQF), including the Education and Care Services
National Law and Regulations, National Quality Standard (NQS) as well as your
organisation’s policies and procedures and service standards.
This case study includes scenarios about potential and actual non-compliances that you
may encounter in children’s education and care. Review the scenario carefully and
respond to each scenario appropriately by completing the tasks that follow.
To assist you in completing the tasks in this assessment, access and review the following
resources:
▪ Education and Care Services National Law (Refer to the legislation from your
state/territory)
▪ Education and Care Services National Regulations (Refer to the regulations from
your state/territory)
For the purpose of this assessment, this case study scenario is based on your
state/territory.

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Scenario 6 – NQS Rating

SCENARIO
Dudley recently had its NQS review and assessment conducted by the designated
Regulatory Authority.
A summary of the regulatory authority’s review and assessment is as follows:
▪ Dudley’s service practices provide a safe education and care program; however

▪ There were areas for improvement identified in their service practices in relation
to Quality Area 6 – Collaborative Partnerships with Families and Communities
o Revisions and improvements required in Dudley’s enrolment and orientation
procedures and documentation.
o Dudley to provide evidence that it has access to easy-to-read information about
the service’s operations and what they provide.
Based on these outcomes, Dudley was given a final assessment rating of Working
Towards National Quality Standard by the Regulatory Authority.
Management at Dudley was somewhat disappointed by the outcomes of the review and
thought having this rating will turn families off into enrolling their children in the
service. Furthermore, not everyone agreed with the rating provided as the assessment
findings with regard to Quality Area 6 are negligible.
To address the issue, it was suggested in this meeting that Dudley display their rating as
‘Meeting National Quality Standard’ instead of ‘Working Towards National Quality
Standard.’ As they said, they believe the assessment findings with regard to Quality Area
6 are negligible, and their next review isn’t happening anytime soon. They can always
change the rating displayed back to ‘Working Towards National Quality Standard’ in
time for the regulatory authority’s next visit.
For your reference, Dudley’s service policies and procedures are as follows:
On ethical practice
All staff at Dudley Early Years Learning Centre must:
▪ Treat all other staff, children, children’s families/guardians, other visitors with
respect.
▪ Maintain professionalism in all aspects of work.

▪ Demonstrate courtesy to others who hold differing opinions.

▪ Maintain honesty and integrity in all aspects of the practice

On raising concerns to management

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 Here at Dudley, we maintain transparency and an open-door policy in all of
management’s decision-making processes and activities.
If there are any suggestions, recommendations, feedback concerns from staff regarding
processes and operations, staff are to raise this through the appropriate management
personnel and other feedback channels in the centre.

Assessment Workbook Version 1.1

 1. Is the issue described in the scenario a potential or an actual legal non-compliance?
Explain your answer.
Include in your response the regulation from the Education and Care Service
Regulations relevant to the issue described in the scenario.

 Potential legal non-compliance  An actual legal non-compliance

Explanation
The Education and Care Services National Regulations (Regulation 55) require education
and care services to prominently display their overall rating received from the Regulatory
Authority. Displaying a rating that does not accurately reflect the assessment findings by
the Regulatory Authority would be considered a potential non-compliance with these
regulations. In this case, Dudley is considering displaying a rating of 'Meeting National
Quality Standard' instead of 'Working Towards National Quality Standard' despite the
assessment findings stating the latter.

Assessment Workbook Version 1.1

Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, assume that you are a staff at Dudley Years Learning Centre
and that you are one of the attendees at the meeting in the scenario. You are required
to discuss with them the situation of non-compliance, as you explained in Question 1 of
this Scenario.
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get two volunteers to act as two other attendees at the meeting in the scenario.
3. Prior to commencing the role play activity, provide a copy of the scenario to your
volunteers so they can review this.
Note that for this assessment, your volunteers are not required to provide any
input to the discussion. You will be assessed in your skill in communicating non-
compliances in the centre to relevant personnel.
4. In the actual role play meeting:
i. Discuss with the two attendees the non-compliance described in the
scenario.
ii. Explain whether this is a potential or an actual non-compliance.
iii. Discuss the regulation relevant to the non-compliance.
iv. Discuss the penalties for the non-compliance, as stated in the National
Regulations.
v. Raise one recommendation to address each of the following:
a. Non-compliance you raised in this meeting.
b. Regulatory Authority’s findings on Dudley’s Enrolment and
Orientation procedures and documentation.
c. Regulatory Authority’s findings on Dudley’s accessibility of
information on service’s operations and what they provide.
Video record the meeting. Your recording must not be longer than 10 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the

Assessment Workbook Version 1.1

 Observation Checklist – Assessor’s Use Only.
5. Save and submit your video recording. Use the filename:

CHCECE055 Case Study 6 Role Play

In the role play meeting, I would address the situation of potential non-compliance as follows:

Me: Thank you all for coming to this meeting. I wanted to discuss the situation regarding our recent
NQS review and assessment. As you may know, we were given a final assessment rating of 'Working
Towards National Quality Standard' by the Regulatory Authority.

Attendee 1: Yes, that was somewhat disappointing for us, and not everyone agrees with that rating.

Me: I understand the concerns, but it's essential for us to consider the implications of changing our
rating to 'Meeting National Quality Standard' when the assessment findings suggest otherwise. This
could be seen as misleading.

Attendee 2: But we believe the findings related to Quality Area 6 are negligible, and our next review
isn't happening anytime soon. We can always change it back when the next review comes up.

Me: While it's true that the findings related to Quality Area 6 might not be substantial, we have an
ethical responsibility to uphold transparency and integrity in our operations. Changing the rating to
something that doesn't accurately represent the assessment findings could be seen as a breach of
our ethical practices.

Me: Furthermore, it's important to note that Regulation 55 of the National Regulations requires us
to display our overall rating as determined by the Regulatory Authority. Displaying a different rating
would be a potential non-compliance with this regulation.

Attendee 1: What are the penalties for non-compliance with the National Regulations?

Me: Penalties for non-compliance with the National Regulations can vary but may include fines,
suspension, or even cancellation of our service approval. It's crucial that we adhere to the
regulations to ensure the safety and quality of care for the children in our center.

Me: To address these concerns and ensure compliance with the regulations, I would recommend
the following:

Assessment Workbook Version 1.1

Me: Firstly, we should maintain transparency and integrity in our operations by displaying the
rating provided by the Regulatory Authority, which is 'Working Towards National Quality Standard.'
This reflects our commitment to continuous improvement.

Me: Secondly, we should take the Regulatory Authority's findings seriously and work on revising
and improving our enrolment and orientation procedures and documentation, as well as ensuring
we have easy-to-read information available about our service's operations.

Me: Lastly, it would be beneficial to establish a working group or committee to oversee these
improvements and ensure that we address any identified issues comprehensively.

Attendee 2: That sounds reasonable. Let's work on addressing these issues while maintaining our
commitment to ethical practices and compliance with the National Regulations.

Me: Agreed. Our focus should always be on providing high-quality education and care for the
children in our center, and that includes meeting the regulatory standards.

In this role play discussion, I have addressed the potential non-compliance, discussed the relevant
regulation, mentioned the penalties for non-compliance, and provided recommendations to
address the non-compliance and the Regulatory Authority's findings.

Assessment Workbook Version 1.1

Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name      

Workplace/organisation      

Date completed      

Did the candidate demonstrate the YES/NO Comments

following during the meeting?

1. Discuss the non-compliance YES  NO       

described in the scenario to the two
attendees.

2. Explain whether it is a potential or an YES  NO       

actual non-compliance.

3. Discuss the regulation from the YES  NO       

National Regulations relevant to this
non-compliance.

4. Discuss the penalty of the non- YES  NO       

compliance, as stated in the National
Regulations.

5. Raise their recommendation to YES  NO       

address the non-compliance.

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 6. Raise their recommendation to YES  NO       
address the Regulatory Authority’s
findings on Dudley’s Enrolment and
Orientation procedures and
documentation.

o Dudley to provide evidence that

it has access to easy-to-read
information about the service’s
operations and what they
provide.

7. Raise their recommendation to YES  NO       

address the Regulatory Authority’s
findings on Dudley’s accessibility of
information on service’s operations
and what they provide.

Assessor Declaration
By signing here, I confirm that I have observed the candidate, whose name appears above,
during the meeting and perform/demonstrate the skills outlined in this Observation Form (as
shown in the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the candidate’s performance during the meeting (as shown in the video recording).

Assessor’s signature      

Assessor’s name      

Date signed      

End of Observation Checklist (Assessor’s Use Only)

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Assessment Workbook Version 1.1
Assessment Workbook Checklist

TO THE CANDIDATE
When you have completed this assessment workbook, review your work, and ensure that:
 You have completed all the Knowledge Assessment Questions.
 You have completed the Practical Assessments in this workbook:
 Case Studies
 Case Study – Sparkling Stars Early Years Learning Centre
 Scenario 1
 Scenario 2
 Scenario 3
 Scenario 4
 Scenario 5
 Case Study – Dudley Early Years Learning Centre
 Scenario 6
 You have saved and submitted the following evidence:
 This completed workbook
 Assessment Workbook Cover Sheet signed and scanned
 CHCECE055 Case Study 1 Role Play
 CHCECE055 Case Study 2 Role Play
 CHCECE055 Case Study 3 Role Play
 CHCECE055 Case Study 4 Role Play
 CHCECE055 Case Study 5 Role Play
 CHCECE055 Case Study 6 Role Play
IMPORTANT:
To be deemed competent for the relevant unit of competency, you must achieve a
satisfactory result in all assessment tasks in this workbook as well as in the associated
Skills Workbook.
To be deemed competent in the unit/s of competency relevant to this workbook, you
must successfully complete all the requirements listed above according to the
prescribed benchmarks provided to the assessor.

Assessment Workbook Version 1.1

 TO THE ASSESSOR
When you have completed assessing the assessment workbook, review the candidate’s
submission against the checklist below:
 The candidate has completed the Knowledge Assessments in this workbook:
 Knowledge Assessment
 The candidate has completed the Practical Assessments in this workbook and
has submitted all the required evidence:
 Case Studies
 Case Study – Sparkling Stars Early Years Learning Centre
 Scenario 1
 Scenario 2
 Scenario 3
 Scenario 4
 Scenario 5
 Case Study – Dudley Early Years Learning Centre
 Scenario 6
 The candidate has submitted the following evidence:
 This completed workbook
 Assessment Workbook Cover Sheet signed and scanned
 CHCECE055 Case Study 1 Role Play
 CHCECE055 Case Study 2 Role Play
 CHCECE055 Case Study 3 Role Play
 CHCECE055 Case Study 4 Role Play
 CHCECE055 Case Study 5 Role Play
 CHCECE055 Case Study 6 Role Play
IMPORTANT:
To be deemed competent for the relevant unit of competency, the candidate must
achieve a satisfactory result in all assessment tasks in this Workbook as well as in the
associated Skills Workbook.

Assessment Workbook Version 1.1

 To be deemed competent in the unit/s of competency relevant to this workbook, the
candidate must successfully complete all the requirements listed above according to the
prescribed benchmarks.

Assessment Workbook Version 1.1

Record of Assessment (Assessor’s Use Only)
RECORD OF ASSESSMENT

Candidate’s Name      

RTO Name      

RTO Contact Number      

RTO Email Address      

Assessor’s Name      

CHCECE055 – Meet legal and ethical obligations in children's education

Unit of Competency
and care (Release 2)

Knowledge Assessment S NYS

Question 1  

Question 2  

Question 3  

Question 4  

Question 5  

Question 6  

Question 7  

Question 8  

Question 9  

Question 10  

Question 11  

Question 12  

Question 13  

Question 14  

Question 15  

Question 16  

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 Question 17  

Knowledge Assessment S NYS

Question 18  

Question 19  

Question 20  

Question 21  

Question 22  

Question 23  

Question 24  

Question 25  

Question 26  

Question 27  

Question 28  

Question 29  

Question 30  

Question 31  

Practical Assessment

Case Studies S NYS

Scenario 1, Task 1  

Scenario 1, Task 2  

Scenario 1, Role Play Activity  

Scenario 2, Task 1  

Scenario 2, Role Play Activity  

Scenario 2, Task 2  

Scenario 3, Task 1  

Scenario 3, Role Play Activity  

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 Scenario 3, Task 2  

Scenario 4, Task 1  

Scenario 4, Role Play Activity  

Case Studies S NYS

Scenario 4, Task 2  

Scenario 5, Task 1  

Scenario 5, Task 2  

Scenario 5, Task 3  

Scenario 5, Task 4  

Scenario 5, Role Play Activity  

Scenario 5, Task 5  

Scenario 6, Task 1  

Scenario 6, Role Play Activity  

Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid  

All knowledge and skills evidence submissions are authentic  

All knowledge and skills evidence submissions are sufficient  

All knowledge and skills evidence submissions are current  

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 Overall Result for this Workbook S NYS

Overall Result  

Assessor’s comments/feedback

     

Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.

Assessor’s name       Assessor’s signature

     
Date signed      

End of Record of Assessment (For the Assessor’s Use Only)

End of Document

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