Third Party Report

CHCSS00074 Child Protection
  • These instructions must be followed by the student, the 3rd Party Observer and the Assessor when assessing the student in these units. Instructions are as follows:

    Student

    1. Set a date for this observation with the Observer and ensure that the observation instructions are clear and well understood. If these are tasks you’ve completed previously in the workplace, then speak to your workplace supervisor about when this was. Dates can be retrospective (eg. You can put dates across the last few weeks when you were working and completing these tasks).
    2. Hand the Observation Checklist, along with this entire assessment booklet and ensure that the workplace supervisor understands the requirements of these workplace tasks.
    3. The workplace supervisor should confirm that he/she agrees to participate in the evidence gathering process and will ask any questions about the process or confirm with the student as he/she demonstrates the skills required.
    4. Observer the student completing the tasks as outlined throughout the observation form and mark observations as per the checklist.
    5. This observation is to occur on more than one occasion and where possible in a variety of different situations

    Third Party/Workplace Supervisor

    1. Ensure you understand what you need to observe (as listed on the following chart) and the amount of times you need to observe it (eg. if there is space to provide two dates and initials, then it must be observed on two different occasions);
    2. Speak with the student if they have concerns about demonstrating the skills, if the student doesn’t feel prepared, please encourage them to speak with their trainer/assessor and complete the observation at a later date;
    3. When you are signing, initialing and dating, you are stating that you have observed the student to demonstrate these skills, by observing them complete the set tasks, to a standard which would be considered appropriate in your workplace;
    4. Please ensure that you, the student and the assessor has signed the following ‘Third Party Evidence Agreement’ prior to undertaking this observation;
    5. The completed observation will be considered by the assessor as supplementary evidence, to support their overall assessment judgement of the student’s competency overall.

  • CHCSS00074 Child Protection

    During the demonstration or observation of skills, did the student:
  • (place comments regarding the student’s overall performance either here, or in the individual sections above, or both – comments could include examples of tasks performed and/or conversations had with the student to determine their knowledge and capacity to perform these tasks to a standard, as expected in the workplace)
    I understand and agree to all of the above statements.
  • (e.g. Diploma of Early Childhood Education and Care)
  • This field is for validation purposes and should be left unchanged.

Early Childhood
Education

This Pathway is designed to help educators become better prepared for everyday challenges in the work place.

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This skill set reflects the skill requirements for providing services and support to families and children with complex needs in the community sector.

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This skill set reflects the skill requirements for leading and coordinating teams in health or community sector.

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This skill set reflects the skill requirements for case management work in the health or community sector.

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This skill set reflects the skill requirements for workers to build inclusive practices in an early childhood education and care sector organisation.

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This skill set reflects the skill requirements for the protection of children in a variety of roles in the community sector. Work may involve working directly or indirectly with children and providing support to children, families or communities.

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This qualification reflects the role of early childhood educators who are responsible for designing and implementing curriculum in early childhood education and care services.

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Education
Courses

This qualification reflects the role of workers in a range of education settings, including public and independent schools and community
education settings, who provide assistance and support to teachers and students under broad-based supervision

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This qualification reflects the role of workers in a range of education settings, including public and independent schools and community education settings, who provide assistance and support to teachers and students under broad-based supervision.

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This qualification reflects the role of educators who are responsible for the day-to-day running of a before and after school care and/or vacation care service, including planning, implementing and managing programs which address regulatory and duty of care requirements.

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Aged, Community
and Disability Care

This qualification reflects the role of entry level community services workers who support individuals through the provision of person-centred services.

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This qualification reflects the role of workers in the community and/or residential setting who follow an individualised plan to provide person-centred support to people who may require support due to ageing, disability or some other reason.

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This qualification reflects the role of workers in the community and/or residential setting who follow an individualised plan to provide person-centred support to people who may require support due to ageing, disability or some other reason.

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This qualification reflects the role of workers in the community and/or residential setting who follow an individualised plan to provide person-centred support to people who may require support due to ageing, disability or some other reason.

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This qualification reflects the role of support workers who complete specialised tasks and functions in aged services; either in residential, home or community based environments.

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This qualification reflects the role of workers in a range of community settings and clients’ homes, who provide training and support in a manner that empowers people with disabilities to achieve greater levels of independence, self-reliance, community participation and wellbeing.

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This qualification reflects the roles of community services, case management and social housing workers involved in the managing, co-ordinating and/or delivering of person-centred services to individuals, groups and communities.

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View this Pathway
This skill set reflects the skill requirements for case management work in the health or community sector.

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This skill set reflects the skill requirements for Lead and Support Colleagues work in the health or community sector.

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This skill set reflects the skill requirements for the protection of children in a variety of roles in the community sector. Work may involve working directly or indirectly with children and providing support to children, families or communities.

View this Course