CHCECE048 — Plan and implement children’s education and care curriculum

1 Seek information to inform curriculum design.

• 1.1Seek feedback from colleagues, children and families on current curriculum and learning environments using formal and informal communication methods.
• 1.2Identify and reflect on how practices, resources philosophy and policies of the service may impact curriculum design and adaptation.
• 1.3Establish current strengths and goals for improvement from information gathered.

2 Design curriculum.

• 2.1Identify and access information from observations and analysis that will inform design.
• 2.2Clarify specific objectives, learning environments and educator roles using the approved framework’s learning outcomes, principles and practices.
• 2.3Design curriculum and environments that foster holistic learning and provide continuity of learning and transitions.
• 2.4Provide the opportunity for scaffolding learning and development.
• 2.5Integrate a balance between child-initiated and educator-led learning.
• 2.6Plan monitoring and assessment of children’s learning consistent with principles and practices of the approved framework and allow for planned and unplanned experiences.
• 2.7Document curriculum according to service guidelines and the requirements of the National Quality Framework.

3 Implement curriculum.

• 3.1Identify and access required materials for learning opportunities.
• 3.2Set up the physical environment according to requirements of learning experiences, ensuring accessibility for all children.
• 3.3Use techniques and intentional teaching to co-construct meaning with children and ensure there are sustained interactions.
• 3.4Provide opportunities for children’s collaborative learning.
• 3.5Scaffold learning in ways that support children’s development over time.
• 3.6Identify spontaneous teachable moments as they occur and use them to build on children’s learning.
• 3.7Model and promote positive learning dispositions.

4 Evaluate teaching and learning.

• 4.1Monitor children’s learning and use critical reflection of outcomes and own pedagogical practices for continuous refinement.
• 4.2Identify and use opportunities to share information and gather feedback from colleagues, families and children.
• 4.3Use and expand on children’s ideas and skills to refine curriculum.
• 4.4Evaluate and critically reflect on planned and unplanned teaching and learning, in the context of the approved frameworks.
• 4.5Make evaluation a regular collaborative activity, and document outcomes according to service guidelines.
• 4.6Use evaluation outcomes to influence the design of future curriculum.

What does an assessment tool for CHCECE048 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCECE048 needs to address all 41 unit components: 4 elements with 23 performance criteria, 5 performance evidence requirements, 8 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 CHCECE048?

Auditori pulls the current release of CHCECE048 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 CHCECE048 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CHCECE048 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 CHCECE048, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.