CHCECE054 Assessment 1 Knowledge Questions
CHCECE054 Assessment 1 Knowledge Questions
Qualification CHC30221 Certificate III in School Based Education Support
CHC40221 Certificate IV in School Based Education Support
CHC30121 Certificate lll In Early Childhood Education and Care
Unit/s of Competency CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples culturesStudent Name Assessment Number 1
Student ID Due date Date submitted Reasonable Adjustment
Adjustment Required Yes No
Describe the adjustments that have been made to the assessment:
FORMTEXT
Lecturer name and signature Date Student name and signature Date Assessment Outcome
Assessment Outcome Satisfactory Not Satisfactory
Feedback:
FORMTEXT Actions Required if Not Satisfactory:
Lecturer name and signature Date Student name and signature Date Please resubmit these answers by this date:
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 2nd Attempt Assessment Outcome Satisfactory Not Satisfactory
Feedback:
FORMTEXT
Actions Required if Not Satisfactory:
FORMTEXT
Lecturer name and signature Date Student name and signature Date Assessment task information
Task description:
The knowledge questions 1 16 are to be completed in your own time.
The information required can be located from various websites and textbook sources and is an open book assessment (located in reference list at the end of this document).
Student Instructions:
Ensure you have access to all the resources required for this assessment as described below.
Read the Questions section. If you are not clear about a question, ask your lecturer for further information.
When you respond to the questions, ensure you answer in your own words or reference any sources when required.
You may be able to complete the questions verbally. This would need to be negotiated with your lecturer
Your lecturer will provide feedback on your answers, including any questions that may require a further response.
If you are required to re-answer any of the questions, make sure you apply this feedback.
Refer to your assessment plan for due date, elements, and criteria.
Complete the Knowledge Questions 1 -16 in a word-processed document.
Type your answers directly beneath the questions. This way your responses will be in order.
Ensure your work is set out clearly and a line is left between questions.
Before submitting your assessment, ensure you have included references at the end of this document.
Email your completed question to your lecturer by the due date specified on the assessment plan.
If you have specific needs that you would like considered during this assessment, please discuss this with your lecturer to identify any possible reasonable adjustments prior to commencing the assessment.
Resource requirements:
Students to provide or arrange access to the following resources for this assessment:
Kearns K. (2020). Supporting Education, 3rd Edition. Cengage Learning. Australia
or
Kearns K. (2020). The Big Picture, 5th Edition. Cengage Learning. Australia
Weblinks located in reference list at the end of this document
Computer
Internet
Lecturer to provide or arrange access to the following resources for this assessment:
Reference list of website sources of information (see end of the document)
Complete the Questions below.
Question 1 The Education and Care Services National Law (WA) Act 2012 guides the National Quality Standards for Western Australia.
From this law, there is a Quality Framework we must adhere to for standards, this can be downloaded from ACECQA.
Identify three objectives and three guiding principles of the National Education and Care Services Quality Framework that relate to supporting the cultural identity of Aboriginal and/or Torres Strait Islander Peoples.
Answer Cultural Identity Objectives Guiding principles
1 2 3 Feedback Satisfactory
Not satisfactory
Question 2 Access the National Quality Standard and refer to Quality Area 1 - Educational program and practice.
From a cultural perspective, identify one standard and two elements that embed the educational program and practice needs of Aboriginal and/or Torres Strait Islander People. Explain how you would apply these when working with Aboriginal and/or Torres Strait Islander children and families.
Answer Standard Explain
1
Element 1
2
Feedback Satisfactory
Not satisfactory
Question 3 Access the National Quality Standard and refer to Quality Area 5 - Relationships with children.
Explain why this area is fundamental to building relationships with children and to provide a culturally safe environment for Aboriginal and/or Torres Strait Islander children.
Answer Feedback Satisfactory
Not satisfactory
Question 4 Access the National Quality Standard and refer to Quality Area 6 -. Collaborative partnerships with families and communities.
Identify one standard and two elements that contribute to building collaborative partnerships with families and communities to embed Aboriginal and/or Torres Strait Islander Peoples culture into the educational environment. Explain how you would apply these when working with Aboriginal and/or Torres Strait Islander children, families and communities.
Answer Standard Explain
1
Element 1
2
Feedback Satisfactory
Not satisfactory
Question 5 Research the Aboriginal and/or Torres Strait Islander peoples led organisations and peak agencies in the table below. In your own words briefly, identify the purpose and role of each one in supporting awareness of Aboriginal and/or Torres Strait Islander Peoples culture.
Organisation/Agency Purpose of the Organisation/Agency Role of the organisation/agency in supporting awareness of Aboriginal and/or Torres Strait Islander peoples culture
National Indigenous Australians Agency Australian Indigenous Health info net Closing the gap WA Reconciliation Australia Feedback Satisfactory
Not satisfactory
Question 6 Explain three ways an educator can promote childrens understanding and respect for Aboriginal and/or Torres Strait Islander peoples history and cultures. Answer 1.
2
3
Satisfactory
Not satisfactory
Question 7 In your own words, define what a Reconciliation Australia Action Plan is, and outline why they are important.
Answer Satisfactory
Not satisfactory
Question 8 Outline three ways Aboriginal and/or Torres Strait Islander peoples perspectives differ with regards to early childhood learning and development Answer 1.
2
3
Satisfactory
Not satisfactory
Question 9 Describe some aspects about the ways Aboriginal and Torres Strait Islander people learn, specifically in the following learning areas;
Mathematics
Music
Art
Science Answer Learning area Aspects of learning style/s Satisfactory
Not satisfactory
Mathematics Music Art Science Question 10 10a. Define reflective practice, using a known reflection practice model. (eg Gibbs or Kolb)
10b. How do you know that your reflection has been meaningful and useful?
10c. Why should educators be reflective?
Answer Definition
Satisfactory
Not satisfactory
Meaningful and useful Why reflect? Question 11 Using chosen model from Q10, reflect on your experiences investigating and evaluating your answers to Question 9. Answer Reflective Model Learning area Reflect on investigation experiences
Mathematics Music Art Science Satisfactory
Not satisfactory
Question 12 Using a reflective process: Identify two perspectives of Aboriginal and Torres Strait Islander culture that you are aware of and consider the experiences that influenced them
Answer Perspectives Influences
1
2
Satisfactory
Not satisfactory
Question 13 Complete the following table about significant events in Aboriginal and/or Torres Strait Islander cultures and describe their impact
Answer Event/issues 3 impacts on Aboriginal and/or Torres Strait Islander peoples
Colonisation Stolen Generation (forced separation) Inter-generational trauma and disadvantage Satisfactory
Not satisfactory
Question 14 When you researched your answer to question 13, how do you ensure that the information was credible? Answer Satisfactory
Not satisfactory
Question 15 Use the table below to explain the following cultural considerations Answer 15a What is the protocol to gain permissions to share information you have researched about Aboriginal and/or Torres Strait Islander peoples history and cultures? Discuss the relevant code of ethics that would be guiding your actions in your response
Satisfactory
Not satisfactory
Answer 15b Define cultural appropriation
Answer 15c What should we be asking ourselves when purchasing and using Aboriginal and/or Torres Strait Islander peoples resources in the learning environment?
Answer 15d Explain your understanding of the Aboriginal and/or Torres Strait Islander peoples cultural protocols regarding who has the responsibility/authority to use, learn and/or teach language, and with whom, when where and how languages can be re-learned.
Answer Question 16 What is the local Aboriginal cultural group in your area?
Identify 1 current or historical event relating to the local Aboriginal group
Answer Satisfactory
Not satisfactory
End of Knowledge Questions Assessment
References:
Australian Childrens Education & Care Quality Authority (2018). National Quality Standard. Australian Childrens Education & Care Quality Authority. Sydney: NSW Retrieved from https://www.acecqa.gov.au/nqf/national-quality-standard;
Australian Childrens Education & Care Quality Authority (2018). National Quality Standard. Quality Area 6 Collaborative partnerships with families and communities. Sydney: NSW Retrieved from https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-6-collaborative-partnership-with-families-and-communities
Australian Childrens Education & Care Quality Authority (2018). National Quality Standard Quality Area 1 Educational Program and Practice. Australian Childrens Education & Care Quality Authority. Sydney: NSW Retrieved from: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-practiceAustralian Childrens Education & Care Quality Authority (2018). National Quality Standard Quality Area 5 Relationships with children. Australian Childrens Education & Care Quality Authority. Sydney: NSW. Retrieved from https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-with-children
Australian Government (n.d.). Closing the Gap in Partnership. Retrieved from Data | Closing The GapAustralian Government (n.d.). Australian Indigenous Healthinfonet. Edith Cowan University, Mt. Lawley: WA. Retrieved from https://healthinfonet.ecu.edu.au/learn/health-topics/ear-health/Australian Government (2021). Beyond Blue. Factsheets. Retrieved from https://beyou.edu.au/fact-sheets/relationships/supporting-cultural-diversityAustralian Government (2011). National Indigenous Australians Agency. Canberra: ACT. Retrieved from https://www.niaa.gov.au/indigenous-affairs/educationAustralian Government (2011). National Indigenous Australians Agency. Education. Canberra: ACT. Retrieved from https://www.niaa.gov.au/indigenous-affairs/education#introductionAustralians Together (2020). Intergenerational trauma. Australians Together. Retrieved from: https://australianstogether.org.au/discover/the wound/intergenerational-trauma/BHP Foundation (n.d.). Reconciliation Australia. Narragunnawali Reconciliation, action plans. Retrieved from https://www.reconciliation.org.au/reconciliation-action-plans/#:~:text=A%20Reconciliation%20Action%20Plan%20%28RAP%29%20provides%20organisations%20with,organisation%20at%20different%20stages%20of%20their%20reconciliation%20journeyBHP Foundation (n.d.). Narragunnawali Reconciliation in Education. Retrieved from: https://www.narragunnawali.org.au/ https://www.narragunnawali.org.au/about/subject-guides
BHP Foundation (n.d.). Reconciliation Australia. Retrieved from https://www.reconciliation.org.au/reconciliation-action-plans/Buttram C., MacMillan III D., & Thompson L. (2012). Source Credibility: How To Select The Best Sources.UNA Center for Writing Excellence Retrieved from: https://www.una.edu/writingcenter/docs/Writing-Resources/Source%20Credibility.pdfCambridge International Education Teaching and Learning Team (n.d). Getting started with Reflective Practice. Cambridge Assessment International Education. Retrieved from Getting started with Reflective Practice (cambridge-community.org.uk)Community Early Learning Australia (n.d). What is cultural appropriation and how do we avoid it?. CELA, Australia. Retrieved from What is cultural appropriation and how do we avoid it? - Community Early Learning Australia(cela.org.au)
Creative Spirits (n.d.). Aboriginal culture - Creative Spirits. retrieved from Aboriginal communities are breaking down - Creative SpiritsDepartment of Education South Australia (n.d.). Early Years Learning Framework. Perspectives on Aboriginal and Torres Strait Islander Cultural Competence. Government of South Australia Retrieved from https://www.education.sa.gov.au/sites/default/files/persepctives_on_aboriginal_torres_strait_islander_cultural_competence.pdf?acsf_files_redirect
Education and Care Services National Law (WA) Act 2012 (WA) s.4 (Austl.).
Retrieved from: https://www.legislation.wa.gov.au/legislation/statutes.nsf/law_a146885.htmlHistory Narragunawali (2020). Historical Timeline of Reconciliation in Australia.OYLQi. Retrieved from https://www.narragunnawali.org.au/storage/media/page/history-resource-guide-2020_0YLQi.pdfJ Hunt (2013). Engaging with Indigenous Australiaexploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities. Australian Government. Closing the Gap Clearinghouse. Retrieved from Engaging with Indigenous Australia: exploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities (full publication; 6 Mar 2014 edition)(Closing the Gap Clearinghouse, AIHW)Korff, J. (n.d.). Creative Spirits. Aboriginal culture - Creative Spirits. retrieved from https://www.creativespirits.info/
Lorina (2015). Reflective Practices in Childcare. Aussie Childcare Network. Retrieved from Reflective Practices In Childcare - Aussie Childcare NetworkNSW Department of Education (n.d.) The 8 Ways framework. Aboriginal Pedagogy. Dubbo: NSW. Retrieved from: About 8 WaysOXFAM (2015) Aboriginal and Torres Strait Islander Cultural Protocols. OXFAM, Australia. Retrieved from 2015-74-ATSI-Cultural-Protocols-update_WEB.pdf (oxfam.org.au)Reconciliation Australia (n.d.) lets talklanguages. Retrieved from:_ ra-letstalk-factsheet-languages_final.pdf (reconciliation.org.au)
Reconciliation Australia. Share our Pride. Our Shared History (learning module) Retrieved from: Our shared history | Sections | Share Our PrideSecretariat of National Aboriginal and Islander Child Care (2020). Connecting and understanding, supporting carers.. SNAICC. Retrieved from Connecting and Understanding Culture - Supporting Carers (SNAICC)Secretariat of National Aboriginal and Islander Child Care (2020). Support carers to care of our children. SNAICC. Retrieved from: Child Rearing Practices - Supporting Carers (SNAICC)T. Calma (2007). Social determinant and the health of Indigenous Peoples in Australia. Australian Human Rights Commission.Retrieved from Social determinants and the health of Indigenous peoples in Australia a human rights based approach | Australian Human Rights CommissionWestern Australian Government (2017 2021). Closing the gap WA. WA Government Retrieved from https://www.wa.gov.au/organisation/department-of-the-premier-and-cabinet/closing-the-gapWirrpanda Foundation (2020). Retrieved from https://www.wf.org.au/
ASSESSMENT COVERSHEET-Assessment 1
Assessment title Knowledge Questions
Student name Student ID:
Unit code & name CHCECE054: Encourage understanding of Aboriginal and/or Torres strait Islander peoples cultures
Assessor name I declare that this assessment is a product of all my own work:
Students signature: Date:
No The student is able to demonstrate knowledge of/skills in: Attempt 1 Attempt 2
Yes No Yes No
1 Identifying Education and Care Services National Law 2 Quality Area 1 Perspectives 3 Quality Area 5 Perspectives 4 Quality Area 6 Perspectives 5 Aboriginal Led organisations 6 Lists 3 ways to develop childrens respect for culture 7 What is a Reconciliation Action Plan? 8 Aboriginal early childhood perspectives 9 8 Ways of learning Aboriginal pedagogy 10 Activities using the 8 learning ways 11 Reflective Practices in practice 12 Credible sources of historic information 13 Historical events and the impact on Aboriginal people 14 Protocols for sharing and using information/appropriation 15 Embedding ATSI cultures into routines Sufficient evidence provided: YesNo
Student feedback:
Assessor feedback: (if unsatisfactory, what does the learner need to do to meet the assessment requirements?)
Assessors signature: Date:
Date for re-submission/demonstration:
Assessment coversheet: Assessment 2 Knowledge Questions
Qualification CHC30121 Certificate III in Early Childhood Education and Care
Unit of Competency HLTFSE001 Follow basic food safety practices
Student Name Student ID Due date Date submitted I declare that this assessment is a product of all my own work:
Students signature: Date:
Reasonable Adjustment
Adjustment Required Yes No
Describe reasonable adjustment applied to this assessment:
Assessor name Signature Date Assessment Outcome
Assessment Outcome Satisfactory Not Satisfactory
Feedback, including actions required if not satisfactory:
Assessor Signature Date Please resubmit these answers by this date:
1 2 3 4 5
6 7 8 9 10
11 12 13 2nd Attempt Assessment Outcome Satisfactory Not Satisfactory
Feedback, including actions required if not satisfactory:
Assessor Signature Date
Assessment task information
Task description:
The following tasks relates to the knowledge requirements of the unit. Make sure you complete all questions / tasks.
These knowledge questions are to be completed in the students own time. You will require access to information on websites to assist to answer the question.
Student Instructions: < Customise this to the type of task, e.g. questions, project>
Ensure you have access to all of the resources required for this assessment as described below.
Read the Questions section. If you are not clear about a question, ask your assessor for further information.
When you respond to the questions ensure you reference any sources.
You may be able to complete the questions verbally. This would need to be negotiated with your assessor.
Your assessor will provide feedback on your answers that may require a further response.
If you are required to re-answer any of the questions, make sure you apply this feedback.
This assessment can be handwritten or typed.
Any printed (handwritten or typed) must be submitted to the lecturer in person or emailed directly to the lecturer.
If you have specific needs that you would like considered during this assessment, please discuss this with your assessor to identify any possible reasonable adjustments prior to commencing the assessment.
Resource requirements:
Students to provide or arrange access to the following resources for this assessment:
Access to the following online platforms/resources
Australian Institute of Food Safety
Australia New Zealand Food Standards Code - Standard 3.2.1 - Food Safety Programs (Australia Only) (legislation.gov.au)https://www.legislation.gov.au/Details/F2011C00592Staying Healthy in Child Care 5th Edition
https://www.nhmrc.gov.au/sites/default/files/documents/reports/clinical%20guidelines/ch55-staying-healthy.pdf
Task Name Short Answer Questions
Complete the Questions below.
Question 1 What are the reasons for food safety programs?
Answer Feedback Satisfactory
Not satisfactory
Question 2 List five elements a FSP must include to meet legal requirements.
Answer Feedback Satisfactory
Not satisfactory
Question 3 Name three (3) possible legal consequences to a business if food safety requirements/laws are not followed and two (2) possible consequences to customers.
Answer Legal consequences
1 2 3 Consequences to customers
1 2 Feedback Satisfactory
Not satisfactory
Question 4 Name the relevant national and state food safety law, standards and codes.
Answer Term Title
National law State law Standard Code Feedback Satisfactory
Not satisfactory
Question 5 Define the following terms as stated in the Australia New Zealand Food Standards Code.
Answer Term Definition
Contaminant Contamination
Potentially hazardous foods Feedback Satisfactory
Not satisfactory
Question 6 Identify at least 5 hygiene practices that must be followed by food handlers to avoid food-borne illnesses.
Answer Hygiene practices
1 2 3 4 5 Feedback Satisfactory
Not satisfactory
Question 7 Outline the role of the following individuals in maintaining safe food practices.
Answer Their role
Employee Local government regulators Feedback Satisfactory
Not satisfactory
Question 8 Briefly explain how each principle of the hazard analysis and critical control points (HACCP) method should be implemented to maintain food safety.
Answer Principle Implementation
hazard analysis CCP identification establishing critical limits monitoring procedures corrective actions verification procedures record-keeping and documentation Feedback Satisfactory
Not satisfactory
Question 9 For each of the food hazards below:
provide its definition
name two causes of this food hazard
name two ways to manage the hazard
Answer
Food Hazard Definition
Two causes of this food hazard
How to manage this hazard
food-borne disease
1.
1.
2. 2.
airborne dust/disease 1.
1.
2. 2.
infectious disease 1.
1.
2.
2.
vermin
1.
1
2.
2
contaminated garbage /waste 1. 1.
2.
2.
dirty equipment/utensils 1.
1.
2.
2.
faulty white goods and thermometers 1. 1.
2.
2.
soiled linen 1.
1.
2.
2.
raw food 1.
1.
2.
2.
contaminated food 1.
1.
2.
2.
untrained/unmotivated colleagues 1. 1.
2.
2.
microbiological contamination
1. 1.
2.
2.
Feedback Satisfactory
Not satisfactory
Question 10 Explain why each of the PPE items below are required when preparing food.
Answer Personal hygiene requirements Reason for using this
Feedback Satisfactory
Not satisfactory
Question 11 Outline the personal safety and hygiene requirements for the following:
Answer Use of gloves Wearing of jewellery Nail polish/ false nails Personal clothing maintenance Reporting of illness Laundering Feedback Satisfactory
Not satisfactory
Question 12 List two ways each hygiene hazard below can be managed.
Answer
Maintaining a clean and tidy food preparation area 1.
2.
Using suitable materials, equipment, utensils 1.
2.
Using cleaning equipment 1.
2.
Storing cleaning equipment 1.
2.
Food disposal 1.
2.
Handling waste and recycling 1.
2.
Feedback Satisfactory
Not satisfactory
Question 13 List five times you must wash your hands when working with food.
Answer Times you must wash your hands:
1 2 3 4 5 Feedback Satisfactory
Not satisfactory
End of Knowledge Assessment
Qualification
(National code and Title) CHC30221 Certificate III in School Based Education support
CHC30121 Certificate III in Early childhood education and care
CHC40221 Certificate IV in School Based Education support
Unit/s of Competency
(National code and Title) CHCECE054 Encourage understandings of Aboriginal and/or Torres Strait Islander peoples culture
Student Student ID Assessor Assessment number 2
Date observed Reasonable Adjustment
Adjustment Required Yes No
Describe the adjustments that have been made to the assessment:
Assessor name and signature Date Student name and signature Date Assessment Outcome
Assessment Outcome Satisfactory Not Satisfactory
Feedback:
Actions Required if Not Satisfactory:
Assessor name and signature Date Student name and signature Date 2nd Attempt Assessment Outcome Satisfactory Not Satisfactory
Feedback:
Actions Required if Not Satisfactory:
Assessor name and signature Date Student name and signature Date Student Assessment Information
Task description:
You will be required to complete some research about the local Aboriginal people of your area.
Specifically, you need to develop ideas about how Aboriginal and/or Torres Strait Islander culture can be embedded in classroom practice and develop some ideas to promote students understanding of Aboriginal and Torres Strait Islander culture and language.
Once completing research students will participate in a group discussion about this information. During the discussion your lecturer will observe your participation.
You will then be required to answer some questions (1-6) and participate in a brief interview with your lecturer.
Student Instructions
If you have specific needs that you would like considered during this workplace task please discuss this with your assessor to identify any possible reasonable adjustments prior to commencing the assessment.
Ensure you have access to all resources required for this assessment as described below.
Read the Student Assessment Instructions. These outline what you need to ensure you do when performing the task.
Make sure all your assessment evidence includes your name and the unit code.
You will be provided with feedback after each assessment. Apply this feedback to any remaining assessments.
Resource requirements:
Students to provide or arrange access to the following resources for this assessment:
Access to computers for research
An area to collaboratively discuss researched information with colleagues
Student Assessment Instructions
Steps Details about the task to be performed:
1
1a Complete some research about local Aboriginal peoples1b Develop some ideas to promote childrens understanding of Aboriginal and Torres Strait Islander cultures and language
2 Participate in group discussions about:
How the local Aboriginal peoples culture could be embedded into the daily practises of the classroom?
What are ideas to promote childrens understanding of Aboriginal and Torres Strait Islander peoples culture and language3 Answer Template 1 - Project
4 Complete an interview with your lecturer about your own perspectives on Aboriginal and/or Torres Strait Islander peoples
Template 1 Project task:
After talking with local Aboriginal guest speaker/s work in a small group to complete the following questions.
Question 1 Identify 3 practices or activities that assist in embedding Aboriginal or Torres Strait Islander cultures in the classroom. These may be based on work placement experiences or through your own research.
Answer 1
2
3
Feedback Satisfactory
Not satisfactory
Question 2 Where do these activities fit into the WA curriculum and Aboriginal and Torres Strait Islander Cross curriculum priority?
Answer Feedback Satisfactory
Not satisfactory
Question 3 How could you ensure these activities meet community cultural protocols?
Answer Feedback Satisfactory
Not satisfactory
Question 4 How could you ensure that these activities are culturally safe and sensitive?
Answer Feedback Satisfactory
Not satisfactory
Question 5 What resources/information is required for these activities?
Where did you source the information/ resources?
How did you know these sources were credible?
Answer Feedback Satisfactory
Not satisfactory
Question 6 List two ideas you developed to promote students understanding of Aboriginal and Torres Strait Islander cultureAnswer Feedback Satisfactory
Not satisfactory
ASSESSMENT COVERSHEET-Assessment 2
Assessment title Project
Student name Student ID:
Unit code & name CHCECE054: Encourage understanding of Aboriginal and/or Torres strait Islander peoples cultures
Assessor name I declare that this assessment is a product of all my own work:
Students signature: Date:
No The student is able to demonstrate knowledge of/skills in: Attempt 1 Attempt 2
Yes No Yes No
1 Identified three activities to embed ATSI culture 2 Matching curriculum to activities 3 Listed the community cultural protocols to be aware of 4 Ensured cultural safety and sensitivity 5 Resources used for activities 6 Promoted understanding of ATSI culture Sufficient evidence provided: YesNo
Student feedback:
Assessor feedback: (if unsatisfactory, what does the learner need to do to meet the assessment requirements?)
Assessors signature: Date:
Date for re-submission/demonstration:
