Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCFC507A Mapping and Delivery Guide
Use music to enhance children's experience and development

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCFC507A - Use music to enhance children's experience and development
Description This unit describes the knowledge and skills required as an essential part of the programming and delivery of child care services to provide essential developmental experiences in music and movement
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may be applied in the delivery of child care services in a range of community service work contexts
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Provide a range of developmentally appropriate music and movement experiences
  • Identify and provide a wide range of music experiences for children that may be used to enhance children's development
  • Identify and provide a wide range of movement experiences for children that may be used to enhance children's development
  • Select and provide appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity
  • Provide opportunities for children to practise developing skills
       
Element: Support facilitate and extend children's participation in music and movement
  • Set up environment in a way that encourages children's participation in developmentally appropriate music and movement experiences
  • Link music and movement activities and make them relevant to children's daily life in care
  • Formulate strategies to encourage development of child's individual music and movement potential
  • Encourage improvisation with instruments
  • Design program to respond to children's interests that arise spontaneously as they participate in music and movement experiences
  • Use strategies to model appropriate attitudes and interaction to encourage children's input and participation in music and movement experiences
       
Element: Plan and implement a range of developmentally appropriate music and movement experiences
  • Use observations of individual children and groups of children to plan developmentally appropriate music and movement experiences for children
  • Select and present a range of stimulating developmentally appropriate and inclusive music experiences for individual children and small groups of children
  • Select and present a range of stimulating developmentally appropriate and inclusive movement experiences for individual children and small groups of children
  • Use a range of methods to evaluate children's participation in and reactions to planned music and movement experiences
  • Make ongoing modifications to stimulate interest and involvement in music and movement experiences, based on evaluation information
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Assessment must include the candidate working with children over a period of time and involve more than one assessment session.

Assessment must include assessment of ability to effectively engage children over a range of ages in developmentally appropriate music and movement experiences

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Values of providing a range of musical experiences for children

Values of movement for children

Links between child's stage of development and appropriateness of particular musical and movement experiences

Strategies for fostering music and movement development

Adult awareness of appropriate selection of music and movement experiences for different ages

Organising and implementing and evaluating music and movement experiences

Ways to follow and respond to children's ideas and interests

Selection of appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity

Basic musical concepts

Awareness of the following national child health and well being core competencies as they apply to all who deliver care to children:

core principles of child development and the key developmental tasks faced by young children and their implications for practice

cumulative effects of multiple risk and protective factors and the developmental implications of the balance between them

environmental conditions and the experiences known to have positive effects on prenatal and early childhood

environmental conditions and experiences known to have adverse effects on prenatal and early childhood development

factors that support or undermine the capacity of families to rear young children adequately

features of a family's immediate social environment that are important for family functioning and young children's development and well being

features and qualities of communities that help or hinder families in their capacity to raise young children adequately

core needs that all children and families have in common, and how to provide inclusive child and family services

understanding of particular backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Engender interest and appreciation of music in children and to encourage them to experiment with expressing themselves in music

Use music with children including singing and simple percussion instruments

Choose appropriate settings for movement experiences

Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role:

implement effective evidence-based service delivery

coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice

support infants and toddlers to master key developmental tasks

early identification of emerging trends in child needs and how to address them

manage children's health needs, eating behaviours and physical activity

provide environments and relationships that are safe for young people

engage and work with parents/carers and families

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Music experiences include:

A range of developmentally appropriate music experiences for individuals and small groups including:

Singing

Musical instruments

Chants and rhymes

Listening experiences

Movement experiences include:

A range of developmentally appropriate movement experiences for individuals and small groups including the use of:

Props

Space

Sounds/music

Body awareness

Instruments may include:

Home made and commercial instruments

Instruments from a range of different cultures

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify and provide a wide range of music experiences for children that may be used to enhance children's development 
Identify and provide a wide range of movement experiences for children that may be used to enhance children's development 
Select and provide appropriate music and movement resources which are inclusive and encourage appreciation of diversity including cultural diversity 
Provide opportunities for children to practise developing skills 
Set up environment in a way that encourages children's participation in developmentally appropriate music and movement experiences 
Link music and movement activities and make them relevant to children's daily life in care 
Formulate strategies to encourage development of child's individual music and movement potential 
Encourage improvisation with instruments 
Design program to respond to children's interests that arise spontaneously as they participate in music and movement experiences 
Use strategies to model appropriate attitudes and interaction to encourage children's input and participation in music and movement experiences 
Use observations of individual children and groups of children to plan developmentally appropriate music and movement experiences for children 
Select and present a range of stimulating developmentally appropriate and inclusive music experiences for individual children and small groups of children 
Select and present a range of stimulating developmentally appropriate and inclusive movement experiences for individual children and small groups of children 
Use a range of methods to evaluate children's participation in and reactions to planned music and movement experiences 
Make ongoing modifications to stimulate interest and involvement in music and movement experiences, based on evaluation information 

Forms

Assessment Cover Sheet

CHCFC507A - Use music to enhance children's experience and development
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCFC507A - Use music to enhance children's experience and development

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: