CHCSAC010 — Foster holistic learning, development and wellbeing for school age children

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What an assessment for CHCSAC010 must cover

38 assessable components: 4 elements (17 performance criteria), 6 performance evidence and 9 knowledge evidence requirements, plus 6 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Develop, maintain and share knowledge of childhood development for school age children.

1.1Identify and access credible sources of information and evidence about childhood development.
1.2Use critical thinking to interpret and compare information from different sources and perspectives.
1.3Assess the relevance of information in the context of own work and learning frameworks used.
1.4Identify and use opportunities to update and enhance own knowledge.
1.5Identify and use opportunities to share knowledge with colleagues and others involved in the care and education of children.

2 Foster development in all developmental domains.

2.1Investigate and act on ways to integrate evidence about childhood development into work practice.
2.2Identify suitable strategies to support development for specific domains.
2.3Plan, document and provide environments and curriculum with appropriate levels of challenge across developmental areas where children are encouraged to explore, experiment and take risks in their learning and leisure activities.

3 Foster holistic and collaborative practice.

3.1Observe and monitor children’s skills and development in ways that reflect the interrelationships between different developmental domains.
3.2Develop and use tools and resources in ways that reflect the interrelated nature of development.
3.3Plan and provide play opportunities that allow children to experience agency through being active decision makers in the learning environment.
3.4Create opportunities that facilitate collaboration and diverse contributions to the learning community.

4 Evaluate work practice.

4.1Monitor children’s development and critically reflect on own practice for continuous improvement.
4.2Identify and use opportunities to gather feedback from colleagues, families and children.
4.3Use and expand on children’s ideas and skills to improve practice in the context of childhood development.
4.4Make evaluation a regular activity, and document outcomes according to service policies and procedures.
4.5Use evaluation outcomes to influence the design of future practice.

Performance evidence

research and analyse information from three different sources about the following domains of childhood development for school age children, and their interrelationships: cognitive, communication, emotional, physical, social
plan, document and provide four experiences that individually or collectively incorporate: daily activities, play, transitions, individual activities, group activities
in each of the above four experiences, integrate opportunities for development across two or more of the following areas: cognitive, communication, emotional, physical, social
from the above four experiences: provide an experience on two different occasions for individual children; provide an experience on two different occasions for groups of three or more children
use critical reflection to evaluate the experiences provided
perform the activities outlined in the performance criteria of this unit during a period of at least 280 hours of work with school age children in a regulated children’s education and care service.

Knowledge evidence

requirements of the National Quality Standard and related regulations and laws applicable to this unit including: children’s health and safety, educational program and practice, physical environment, relationships with children
core principles of child development and associated developmental tasks
child development theory for children between 5 and 12 years of age and how each of the following impacts the educator role: historical perspectives at an overview level, current and emerging theories influencing practice in Australia and how these are applied in day-to-day activities, theories of children’s emotional and psychological development
key features of the work of three theorists relevant to the work context
key aspects of current brain development research
contextual factors which influence the children’s development
strategies and activities that support development in the following areas through play, daily routines and transitions: cognitive, including opportunities for: integration of science, mathematics and technology; experiencing consequences of choices, actions and ideas; challenge; exploration and experimentation; safe risk taking; investigation of ideas with thinking, reasoning and hypothesising; exploration of concept development; constructing and taking apart; use of everyday materials for creation of patterns, sorting, categorisation and comparing; communication, including opportunities for: language and literacy development; valuing of linguistic heritage; engagement with familiar and unfamiliar culturally constructed text; use of home languages and Standard Australian English; experimentation with images and print; emotional, including opportunities for: experiencing strength and success; challenging of children’s emerging skills and capabilities; independent engagement with tasks; exploration of self-image and identity; development of self-esteem and self-identity; release of feelings and expression of emotions; physical, including opportunities for development of: fine motor skills, gross motor skills, fundamental movement skills; social, including opportunities for: different forms of social interaction; privacy, solitude or quiet; group discussions and shared decision-making; promotion of cooperation and conflict resolution; promotion of a sense of community; investigation of ethical issues
links between cognitive, communication, emotional, physical and social development and how these come together in holistic practice
critical reflection: what is critical reflection, why and how educators use critical reflection, what makes for meaningful critical reflection, methods of obtaining feedback, evaluating and documenting work practice and using results of evaluation to adjust future practice.

Foundation skills

Reading skills: interpret unfamiliar and potentially complex information about childhood development.
Writing skills: record information according to service policies and procedures.
Oral communication skills: ask open and closed questions and actively listen to seek information and confirm understanding.
Problem-solving skills: identify deficiencies in information and address by ongoing searches.
Self-management skills: proactively seek opportunities to improve own work practice and conduct.
Technology skills: research information about childhood development using digital media.

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing CHCSAC010

What does an assessment tool for CHCSAC010 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCSAC010 needs to address all 38 unit components: 4 elements with 17 performance criteria, 6 performance evidence requirements, 9 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for CHCSAC010?

Auditori pulls the current release of CHCSAC010 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CHCSAC010 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CHCSAC010 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CHCSAC010, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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