Analyse information to inform learning (Superseded)
Note: CHCECE023 is superseded by CHCECE047
This unit is an accredited training resource consistent with the Nationally Recognised Training requirements for Vocational Education and Training (VET) and is ideal for Registered Training Organisations (RTOs) in Australia. It consists of Learning Resource Material (instructional theory), an Assessment Workbook, and information about assessment mapping to the Performance Criteria, Knowledge Evidence, and Performance Evidence requirements of this accredited unit.
Our CHCECE023 training product is available for purchase as a hardcopy (printed) book in both Learner Guide and Trainer/Assessor Guide variants. This unit is available for enrolment and online training/assessment via Catapult LMS (Learning Management System). NOTE: If you are a training provider, please do your own validation, in accordance with your Training and Assessment Strategy (TAS).
$17.00 inc GST
Unit information about the CHCECE023 training material in this resource
CHCECE023 information from training.gov.au.
This unit describes the skills and knowledge required to gather and analyse information about children’s learning, in order to inform practice.
This unit applies to educators working in a range of education and care services.
Unit mapping information
This unit supersedes CHCPR509 Gather, interpret and use information about children.
Licensing, legislative, regulatory or certification requirements
No licensing, legislative or certification requirements apply to this unit at the time of publication.
The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.
Writing—in order to document observations in line with workplace procedures and policies.
The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.
Unit sector or competency field
Prerequisite, co-requisite or interdependent assessment of units
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
National Quality Framework for Early Childhood Education and Care
the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.
Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.