Date: Developmental Priorities: EYLF Learning Outcomes: Equipment, furniture and location: Safety considerations: Creative transition routine: Strategies to encourage participation: Teaching strategies: Communication and behaviour guidance strategies: Collaboration strategies: Reason for plan: Experience Plan (Outdoor) Learner’s name: Plan number: 2 Name of

1. LA017438 Learner Evidence Guide
Off-the-job Assessment One: Observations and planning:
Weighting 25%: Marks out of 100
Criteria
Not Yet Competent
(Less than 50%)
Criteria
Competent with Pass
(50%-69%)
Criteria
Competent with Credit (70% to 82%)
Criteria
Competent with Distinction
(83 – 100%)
Task 1: Focus child observations(36 marks)
Less than 4 observations included or observations do not use
correct format.
Significant behaviours are not identified. Subjective or
negative language used. Spelling and grammatically errors or
not professionally presented. Length (brief, lack detail) and no
or little use of description.
Analysis does not contain: significant behaviours with correct
developmental domain identified. Less than two (2) Strengths

2. and/or interests and/or emerging skills and/or relationships
and/or play preferences identified.
No link to learning framework outcome and / or theory.
4 observations included using correct recording formats.
Some significant behaviour clearly identified in relation to all
areas of development. Objective and positive language used.
Spelling and grammatically correct, professionally presented.
Sufficient length and some use of description.
Analysis contains: significant behaviours with correct
developmental domain identified. At least two (2) Strengths
and/or interests and/or emerging skills and/or relationships
and/or play preferences identified.
At least one (1) link to learning framework outcomes and/or
theory.
4 observations included using correct recording formats.
Most significant behaviours described in detail using many
adjectives and are clearly identified in relation to all areas of
development. Objective and positive language used. Spelling
and grammatically correct, professionally presented. Skilled
observation skills evident, sensitive to the child and situation.
Comprehensive in length and description.
Analysis contains: significant behaviours with detailed links to
correct developmental domain included. At least four (4)
Strengths and/or interests and/or emerging skills and/or
relationships and/or play preferences identified.
At least three (3) links to learning framework outcomes and
theory.
4 observations included using correct recording formats.

3. All significant behaviours described in detail using many
adjectives and are clearly identified in relation to all areas of
development. Objective and positive language used. Spelling
and grammatically correct, professionally presented. Highly
developed observation skills evident, most sensitive to the child
and situation.
Extensive in length and description.
Analysis contains: detailed description of all significant
behaviours with detailed links to correct developmental domain
included. All Strengths and interests and emerging skills and
relationships and play preferences identified.
Four (4) or more links to learning framework outcomes and
theory.
Task 2
Learning and development summary (20 marks)
One or more outcomes have no behaviour and or analysis
included or behaviours do not come from gathered recorded
information and do not include at least one of the following:
· Strengths
· Interests
· Emerging skills
· Relationships
and/or is inappropriate for outcome and developmental domain
is incorrectly or not identified; some negative language and or
is not linked to each of the five Outcomes on format.
At least one behaviour and or analysis from gathered
information including one of the following:

4. · Strengths
· Interests
· Emerging skills
· Relationships
is appropriate for outcome and developmental domain is
identified; and is written in positive language and is linked to
each of the five Outcomes on format.
At least two behaviours and or analysis from gathered
information including two of the following:
· Strengths
· Interests
· Emerging skills
· Relationships
for each outcome; relate well to outcome and developmental
domain is identified with clear link to theorist or theoretical
approach included; and is written in positive language and is
linked to each of the five Outcomes on format.
More than two behaviours and or analysis from gathered
information including two or more of the following:
· Strengths
· Interests
· Emerging skills
· Relationships

5. for each outcome demonstrate a high level of understanding of
the EYLF Outcomes with detailed description about how the
child is working towards each outcome; and developmental
domain is identified with significant knowledge of theorists and
various theoretical approach evident; and is written in positive
language and is linked to each of the five Outcomes on format.
No or inappropriate future planning ideas have been included
and are not linked to any Learning Framework Outcomes and/or
are not age & nor developmentally appropriate for child.
At least one appropriate future planning idea has been included
and is linked to appropriate Learning Framework Outcomes and
is age/developmentally appropriate for the child.
At least two appropriate future planning ideas have been
included and are linked to appropriate Learning Framework
Outcomes and are age/developmentally appropriate for the
child.
At least three appropriate future planning ideas have been
included and are linked to appropriate Learning Framework
Outcomes and are age/developmentally appropriate for the
child.
Task 3: 2 Plans (44 marks)
No reasons or an appropriate link to observations/learning and
dev summary.
One or no developmental priorities are included and none relate
to:
Promote creative expression ( 1 plan)
No EYLF outcome identified.
Plan does not include: equipment, furniture and location, is not

6. set out in an aesthetically pleasing and inviting, logical and age
appropriate way. Resources offered are not open ended and safe
and do not provide children with challenge, choice and control
over.
Identified no potential safety issue and not implemented at least
one measure to ensure safety.
Creative transition routine not included or is inappropriate for
age or is not creative.
No or an inappropriate strategy to encourage participation
listed.
One plan – No or insufficient detail in description or
inappropriate teaching strategy used to teach children how to
use materials and equipment (not leading children’s ideas or
taking away choice of what they want to do with these materials
and equipment) included.
No suggestions of appropriate communication and /or behaviour
guidance included.
No strategies for collaboration included.
Reason is appropriate and is at least one link to
observations/learning and dev summary.
At least two developmental priorities are included and one
relates to:
Promote creative expression ( 1 plan)
At least one EYLF outcome identified.
Plan Includes equipment, furniture and location, is set out in an
aesthetically pleasing and inviting, logical and age appropriate
way. Some resources offered are open ended and safe and

7. provide children with some challenge, choice and control over
the materials.
Identified at least one safety issue and implemented one
measure to ensure safety.
Creative approach to transition routine included.
At least one appropriate strategy to encourage participation
listed.
One plan - Description of an appropriate teaching strategy used
to teach children how to use materials and equipment (not
leading children’s ideas or taking away choice of what they
want to do with these materials and equipment) included.
One plan –Sufficient detail in description and appropriate
teaching strategy used to teach children how to use materials
and equipment (not leading children’s ideas or taking away
choice of what they want to do with these materials and
equipment) included. At least one appropriate suggestion of
appropriate communication and /or behaviour guidance
included.
One appropriate strategy for collaboration included.
Reason is very appropriate and includes more than one link to
observations/learning and dev summary included.
Three developmental priorities are included and two relate to:
Promote creative expression ( 1 plan)
At least two EYLF outcome /sub elements identified with brief
explanation as to how these are relevant to this child.
Plan includes detailed description of equipment, furniture and
location, is set out in an aesthetically pleasing and inviting,
logical and age appropriate way. Many resources offered are
open ended and safe and provide children with some challenge,
choice and control over the materials.
Identified at least two safety issues and implemented two or
more measure to ensure safety.

8. Creative approach to transition routine included with a detailed
description, actively involves the children, provides smooth
transition in and out of environment.
At least two appropriate strategies to encourage participation
listed.
One plan –detailed description and more than one very
appropriate teaching strategy used to teach children how to use
materials and equipment (not leading children’s ideas or taking
away choice of what they want to do with these materials and
equipment) included.
At least two appropriate suggestions of appropriate
communication and /or behaviour guidance included.
Two appropriate strategies for collaboration included.
Reason is very appropriate and more than two links to
observations/learning and dev summary included.
Three or more developmental priorities are described in detail
and two or more relate to:
Promote creative expression ( 1 plan)
At least two EYLF outcome /sub elements identified with
detailed explanation as to how these are relevant to this child.
Plan Includes detailed description of equipment, furniture and
location, is set out in an aesthetically pleasing and inviting,
logical and age appropriate way.
All resources offered are open ended and safe and provide
children with some challenge, choice and control over the
materials.
Identified all safety issues and implemented all measures to
ensure safety.
Creative approach to transition routine included with a very

9. detailed description, actively involves the children, provides
smooth transition.
Three or more appropriate strategies to encourage participation
listed.
One plan – a very detailed description and more than two
appropriate teaching strategies used to teach children how to
use materials and equipment (not leading children’s ideas or
taking away choice of what they want to do with these materials
and equipment) included.
At least three appropriate suggestions of appropriate
communication and /or behaviour guidance included.
Three appropriate strategies for collaboration included.
4
LA017438 Development Cluster Learner Evidence Guide - Off
the Job Assessment One
© New South Wales Technical and Further Education
Commission, 2016 (TAFE NSW – WSI), Version 2, January
2016
LA017438 Development Cluster Learner Evidence Guide - Off
the Job Assessment One
3
© New South Wales Technical and Further Education
Commission, 2016 (TAFE NSW – WSI), Version 2, January
2016
Development Cluster
Early Childhood Education and Care
Off-the-Job Assessment
LA017438
Please note that all four units in the Development Cluster are

10. now co-assessed. This is the only written off-the-job assignment
to be completed for all four units. Please ensure that you have
read the learning materials for all four units and completed the
online tests for CHCECE017 and CHCECE023 units prior to
commencing this assessment.
Checklist:
□
I have read the learning resource CHCECE017
□
I have competed the online tests for CHCECE017, LA017362
□
I have read the learning resource CHCECE018
□
I have read the learning resource CHCECE022
□
I have read the learning resource CHCECE023
□
I have competed the online test for CHCECE023, LA017363
□
I have attended a live/recorded Connect Session for this cluster
of units (optional)
□
I have accessed the forums for assistance with this unit
(optional)
You are NOW ready to start this assessment. Good luck!
Assessment Summary
This assessment is graded. Learners will receive a Distinction
or Credit or
Competent or Not yet Competent in accordance with TAFE
NSW Assessment Guidelines.

11. Weighting: 25%
Marks out of 100What you have to do
Before beginning your assignment, it is important that you have
all required formats and documents that were part of the
download for this assignment.
Also check in the ‘Assessment tips’ section under this
assessment tab in the OLS for this unit for any helpful fact
sheets and web-links.
TASK OVERVIEW
Task 1 involves completing a series of observations on a three
(3) year old child, ‘LiLu’
Task 2 involves completing a developmental summary of the
child’s interest, strengths and emerging skills
Task 3 involves creating planning suggestions for the child
based on the observations and developmental summary and
identifying appropriate educator interactions
Please read through all tasks very carefully.
Task 1: Observations
Watch the following video sequences of ‘Lilu’ (3 year old
child).
Video clips can be accessed from the OLS under the Assessment
Information tab; Resources Required tab; click on Notebook
icon and this opens up a new screen.
Complete 4 observations (as detailed below) based on the clips
provided:
Observation 1 – Anecdotal Observation – Sequence 1: Lilu and
puzzle
Observation 2 – Learning story- Sequence 2: Drawing puppets
at home

12. Observation 3 – Jotting – Use Sequence 3 – Lilu and Dad
walking into service and
Use Sequence 4 – Lilu saying goodbye to Dad
Observation 4 – Jottings - Use Sequence 5 – Lilu at the park –
Part 1 and
Use Sequence 6 – Lilu at the park – Part 2
The following observation templates
Your four (4) completed observations must cover the
developmental domains;
Physical; Social; Emotional; Cognitive; Communication
Each observation must include:
· interpretations
· links to the Early Years Learning Framework (EYLF) Learning
Outcomes and sub elements
· future planning ideas for each observation
Your observations must cover the following five (5)
developmental domains:
· Physical
· Social
· Emotional
· Cognitive
· Communication
The following observation proformas have been developed to

13. use for this task
ANECDOTAL OBSERVATION
Child’s name:
Date:
Setting:
Observer:
Observation:
Interpretation, including developmental skills, concepts and
dispositions/links to theory:
Relevant Approved Learning Framework Links:
Possible future planning:
LEARNING STORY
What happened and who was involved:
Interpretation, including developmental skills, concepts and
dispositions/links to theory:
Relevant Approved Learning Framework Links:
Possible future planning:
Observer:
Date:
JOTTING PROFORMA 1 (sequence 3 and 4)

14. Child’s name:
Observer:
Setting:
Interpretation, including developmental skills, concepts and
dispositions/links to theory:
Relevant Approved Learning Framework Links:
Date:
Entry 1:
Entry 2:
Possible future planning:
JOTTING PROFORMA 2 (sequence 5 and 6)
Child’s name:
Observer:
Setting:
Interpretation, including developmental skills, concepts and
dispositions/links to theory:
Relevant Approved Learning Framework Links:
Date:
Entry 1:
Entry 2:

15. Possible future planning:
END OF TASK 1 - PLEASE CONTINUE TO TASK 2.
Task 2: Developmental summary
Using the observations on ‘Lilu’ for Task 1 complete a Learning
and Development Summary.
The Learning and Development summary must describe the
progress that the child is making towards each EYLF Outcome
(or approved Learning Framework) and cover all developmental
domains
EYLF Outcomes are:
· Children have a strong sense of identity (Emotional
development)
· Children are connected with and contribute to their world
(Social development)
· Children have a strong sense of wellbeing (Physical – gross
and fine motor and Emotional development)
· Children are confident and involved learners (Cognitive
development)
· Children are effective communicators (Communication
development)
The Learning and Developmental Summary must identify the
child’s:
· Interests
· Strengths

16. · Emerging skills
· Future planning
The following Developmental Summary proforma has been
developed to use for this task.
Learning and Development Summary
Child’s Name:
Date:
EYLF Learning Outcomes
Strengths, Interests and Emerging Skills, Relationships
Children have a strong sense of identity
Include Emotional development – self regulation, independence
and autonomy, confidence, empathy
Children are connected with and contribute to their world
Include Social development- participation in groups, sharing,
turn taking; respect for the environment, diversity and social
justice
Children have a strong sense of
wellbeing Include Physical development (fine /gross), self-care
skills; Emotionaldevelopment: recognising and expressing
emotions appropriately
Children are confident and involved learners Include Cognitive
and Creativedevelopment: dispositions for learning, play and
learning styles, sharing knowledge with others, persistence and
concentration, initiating experiences and exploring their ideas.
Children are effective communicators Include Communication

17. development; verbal and non-verbal, receptive and expressive
language; language background and use of languages other than
English, literacy
Possible future planning:
END OF TASK 2 - PLEASE CONTINUE TO TASK 3.
Task 3: Planned experiences
Apply the knowledge you have gained from the observations
and developmental summary completed on ‘Lilu’ to:
a) Write up two (2) experience plans to support ‘Lilu’s’
development, you may choose to implement an experience or set
up a learning centre based on the information collected about
the child. Consider what you have included as your future
planning ideas.
One (1) experience plan must be for the indoor environment.
One (1) experience must be for the outdoor environment.
One plan must aim
· to promote children’s creative expression,
· to provide an opportunity for you to share an example of
creative expression in art, architecture, inventions, music or
dance.
· to provide an opportunity for you to teach children techniques
when using materials and equipment
Both plans must include a creative transition to and from the
experience or learning centre.
Please note for each of these two (2) experiences you will NOT

18. be implementing them so you will NOT need to complete the
‘evaluation/reflection’ section or the ‘follow up ideas’ section
of your Experience Plans, these have been ‘greyed out’ in the
experience plan template below. All other sections must be
completed.
The following experience plan proforma has been developed to
use for this task. Please see Assessment tips for information on
how to complete this Experience Plan successfully.
Experience Plan (Indoor)
Learner’s name:
Plan number: 1
Name of experience:
Date/s presented:
Number of children:
Name/s and age/s of children:
Reason/s you have chosen to present this experience:
Identify developmental priorities/learning opportunities:
Relevant Approved Learning Framework Links (e.g. EYLF):
Describe how you will set up the learning environment
a) detail the physical learning environment – indoor/ outdoor
plan, equipment/materials (for one plan include example of
creative expression in art, architecture, inventions, music or
dance to share with children)
b) detail safety considerations

19. How will you transition the children to and from the experience
and involve them in it?
Describe how you will teach children techniques when using
materials and equipment.(one plan)
How will you communicate effectively with the child/ children?
How will you promote positive behaviour throughout this
experience?
How will you collaborate with the child/ children throughout
this experience?
Reflection/evaluation of the experience (not required to be
completed for this assignment)
Possible Future Planning (not required to be completed for this
assignment)
Experience Plan 2 (Outdoor)
Learner’s name:
Plan number: 2
Name of experience:
Date/s presented:
Number of children:
Name/s and age/s of children:
Reason/s you have chosen to present this experience:

20. Identify developmental priorities/learning opportunities:
Relevant Approved Learning Framework Links (e.g. EYLF):
Describe how you will set up the learning environment
c) detail the physical learning environment – indoor/ outdoor
plan, equipment/materials (for one plan include example of
creative expression in art, architecture, inventions, music or
dance to share with children)
d) detail safety considerations
How will you transition the children to and from the experience
and involve them in it?
Describe how you will teach children techniques when using
materials and equipment.(one plan)
How will you communicate effectively with the child/ children?
How will you promote positive behaviour throughout this
experience?
How will you collaborate with the child/ children throughout
this experience?
Reflection/evaluation of the experience (not required to be
completed for this assignment)

21. Possible Future Planning (not required to be completed for this
assignment)
END OF TASK 3 – THIS IS THE END OF THIS ASSESSMENT
14
LA017438 Development Cluster – Off-the-Job Assessment
CHC50113-01V01
© New South Wales Technical and Further Education
Commission 2016 (TAFE NSW-WSI) Version 3, January 2016
LA017438 Development Cluster – Off-the-Job Assessment
CHC50113-01V01
13
© New South Wales Technical and Further Education
Commission 2016 (TAFE NSW-WSI) Version 3, January 2016