Unit Assessment Guide

Unit Details

Unit code	CHCECE018
Unit name	Nurture creativity in children
Unit purpose/application	This unit describes the skills and knowledge required to nurture creativity in children. The unit applies to educators who work with children in a variety of education and care services.
For further information about this unit go to: http://training.gov.au
Unit outcome	This unit is graded. Your result will be recorded as: not competent (NC), achieved competence (AC), competent with credit (CC), competent with distinction (CD). You must meet the criteria for competence but are not obliged to attempt the grading criteria. Your TAFE transcript will indicate the unit is graded and show your result but will not indicate whether you chose to attempt the grading criteria or not.
For more information on assessment see you Course Assessment Overview.

Assessment Plan

To demonstrate competence in this unit, you must successfully complete each of the following assessments:

Assessment 1	Written responses	Due:	Refer to individual learning plan
Assessment 2	Planning and Implementing Learning Environments	Due:	Insert due date/week

Assessment Conditions

Item	Conditions
Student is required to provide materials and equipment	Students will need to take photos Assessment 2 Part A
Teacher is required to provide material and equipment	N/A
Additional resources	Students may need to source resources if unavailable within the work place when implementing Assessment 2
Submission instructions	Submission by uploading to Moodle.
Location	Off and on the job requirements.

 

Assessment 1:   Written Responses

Context: Off the job

Assessment Information:

When selecting resources to support and nurture creativity in children there is a range of things you need to consider.  To complete this task you will need to demonstrate your knowledge and skill in nurturing children’s creativity by completing the following.

1. Complete the table below addressing open ended- natural and found (recycled or upcycled) resources across the six (6) curriculum areas.

Curriculum Area	Open Ended Natural Resource	Open Ended Recycled/Found Resource	How would the use of these resources foster creativity, improvisation and offer opportunities for children to express themselves?	Identify what age and stage of children’s development (e.g. linking to theory Piaget’s stages of cognitive development,  art stages, play stages etc.) you would offer these resources to.
E.g Performing arts-music	Drift wood Pebbles/stones	Plastic bottles with lids	Making musical instruments using the resources. Children can invent and decorate each item as they desire introducing paints etc.The drift wood could be used to explore sounds and beat (tapping sticks)-movement to music. Place the pebbles into the bottles and become shakers. Children can continue to explore sound and experiment with different stones/pebbles to create an array of sounds whilst beating and singing to music.	Jean Piaget emphasises the importance of maturation and the provision of a stimulating environment for children to explore. He explores the sensory-motor stage (0-2yrs) where children use their physical-motor skills and their senses to explore their world and develop their cognitive understanding-then moving towards the Pre-operational stage (2-7yrs), using speech during play to convey their understanding and learning.
Performing arts-music, dance and drama
Construction
Visual Arts
Architecture-Planning and Design
Inventions
Literacy

2. Exploring Techniques with Children

Part a) Consider Van Gogh’s The Starry Night

Discuss three ways you would use this art work in an early childhood setting to teach children new creative art techniques and  expand their knowledge which they can use to creatively represent their ideas. Justify your responses with clear links to the National Quality Standards (NQS) and the Early Years Learning Framework (EYLF).

Part b) Providing Clay Experiences to Children

(Picture source: www.google.com.au)

Experiences such as clay may extend over several days/weeks as you provoke and support children’s creativity, techniques and skills.

• Describe two(2) skills/techniques that children may aquire over a few days when working with clay (you may use images to support your response/s)
• Describe two(2) practices educators can adopt to encourage children to take responsibility for the clay, equipment and materials?

3. Outcome 4 in the EYLF (page33-34) discusses dispositions of learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

 How do each of these dispositions of learning develop through music and dance experiences?  Complete the table below.

Dispositions of Learning	Explanation of how this disposition of learning develops through music and dance experiences
Curiosity
Cooperation
Confidence
Creativity
Commitment
Enthusiasm
Persistence
Imagination
Reflexivity

4.  The Sydney Harbour Bridge is one example of architecture that could be explored with a group of children.

(Picture source: www.google.com.au)

a)Provide a list of three (3) open ended resources you could provide to a group of 3-5 year old children who are interested and inspired to recreate the Harbour Bridge. Use images to support resources.

•  
•  
•  

 b)Describe how the children will explore creative expression and work collaboratively during the recreation of the Harbour Bridge.  Justify your response with clear links to the EYLF and NQS.

5. Access and navigate the Education and Care Services National Regulations  and provide at least one(1) regulation (number and title)that supports the creative child to become a confident and involved learner within the educational program.

6. Construction activities can take place in both the indoor and outdoor learning environments and are ideal opportunities to extend children’s development and learning. Provide three(3) construction ideas/resources for the following age groups and discuss the learning opportunities and skills which may occur. Justify your response with links to developmental theory and theorists.

Age groups	Construction idea/resource	Learning opportunities and skills with links to developmental theory and theorists.
0-2 years
2-3years
3-5years

CHCECE018 Nurture creativity in children

Task 1 of 2- marking guide

Teacher Name:  ____________________________  Student’s Name: _________________________ 

To successfully complete this task the learner must achieve a tick for each of the evidence criteria listed below.  A cross indicates that this criterion is missing, incomplete or incorrect. To achieve a competent with credit (CC) or a competent with distinction (CD) the student must receive a tick in all criterion for each grade.

Evidence Criteria

Competent	Competent with Credit	Competent with Distinction
1.Lists six (6)age/stage appropriate natural resources that are open ended with appropriate explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves	1. Lists six (6) age/stage appropriate natural resources that are open ended with innovative explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves	Lists six (6) age/stage appropriate natural resources that are open ended with highly innovative explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves
Comments/Feedback
1.Lists six (6) age/stage appropriate recycled/found resources that are open ended with appropriate explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves.	1.Lists six (6) age/stage appropriate recycled/found resources that are open ended with innovative explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves.	1.Lists six (6) age/stage appropriate  recycled/found resources that are open ended with highly innovative  explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves.
Comments/Feedback
2a)Discusses three(3) ways to use art work in an early childhood setting to teach new techniques, expand knowledge and creatively represent ideas with clear links to the NQS and the EYLF	2a)Discusses three(3)innovative ways to use art work in an early childhood setting to teach new techniques, expand knowledge and creatively represent ideas with detailed links to the NQS and the EYLF	2a)Discusses three(3) highly innovative ways to use art work in an early childhood setting to teach new techniques, expand knowledge and creatively represent ideas with highly detailed links to the NQS and the EYLF
Comments/Feedback
2b)Describes two(2) skills/techniques that children may aquire over a few days when working with clay	2b)Describes two(2)detailed skills/techniques that children may aquire over a few days when working with clay	2b)Describes two(2) highly detailed skills/techniques that children may aquire over a few days when working with clay. Uses images to support responses.
Comments/Feedback
2b)Describes two(2) practices educators can adopt to encourage children to take responsibility for the clay, equipment and materials	2b)Describe two(2) detailed practices educators can adopt to encourage children to take responsibility for the clay, equipment and materials?	2b)Describe two(2) highly detailed practices educators can adopt to encourage children to take responsibility for the clay, equipment and materials?
Comments/Feedback
3.Discusses how the following dispositions of learning develop through music and dance experiences: curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.	3.Discusses in detail how the following dispositions of learning develop through music and dance experiences: curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.	3.Discusses in high detail how the following dispositions of learning develop through music and dance experiences: curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
Comments/Feedback
4a)Provides a list of three (3) appropriate open ended resources to inspire architecture to recreate the Harbour Bridge. Use images to support resources.	4a)Provides a list of three (3) innovative open ended resources to inspire architecture to recreate the Harbour Bridge. Use images to support resources.	4a)Provides a list of three (3) highly innovative open ended resources to inspire architecture to recreate the Harbour Bridge. Use images to support resources.
Comments/Feedback
4b)Describes how the children will explore creative expression and work collaboratively during the recreation of the Harbour Bridge,  with clear links to the EYLF and NQS.	4b)Describes in detail how the children will explore creative expression and work collaboratively during the recreation of the Harbour Bridge,  with detailed links to the EYLF and NQS.	4b)Describes in high detail how the children will explore creative expression and work collaboratively during the recreation of the Harbour Bridge,  with high detailed links to the EYLF and NQS.
Comments/Feedback
5.Demonstrates the ability to access and navigate the Education and Care Services National Regulations  by providing at least one(1) regulation (number and title)that supports the creative child to become a confident and involved learner within the educational program. □
Comments/Feedback
6.Provides an appropriate construction idea/resource for 0-2 year olds, discussing learning opportunities and skills with links to developmental theory and theorists.	6.Provides an appropriate construction idea/resource for 0-2 year olds, discussing detailed learning opportunities and skills with detailed links to developmental theory and theorists.	6.Provides an appropriate construction idea/resource for 0-2 year olds, discussing highly detailed learning opportunities and skills with high detailed links to developmental theory and theorists.
Comments/Feedback
6.Provides an appropriate construction idea/resource for 2-3 year olds, discussing learning opportunities and skills with links to developmental theory and theorists.	6.Provides an appropriate construction idea/resource for 2-3 year olds, discussing detailed learning opportunities and skills with detailed links to developmental theory and theorists.	6.Provides an appropriate construction idea/resource for 2-3 year olds, discussing highly detailed learning opportunities and skills with high detailed links to developmental theory and theorists.
Comments/Feedback
6.Provides an appropriate construction idea/resource for 3-5 year olds, discussing learning opportunities and skills with links to developmental theory and theorists.	6.Provides an appropriate construction idea/resource for 3-5 year olds, discussing detailed learning opportunities and skills with detailed links to developmental theory and theorists.	6.Provides an appropriate construction idea/resource for 3-5 year olds, discussing highly detailed learning opportunities and skills with high detailed links to developmental theory and theorists.
Comments/Feedback

Assessment 2: Planning and Implementing learning environments

Context:              On the job

Assessment Information:

Part A)  Planning, implementation and evaluation is to be delivered in a regulated education and care service.

Students will be required to plan and implement the following three (3) active learning environments, using the template provided.

1. creative approaches to routines or transitions
2. Dramatic/ Imaginary play
3. opportunities for each child to develop self expression and skills

• Ensure that each of the three(3) plans are discussed with your centre supervisor and signed by him/her at least 24 hours prior to the implementation of the plan. (This document with original signature MUST be scanned and submitted)

Part B) Students are required to complete a reflection journal (using template provided)

Part A- Planning, implementation and evaluation:

(Submit three (3 ) completed Learning experience plans – template attached-you will need to copy the template x3)

Students are required to plan and implement three (3) learning opportunities (see above) linked to three (3) children (other children may participate in these environments).

Documentation should include a brief, yet accurate plan, which lists rationale, materials/resources needed, organisation and educator practices and learning opportunities, implementation photos and reflection/evaluation (table).

Part A) Learning environment experience plan template:

Signed by Supervisor:

Plan (prior to implementing)

Type of Play:                                                                       Date:

Experience Name: (type of experience that it will be e.g. paper making. This will allow you to cross reference)

Age of Child/ren:

Rationale/ Reasons for your experience: Briefly describe what you have seen or know about the child/ren OR an educator practice of intentional teaching etc. that justifies the experience.

ADD: Children are showing interest through dance before meal transition

Identify  developmental domains and links to the  EYLF:

Detail of the creative development that you are intending to support and/or the concepts that you want the children to learn from this experience. These priorities/opportunities should indicate the main focus of the experience, but not predetermine or limit the learning opportunities children may experience.

ADD:Physical- For the children to move theoir body through the dance activity

Cognitive- For them to think about and make choices and move their body.

• Listening to directions

Outcome 1: Children have a strong sense of identity

Outcome 4: Children are confident and involved learners

     Provide links to the EYLF principles, practices and outcomes, outlining ways you will achieve these.

ADD:

EYLF: Outcome 1: Children have a strong sense of identity.

                                  1:1 Children feel safe, secure and supported

Practice- Responsive to Children

Describe how you will set up the learning environment for this experience

List resources/materials and consider safety measures and how you will present them in an attractive and creative way, where are you setting up this space?

ADD: Inside in the starfish room

Move kitchen coner to make room

Big open space

CD player

What is the music going to be? Classic

Nut Cracker/ Bubble bee

Move their body through the rhytem.

     Educator Practices

     How will you introduce the experience to the children?

ADD:

1.Invite the children to come and sit on the mat.

2. Tell the children that we are going to play freeze game.

3.Play the music and press pause and encourage the children to freeze and to this multiple times though the end of the piece of music

4.Im going to dance how I will stop and freeze abd demonstrate the children when stop or freeze.

5. using words to encouraging children “ move your bodies in different ways’ ‘Can you move for body in certain way”

6. Giving them ideas how to move their body “Can you move your body fast” “Can you move or move your body slow”

7. Verabal praise “I really like how you are moving your body”

8.gather the children to sit back on the mat.

Staying in the creative plan and slowly send the children to bathroom. Asking each child to move their move while going to the bathroom eg, they will choose a friend and move like a duck or fly like an aeroplane.

    Describe educator practices you will use to facilitate this learning experience (e.g. demonstrating,    questioning, scaffolding, modelling, intentional teaching, discussions). How and why will you use these strategies?

ADD- The use of scaffolding method wil be considered for the children. This will help in breaking down the steps into simpler one to enable faster learning for the kids. It will also help the children in getting required support to execute the task in a competitive manner.

Outline how you will support and extend children’s creativity and their appreciation of the creative arts.

ADD: By praising te children for their acivities

By allowing their choices and addressing to their concerns

By taking out time to help resolve their issues and concerns.

Outline strategies to promote exploration, choice and collaboration with the children.

(This page MUST be signed before implementation)
Implementation (post plan):

Upload photos/images with descriptions of the learning environments that you created- resources,  materials and if possible children engaged in the experience (students need to adhere to service policy and procedures e.g. confidentiality in relation to use of photos which include children. You may need to consider using images of children’s hands, bodies etc. with no identifiable features).

Reflection/evaluation: Complete the following table.

Evaluation methods	Reflection/Evaluation-outline what happened?	Ongoing modifications made to the curriculum to stimulate interest from the evaluations. (what instigated the change?)	How did you respond to children’s interests as they arose?
Written evaluation
Verbal feedback-this may include from children, educators and families
Spontaneous
(Credit Grade) Digital documentation
(Distinction Grade) Critical reflection with justification(links to frameworks and developmental theory/ists.)

Part B: Reflection Journal –

During work /placement you are required to complete a Reflection Journal. These reflections may be from spontaneous interactions and/or from the three(3) implemented experience plans.

You are required to complete the template and reflect on the following:

To achieve a competent grade:

Give two(2) examples of each of the following:

1. How did you role model creativity by improvising with equipment and materials?
2. How did you encourage children to pursue their own original ideas, interpretations and expressions ?
3. How did you invite children to ask questions and assist them to find their own answers?
4. How did you engage children in talking about their creations and ask them open-ended questions?
5. How did you share enthusiasm for creative work with children?
6. How did you encourage children to respect and appreciate the creative effort of their peers?
7. How did you involve children in critical reflection and solving real problems?
8. How did you display children’s artwork in meaningful ways?
9. How did you implement organisational standards, policies and procedures in relation to creative arts?

To achieve a Credit grade:

The examples for each of ‘a’ to ‘i’ above include links to the National Frameworks.

To achieve a Distinction grade:

The examples above include justification of educator practices in relation to current developmental theories and theorists.

Part b) Reflection Journal Template

Reflection Journal	How did you role model creativity by improvising with equipment and materials? (two (2) examples)
Date/s:
	How did you encourage children to pursue their own original ideas, interpretations and expressions ? (two (2) examples)
Date/s:
	How did you invite children to ask questions and assist them to find their own answers? (two (2) examples)
Date/s:
	How did you engage children in talking about their creations and ask them open-ended questions? (two (2) examples)
Date/s:
	How did you share enthusiasm for creative work with children? (two (2) examples)
Date/s:
	How did you encourage children to respect and appreciate the creative effort of their peers? (two (2) examples)
Date/s:
	How did you involve children in critical reflection and solving real problems? (two (2) examples)
Date/s:
	How did you display children’s artwork in meaningful ways? (two (2) examples)
Date/s:
	How did you implement organizational standards, policies and procedures in relation to creative arts? (two (2) examples)
Date/s:

CHCECE018 Nurture creativity in children

Task 2 of 2- marking guide

Teacher Name:  ____________________________  Student’s Name: _________________________ 

To successfully complete this task the learner must achieve a tick for each of the evidence criteria listed below.  A cross indicates that this criterion is missing, incomplete or incorrect. To achieve a competent with credit (CC) or a competent with distinction (CD) the student must receive a tick in all criterion for each grade.

Evidence Criteria

Part A Planning, implementing and evaluation
Experience Plan 1- creative approaches to routines or transitions □ Experience Plan 2- Dramatic/ Imaginary play □ Experience Plan 3-Opportunities for each child to develop self expression and skills □ Each plan is sighted and signed by supervisor □□□ Each plan briefly describes a rationale/reason that justifies the planned experience □□□
Competent	Competent with Credit	Competent with Distinction
Identifies  developmental domains and links to the  EYLF □□□	Identifies  developmental domains with detail to creative development and learning concepts with clear links to the  EYLF □□□	Identifies  developmental domains with supportivedetail to creative development and learning concepts with detailed  justification to the  EYLF principles, practices and outcomes □□□
Comments/Feedback
Lists appropriate resources/materials □□□	List innovative resources/materials and considers; safety measures, aesthetics and location □□□	List highly innovative resources/materials and considers; safety measures, aesthetics and location □□□
Comment/Feedback
Plans appropriate educator practices □□□	Plans appropriate educator practices that provide detailed strategies to support, extend creative arts, promote exploration, choice and collaboration □□□	Plans appropriate educator practices that provide highly detailed strategies to support, extend creative arts, promote exploration, choice and collaboration □□□
Comments/Feedback
Provides photos/images with descriptions of the three (3) creative learning environments □□□
Comments/Feedback
Evaluates and reflects using a variety of methods, addressing modifications and responses to children’s interests as they arise □□□	Evaluates and reflects using a variety of methods including digital documentation, addressing modifications and responses to children’s interests as they arise □□□	Critically evaluates and reflects using a variety of methods including digital documentation, addressing modifications and responses to children’s interests as they arise with detailed justification to frameworks and developmental theory/ists □□□
Comments/Feedback
Part B Reflection Journal
Documents two(2) appropriate examples for each question	Documents two(2) appropriate examples for each question with links to the National Frameworks.	Documents two(2) appropriate examples for each question with links to the National Frameworks and justification of educator practices in relation to current developmental theories and theorists.
Comments/Feedback

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