CriteriaUnit code and name
Project Assessment
CriteriaUnit code and name
CHCPRP003 | Reflect on and improve own professional practiceQualification/Course code and name
CHC40221 | Certificate IV in School Based Education SupportCHC30121 | Certificate III in Early Childhood Education and Care
CHC50121 | Diploma of Early Childhood Education and Care
CHC50221 | Diploma of School Age Education and Care
Student details
Student number
Student name
Assessment declaration
Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment.
This assessment is my original work and has not been:
plagiarised or copied from any source without providing due acknowledgement.
written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned.
Student signature and date
Version:20221130
Date created:22 March 2022
For queries, please contact:
Health, Wellbeing & Community Services SkillsPoint
Queanbeyan
2022 TAFE NSWRTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning BankThe contents in this document is copyright TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: DATE @ "d MMMM yyyy" * MERGEFORMAT 28 April 2023. For current information please refer to our website or your Teacher/Assessor as appropriate.
Assessment instructionsTable SEQ Table * ARABIC 1 - Assessment instructions
Assessment details Instructions
Assessment overview The aim of this assessment is to assess your knowledge and performance in evaluating and enhancing your own practice through a process of reflection and ongoing professional development.
Assessment event number 2 of 3
Instructions for this assessment This is a project-based assessment that assesses you on your knowledge and performance of the unit.
This assessment is in one part:
Short answer questions
And is supported by:
Assessment checklist
Assessment feedback
Appendix 1: Position description Certificate III Early childhood educator
Appendix 2: Position description Diploma Early childhood educator
Appendix 3: Position description School learning support officer (SLSO)
Note: This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser.
Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform.
It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment.
What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment, you must answer all the questions correctly.
If a resit is required to achieve a satisfactory result, it will be conducted at an agreed time after a suitable revision period.
What do I need to provide? TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
Computer or other device with word processing software and internet access
Writing materials, if required
What the Teacher/Assessor will provide Access to this assessment and learning resources, including the student workbook and any supporting documents or links.
Appendix 1: Position description Certificate III Early Childhood Educator
Appendix 2: Position description Diploma Early Childhood Educator
Appendix 3: Position description School learning support officer (SLSO)
Due date
Time allowed
Location Refer to training plan
4 hours (indicative only)
Assessment is to be taken out of class.
Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.
If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus.
Specific task instructionsThe instructions and the criteria in the tasks and activities below will be used by the Teacher/Assessor to determine if the student has satisfactorily completed this assessment event. Use these instructions as a guide to ensure the student demonstrates the required knowledge and skills.
Important Self-awareness warning
Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:
Aboriginal Student Support Services (Email -aboriginalstudentsupport@tafensw.edu.au)
Accessibility and disability services (Long URL - https://www.tafensw.edu.au/student-services/disability-services)
Personal counselling (Long URL - https://www.tafensw.edu.au/counselling-career-development-services/personal-counselling-wellbeing)
International students (Long URL - https://www.tafensw.edu.au/counselling-career-development-services/personal-counselling-wellbeing)
Multicultural support (Long URL - https://www.tafensw.edu.au/student-services/multicultural-student-support)
Part 1: Short answer questions
Read each question carefully. Ensure you take note of the volume of response requirement where indicated.
As part of your commitment to upgrading your skills and knowledge, review a current job description. Choose three skills in the job description and evaluate your existing skills against the requirements within the description (50 -70 words).
You may use one of the following position descriptions or choose your own:
Appendix 1: Position description Certificate III Early Childhood Educator
Appendix 2: Position description Diploma Early Childhood Educator
Appendix 3: Position description School learning support officer (SLSO)Skill 1:
Evaluation:
Skill 2:
Evaluation:
Skill 3:
Evaluation:
Select a participant (colleague, family member, or friend) that you would like to receive feedback from. Use the information from the table to plan a two-way, open, and evaluative feedback session as a means of enhancing your own practice.
Table SEQ Table * ARABIC2 Feedback session
Participant Feedback Session
What do you want to receive feedback about? I want to receive feedback on my communication skills during team meetings.
What examples/evidence do you have to support the feedback? During the last team meeting, I noticed that my colleagues seemed confused about the project timeline, and I realized that I may not have communicated it effectively.
What are you prepared to change if necessary? I am prepared to change my communication style and use more visual aids to help clarify information.
What support are you going to need (resources, personnel) I may need some assistance from our team's graphic designer to create visual aids for my presentations.
What action are you prepared to take I am prepared to work with my colleagues to develop a new communication strategy for team meetings and to implement it during our next meeting.
How can you actively seek feedback from stakeholders (children, students, young teachers, educators, families), or relevant organisations? Why is it important to reflect on that feedback? (40 -60 words)
Actively seeking feedback from stakeholders can be done in a variety of ways, such as through surveys, focus groups, or one-on-one meetings. It's important to create a safe and open environment for stakeholders to share their feedback, and to actively listen to what they have to say. Reflecting on this feedback is important because it allows us to identify areas of strength and areas that need improvement. It also helps us to better understand the needs and perspectives of our stakeholders, which can lead to more effective and meaningful engagement.
Why are Codes of Practice and Codes of Ethics important in professional community service delivery and your own practice? (30 -50 words)
Codes of Practice and Codes of Ethics are crucial in professional community service delivery and in our own practice because they provide a framework for ethical and professional conduct. They outline the standards and expectations for how we should interact with clients, colleagues, and the wider community. Following these codes ensures that we are providing the best possible service to those who need it, and that we are acting in a way that is respectful, ethical, and professional.
Why is it important to assess and confirm your own practice against legal and ethical requirements? (30 -50 words)
It's important to assess and confirm your own practice against legal and ethical requirements to ensure that you are providing a safe and ethical service to your clients, prevent legal and ethical issues, identify areas for improvement, and provide the best possible service to your clients.
How can you use current and emerging sector developments and/or research to improve practice? Describe an example that demonstrates this. (70 90 words)
One way to use current and emerging sector developments and research to improve practice is to stay up to date with the latest trends and findings. For example, if you work in the education sector, staying up to date with the latest research on effective teaching practices can help you to improve your own teaching practice. You can also attend professional development workshops and conferences to learn about new strategies and approaches. Another example is to use emerging technologies, such as virtual and augmented reality, to enhance learning experiences for students. By incorporating these new developments into your practice, you can continually improve and provide the best possible service to your clients.
Suggest two occasions when specialist advice or the need for specialist training might be required. (20 30 words)
Specialist advice or training might be required when working with clients who have complex mental health needs or when dealing with clients who have experienced trauma.
Specialist advice or training might be required when working with clients who have disabilities or when dealing with clients who have substance abuse issues.
List three examples when an employee might recognise the need for self-care and additional support. (30 40 words)
An employee who has been working long hours and is feeling exhausted and stressed may need to take a break, seek support from colleagues or a mental health professional, and engage in self-care activities like exercise or meditation.
An employee who is dealing with a family member's illness and is finding it difficult to focus on work may need to take time off, speak with their manager about flexible work arrangements, and seek support from family, friends, or a therapist.
An employee who is experiencing symptoms of anxiety or depression and is struggling to cope with their workload may need to seek professional help, speak with their manager about reducing their workload or taking time off, and engage in self-care activities like exercise or meditation.
Three work methods and practices are listed in the table below. Identify how each of these methods or practices are utilised to support the improvement of a persons performance. (25-50 words per method/practice).
Table SEQ Table * ARABIC 3 Work method/practice and improving performance
Work method/ practice How the method/practice improves performance
Seek feedback participation in formal/informal performance appraisals Mentoring: Mentoring can improve an individual's performance by providing them with guidance and support from a more experienced colleague. Mentors can help individuals to develop new skills, build confidence, and gain new perspectives on their work. This can lead to improved performance, increased job satisfaction, and career advancement opportunities.
Professional development be responsible for own professional knowledge base Goal setting: Goal setting can improve an individual's performance by providing them with a clear direction and focus for their work. Setting specific, measurable, achievable, relevant, and time-bound (SMART) goals can help individuals to stay motivated, track their progress, and achieve their objectives. This can lead to improved performance, increased job satisfaction, and a sense of accomplishment.
Attendance at informal education programs attending workshops, in-house workplace-specific training, seminars and conferences and short course training Performance coaching: Performance coaching can improve an individual's performance by providing them with regular feedback, support, and guidance. Coaches can help individuals to identify areas where they need to improve their skills or knowledge and develop action plans to address these areas. This can lead to improved performance, increased job satisfaction, and career advancement opportunities.
In the table below are seven different learning styles. Explain how these learning styles may relate to different individuals. (25-50 words for each section)
Table SEQ Table * ARABIC 4 Learning styles and relationship to individuals
Learning Style Relationship to Individuals
Learning style 1
Visual (spatial) Individuals with a visual learning style prefer to learn through images, pictures, and spatial relationships. They may benefit from visual aids such as diagrams, charts, and videos, and may struggle with purely auditory or text-based learning materials.
Learning style 2
Aural (auditory-musical) Individuals with an aural learning style prefer to learn through sound, music, and rhythm. They may benefit from listening to lectures, podcasts, or audio recordings, and may struggle with purely visual or text-based learning materials.
Learning style 3
Verbal (linguistic) Individuals with a verbal learning style prefer to learn through language, both written and spoken. They may benefit from reading and writing, taking notes, and engaging in discussions, and may struggle with purely visual or hands-on learning materials.
Learning style 4
Physical (kinaesthetic) Individuals with a physical learning style prefer to learn through movement, touch, and hands-on experiences. They may benefit from activities such as role-playing, experiments, and simulations, and may struggle with purely auditory or text-based learning materials.
Learning style 5
Logical (mathematical) Individuals with a logical learning style prefer to learn through reasoning, logic, and analysis. They may benefit from activities such as problem-solving, critical thinking, and mathematical or scientific experiments, and may struggle with purely creative or intuitive learning materials.
Learning style 6
Social (interpersonal) Individuals with a social learning style prefer to learn through interaction and collaboration with others. They may benefit from group work, discussions, and peer feedback, and may struggle with purely independent or solitary learning materials.
Learning style 7
Solitary (intrapersonal) Individuals with a solitary learning style prefer to learn independently and through self-reflection. They may benefit from activities such as reading, writing, and self-directed research, and may struggle with purely collaborative or group-based learning materials.
Explain one reason why you should reflect on your values, beliefs, and behaviour in the workplace?
Reflecting on your values, beliefs, and behaviour in the workplace is important because it helps you to identify any biases or assumptions you may have that could impact your interactions with colleagues or clients. By becoming more self-aware, you can work to overcome these biases and create a more inclusive and respectful workplace environment.
Part 2: Assessment checklist
The following checklist will be used by your TAFE Teacher/Assessor to mark your performance against the assessment criteria of your project. Use this checklist to understand what skills and/or knowledge you need to demonstrate during this assessment event. All the criteria described in the Assessment checklist must be met.
Table SEQ Table * ARABIC5 Assessment checklist
TASK/
STEP # Instructions
The student; S U/S Assessor comments
Part 1: Short answer questions 1 Reviewed a job description and evaluated three existing skills against the requirements within the job description.
2 a Sought feedback from a participant and documented feedback, including:
What the feedback was about
Examples/evidence to support the feedback
Changes to be made
Required support
Action to take
2 b Identified how to actively seek feedback from stakeholders (children, students, young teachers, educators, families), or relevant organisations.
Explained why it is important to reflect on stakeholder feedback. 3 a Identified why Codes of Practice and Codes of Ethics are important in professional community service delivery and own practice.
3 b Identified why it is important to assess and confirm own practice against legal and ethical requirements. 4 Identified how to use current and emerging sector developments and/or research to improve practice.
Described an example.
5 Suggested two occasions when specialist advice or the need for specialist training might be required.
6 Listed three examples when an employee might recognise the need for self-care and additional support.
7 Identified how the three methods or practices can be utilised to support the improvement of a persons performance.
8 Explained how the seven learning styles may relate to different individuals.
9 Explained one reason why you should reflect on own values, beliefs, and behaviour in the workplace.
Assessment feedbackNOTE: This section must have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.
Assessment outcome
Satisfactory
Unsatisfactory
Assessor feedback
Has the assessment declaration for this assessment event been signed and dated by the student?
Are you assured that the evidence presented for assessment is the students own work?
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name, signature and date
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
AppendicesAppendix 1: Position description Certificate III Early Childhood Educator
Table SEQ Table * ARABIC6 Position description
Position Description: Certificate III Early Childhood Educator
Service: Little.ly Early Learning Centre
Position: Assistant Early Childhood Educator
Directly report to: Director / Manager and Team Leader
Liaise with: Director, Management team, Team Leader, Educators , Families and Children
Required qualifications: Certificate III in Early Childhood Education and Care
Current First Aid and CPR
Working With Childrens Check
Current Child Protection training
Dress code: Little.ly Early Learning Centre uniform. This will include flat closed toed shoes, limited jewellery, and groomed appearance.
Purpose of position: To work collaboratively as an assistant with children from birth 5 years of age in implementing the Early Childhood Curriculum and meeting the care needs of children and families. This will be in line with the requirements of the National Quality Framework National Quality Standards, the Education and Care Services National Law Act 2010 and Education and Care Services National Regulations 2011.
Required practical Skills: Effective communication skills
Ability to work collaboratively with a team
Able to organise own work, manage time
Adaptable and flexible
Ability to accept guidance
Self-motivated and enthusiastic
Key responsibilities and duties
Assist in the planning and implementation of the curriculum:
NQS Quality Area 1: Educational program and practice Assist in the planning, implementation, assessment and review of the educational program representing the developmental needs, interests and abilities of all the children attending the service.
Undertake observation of individual children and groups as part of the planning cycle to contribute to the curriculum
Provide guidance to each child in the participation of the program. Providing opportunity for children to have choice and build agency.
Assist in the documentation of childrens learning. Including contributing the to the childs portfolio and linking documentation to the EYLF Outcomes
Set up learning environments
Be purposeful in using teaching strategies as describes in the EYLD Practices and Principles. Be reflective on your role within the curriculum.
Ensuring the health and safety of staff, children and visitors:
NQS Quality Area 2: Childrens health and safety; Quality Area 3: Physical environment
Implement all services health and hygiene policies and related regulations, ensuring the safe implementation of hygiene , cleaning , meal , sleep , medical , care and emergency practices
Ensure children are provided adequate opportunity for meal , sleep and play and physical activity
Identify and report any concerns for child wellbeing including illness , injury , incident , trauma and abuse
Perform first aid responses where required
Comply with all medical management plans
Comply with all WHS requirements , this includes assessing for hazards , reporting hazards and management of hazards where required
Accurate supervisor of children at all times
Implement effective arrival and collection of children times
Build and maintain respectful and collaborative relationships with staff, families and children:
NQS Quality Area 4: Staffing arrangements Quality Area 5: Relationships with children
Quality Area 6: Collaborative partnerships with families and communities Work collaboratively, ethically and respectfully with other educators.
Contribute as part of the team
Be mindful of verbal and body language
Listen and shares ideas
Use positive language with educators , families and children
Develop and maintain respectful, supportive, collaborative and responsive relationships with children and their families
Show respect for families as child first teacher
Great families on every arrival and drop off
Engage positively with children 1 on 1 and in groups
Praise and encourage children in their efforts and success through the day
Assist with an effective induction and orientation process for new families, children and staff, including workplace students and volunteers.
Comply with Management and legal requirements:
NQS Quality Area 7: Leadership and service management Ensure compliance in all practices are in accordance with the
National law ACT
Early Childhood Education and Care Regulations 20011
National quality framework including National Quality Standards
WHS Legislation
Child Protection Legislation
Service Policies , procedures and philosophy .
Contribute to the continuous improvement of the service through reflective practice and as directed by the director and educational leader.
Ensure all documentation is completed to a high standards and filed correctly in a timely manner in accordance to the service policies and procedures
Maintain privacy and confidentiality at all times
Participate in staff meetings and professional development when required
Remain current with qualification requirements
Adapted and modified from: Certificate III Early Childhood Educator Position Description Little.ly Early Learning Centre (long URL: https://littlely.eduworks.com.au/)
Appendix 2: Position description Diploma Early Childhood Educator
Table SEQ Table * ARABIC7 Position description
Position Description: Diploma Early Childhood Educator
Service: Little.ly Early Learning Centre
Position: Team Leader
Directly report to: Director / Manager and Educational Leader
Liaise with: Director, Management team, Educational Leader, Educators, Families, health professionals and Children
Required qualifications: Diploma of Early Childhood Education and Care
Current First Aid and CPR
Working With Childrens Check
Current Child Protection training
Dress code: Little.ly Early Learning Centre uniform. This will include flat closed toed shoes, limited jewellery and groomed appearance.
Purpose of position: To lead and guide the team to effectively implementing the Early Childhood Curriculum and meeting the care needs of families and childrens families from birth 5 years
Ensuring your teams practices are in line with the requirements of the National Quality Framework National Quality Standards, the Education and Care Services National Law Act 2010 and Education and Care Services National Regulations 2011.
Required practical Skills: Ability to lead and manage a team and to inspire others
Innovative
Effective communication skills
Ability to work collaboratively with families and staff
Able to organise own work, manage time
Adaptable and flexible
Self-motivated and enthusiastic
Key responsibilities and duties
Leading the planning and implementation of the curriculum:
NQS Quality Area 1: Educational program and practice Promote play-based learning
Oversee the implementation of the curriculum offering guidance and support to other educators
Review documentation obtained by educators in the room and provide feedback and reflection
Lead the team/room educators to plan, implement, assess and review educational program based with reference to the NQF and NQS. This should be in consideration of the developmental needs, interests and abilities of all the children
Implement strategies that assist and measure the developmental progress of each child
Collaborate with families in regards to childrens strength and education needs and act
Ensure portfolio are up-to-date and available for families to read and discuss
Model and support team/room educators to utilise a variety of teaching strategies including intentional teaching and reflective practice in daily work.
Ensure the team is engaging in critical reflection, reflection on practices and evaluation of curriculum
Set up and evaluate learning environment
Management of health and safety of staff, children, and visitors:
NQS Quality Area 2: Childrens health and safety; Quality Area 3: Physical environment
Ensure all educators in the room are implementing required health and hygiene policies and procedures
Provide coaching to educators where Gaps have been identified in educators practice of health and safety
Implement all services health and hygiene policies and related regulations, ensuring the safe implementation of hygiene, cleaning, meal, sleep, medical, care and emergency practices
Ensure children are provided adequate opportunity for meal, sleep and play and physical activity
Identify and manage any concerns for child wellbeing including illness, injury, incident, trauma and abuse
Perform first aid responses where required
Administer medication to children according to policy
Comply with all medical management plans
Implement and oversee WHS requirements, this includes assessing for hazards, reporting hazards and management of hazards where required
Accurate supervisor of children and staff at all times
Implement effective arrival and collection of children times
Conduct all required emergency drills
Ensure all related health and safety documentation is completed and filed accordingly
Build and maintain respectful and collaborative relationships with staff, families and children:
NQS Quality Area 4: Staffing arrangements Quality Area 5: Relationships with children
Quality Area 6: Collaborative partnerships with families and communities Establish and maintain links Community groups and relevant organisations and health professionals
Supervise and support workplace students and volunteers
Work collaboratively, ethically and respectfully with other educators.
Be mindful of verbal and body language
Use positive language with educators, families and children
Develop and maintain respectful, supportive, collaborative and responsive relationships with children and their families
Show respect for families as child first teacher
Prioritise greeting families on every arrival and drop off
Engage positively with children 1 on 1 and in groups
Praise and encourage children in their efforts and success through the day
Lead effective induction and orientation process for new families, children and staff, including workplace students and volunteers.
Oversee compliance with Management and legal requirements:
NQS Quality Area 7: Leadership and service management Ensure compliance in all practices from yourself and the room educators are in accordance with the
National law ACT
Early Childhood Education and Care Regulations 20011
National quality framework including National Quality Standards
WHS Legislation
Child Protection Legislation
Service Policies, procedures and philosophy.
Manage and promote an understanding of the NQS, the NQF and the curriculum framework documents within the team
When required support the director on occasions that include administration, management, pedagogy and leadership.
Be willing to take on Nominated supervisor responsibilities when required
Actively participate in continuous improvement of the service as directed by the director and educational leader.
Ensure all documentation is completed to a high standard and filed correctly in a timely manner in accordance to the service policies and procedures
Maintain privacy and confidentiality at all times
Participate in staff meetings and professional development when required
Remain current with qualification requirements
Adapted and modified from: Diploma Early Childhood Educator Position Description Little.ly Early Learning Centre (long URL: https://littlely.eduworks.com.au/)
Appendix 3: Position description School Learning Support Office (SLSO)
Table SEQ Table * ARABIC8 Position description
Position Description: School Learning Support Officer
Position title: School Learning Support Officer (SLSO)
Department: NSW Department of Education
Employment type: Ongoing full-time appointment
Location: Drylands Central School
Contact person: Jenny Smith
Contact details: admin@drylandscs.nsw.edu.au
About Drylands: The NSW Department of Education serves the community by leading the provision of world-class education. The department protects young children by regulating preschool and long day care providers. Once children move into school, we provide them with a world-class primary and secondary education. We also work to advance the wellbeing of Aboriginal people.
About the role: School learning support officers work within the school community in partnership with the learning and support team and school counselling service to enhance student social and emotional wellbeing and learning outcomes. School learning support officers provide both whole-of-school wellbeing initiatives and targeted strengths-based supports for students requiring personalised assistance. They also have a pivotal role in working collaboratively with external child and family support agencies and other government agencies to support students and their families.
School learning support officers provide services to allocated schools from Pre-school to Year 12 across a range of metropolitan, rural and remote locations.
Main duties and required skills: Duties focus primarily on assisting teachers in the implementation of individual educational programs and individual transition programs and also assisting teachers in providing opportunities for children with special needs to develop personal, social, domestic and pre-vocational skills and attending to the personal care needs of children. Duties may also include the operation of audio-visual aids, duplicating, issuing of learning materials and minor clerical duties.
Talent Pool: If the selection panel identifies more than one suitable candidate for the role, a talent pool may be created from which these suitable candidates may be chosen and directly offered employment in other similar roles (ongoing or temporary) in the near future.
How to apply: If you are interested in this role please apply online and include a covering letter (maximum of two pages) and your resume (maximum five pages) which clearly detail how your capabilities, knowledge and experience can contribute to the success of the wellbeing of students. Please also include the name and contact details of two referees.
For the application process, you must also answer the pre-screening questions and any essential requirements as listed below. We are looking for you to demonstrate your competence in the focus capabilities as outlined in the role description in your answer, so please develop your response with this in mind.
Note: it is a requirement that all candidates submit their applications online via our website.
No paper based, email based or late applications will be accepted. The selection process will include a range of assessment techniques to assist in determining your suitability for the role.
This is a child-related position. If you are not currently employed in a child-related position in the Department of Education, you will be required to obtain a Working with Children Check (WWCC) clearance number as a condition of employment (if you do not already have this). For more information, visit https://www.service.nsw.gov.au/transaction/apply-working-children-check
In addition, your employment may be subject to the Departments National Criminal Records Check to determine your suitability for employment.
