Inclusion of all children

ASSESSMENT 1 (of 3)

Qualification/Course code, name and release number

CHC50113 Diploma of Early Childhood Education and Care

Units of competency

CHCECE020 Establish and implement plans for developing cooperative behaviour (2)

CHCECE021 Implement strategies for the inclusion of all children (2)

Assessment declaration

• This assessment is my original work and no part of it has been copied from any other source except where due acknowledgement is made.
• No part of this assessment has been written for me by any other person except where such collaboration has been authorised by the assessor concerned.
• I understand that plagiarism is the presentation of the work, idea or creation of another person as though it is your own. Plagiarism occurs when the origin of the material used is not appropriately cited. No part of this assessment is plagiarised.

Student signature and date

(if you are submitting this assessment online, your online submission will be deemed your digital signature)

Assessment overview

The objective of this clustered assessment is to assess your knowledge relating to:

supporting both individual and group plans for developing cooperative behaviour (CHCECE020); and

the inclusion of all children and working with relevant others to plan and implement support strategies where required (CHCECE021).

The Assessment Event number

1 of 3

Instructions for this assessment

Assessment: 1 of 3

This is a written assessment and it will be assessing you on your knowledge of the unit CHCECE020 and CHCECE021.

This assessment is in 1 part and containsan Evidence Guide and final Assessment Feedback.

1.Short answer questions

You must read the entire document before commencing your assessment so you are aware of all requirements.

All questions must be answered correctly, adhere to word limits and includeAPAreferencing (where required) in order to satisfactorily complete this assessment event.

Submission instructions

On completion of this assessment, the student is required to upload it as per the instructions on their online platform or hand it to your teacher for marking.

Students are required to havewritten their name at the bottom of each page of the assessment.

It is important that students 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 complete each part of your assessment to a satisfactory standard.

You must ensure your assessment responses are written in your own words (unless otherwise specified), includeAPAreferences where required and adhere to the word count requirements where specified.

What do I need to provide?

Pens for documentation, computer if typing assessment, internet access.

Assessor must provide

Nil

Due date/time allowed

Due Date:

The time allowed: Untimed but allow up to four hours

Venue: May be completed in the classroom, home or online environment.

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 within14 working daysof 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 or Head Teacher. If they are unavailable, contact the Student Administration Officer.

Contact your Head Teacher for the assessment appeals procedures at your college/campus.

QUESTION 1

(Part 1)

Instructions:Locate and access The Early Years Learning Framework. Using the table below record three learning outcomes that specifically promote:

a) inclusive practices and

b) cooperative behaviours

c) For each learning outcome, provide one strategy you could implement in an education and care service to support practice

a)Inclusive Practices Outcomes

c) Strategy to support practice

1. Local Library with a Wide Range of Subjects.

Gives you access to a variety of learning options.

2. Include a wide variety of content, materials, and concepts

Individualized adaptations or changes are made so that children can fully participate in care and education alongside their peers.

3. Assistance.

Respects the unique strengths and needs of each kid.

b) Cooperative Behaviour Outcomes

c) Strategy to support practice

1.The feeling of self-identity in children is strong.

Recognize and respond to children's signs and signals with care.

2.Children are a part of their environment and contribute to it.

to strengthen ties between the early childhood setting and the surrounding community

3.A high sense of well-being pervades children's minds.

All children should be shown real affection, empathy, and respect.

QUESTION 2

(Part 1)

Instructions:Locate and access The Guide to the National Quality Framework 2018(updated January 2020). Refer to section 3: National Quality Standard and Assessment and Rating, in the document to answer the following questions relating to the two categories:

1. Inclusion
2. Supporting childrens cooperative behaviour, including their dignity and rights.

Using the table provided,for each category above:

1. Identify the Standards and Elements under the Quality Area headings provided in the table
2. Identify the laws and regulations that apply to the relevant Standard and Element.
3. Provide one workplace practice you would implement in an education and care service to support the relevant Quality Area

Word limit is 15-25 words for each workplace practice.

i.Inclusion

Quality Area 1 Educational program and practice

a)

Standard

Program

Element

1. Approved learning framework

2. Child-centred

3. Program learning opportunities

b)

National Law and Regulations

Education and Care Services National Law Act 2010

a)

Element

1. Assessment and planning cycle

2. Critical reflection

3. Information for families

b)

National Law and Regulations

Education and Care Services National Law Act 2010

c)

One workplace practice

(15-25 words)

All aspects of the program, including routines, are organised in ways that maximise opportunities for each childs learning.

Quality Area 3 Physical environment

a)

Standard

Design

Element

1. Fit for purpose

2. Upkeep

b)

National Law and Regulations

Education and Care Services National Law Act 2010

a)

Standard

Use

Element

1. Inclusive environment

2. Resources support play-based learning

3. Environmentally responsible

b)

National Law and Regulations

Education and Care Services National Law Act 2010

c)

One workplace practice.

(15-25 words)

The design of the facilities is appropriate for the operation of a service.

Quality Area 5 Relationships with children

a)

Standard

Relationships between educators and children

Element

1. Positive educator to child interactions

2. Dignity and rights of the child

3. Collaborative learning

4. Self- regulation

b)

National Law and Regulations

Education and Care Services National Law (WA) Act 2012

c)

One workplace practice

(15 25 words)

The service environment is inclusive, promotes competence and supports exploration and play-based learning.

Quality Area 6 Collaborative partnerships with families and communities

a)

Standard

Supportive relationships with families

Element

1. Engagement with the service

2. Parent views are respected 3. 3. Families are supported

Standard

Collaborative partnerships

Element

1. Transitions

2. Access and participation

3. Community engagement

b)

One workplace practice

(15-25 ords)

Collaborative partnerships enhance childrens inclusion, learning and wellbeing.

ii.Supporting childrens cooperative behaviour, including their dignity and rights:

Quality Area 5 Relationships with children

a)

Standard

Relationships between educators and children

Element

1. Positive educator to child interactions

2. Dignity and rights of the child

b)

National Law and Regulations

Education and Care Services National Law (WA) Act 2012

a)

Standard

Relationships between children

Element

1. Collaborative learning

Element

1. Self-regulation

b)

National Law and Regulations

Education and Care Services National Law (WA) Act 2012

c)

One workplace practice

(15-25 words)

Respectful and equitable relationships are maintained with each child.

QUESTION 3

(Part 1)

Instructions:Using the table provided below answer the following questions:

1. List the name and date of two pieces of legislation, (e.g. a Law, Act, or Ethics Document) that relates to the rights of Australian citizens to participate in society and have their culture and needs acknowledged and respected.
2. Select one of these documents and provide your interpretation of how the legislation supports inclusion. (15-25 words)
3. Provide one example of a workplace practice that would support the implementation of this legislation. (15-25 words)

a) Two pieces of legislation with the date

1. Racial Discrimination Act 1975

2. Sex Discrimination Act 1984

b) Legislation document selected and interpretation of the legislation (15-25 words)

Racial Discrimination Act 1975

Any conduct that has the intention or effect of nullifying or weakening the equal recognition, enjoyment, or exercise of any human right or basic freedom in the political, economic, social, cultural, or any other sector of public life is prohibited.

c) One workplace practice (15-25 words)

A member of the public has the right to refuse to allow another person access to or use of any place or vehicle to which he or she is entitled or allowed, unless on less favourable terms or conditions

Question 4 (Part 1)

Instructions:The Guide to the National Quality Framework glossary (p 614) states that the term additional needs applies to children who require or will benefit from special considerations or adaptations and who: Using the document list ten groups of children who are included in this definition other than those with a disability.

Write your answers in the table provided below.

Ten groups of children who are included in this definition other than those with a disability.

• Aboriginals or Torres Strait Islanders

• Children with culturally and linguistically diverse background

• Live in isolated geographic locations

• Experiencing difficult family circumstances or stress

• Children at risk of abuse or neglect

• Experiencing language and communication difficulties

• Have a medical or health condition

• Are gifted or have special talents

• Demonstrate challenging behaviours and behavioural or psychological disorder

• Have developmental delays

Question 5 (Part 1)

Instructions:Access theDevelopmental Milestones and the Early Years Learning Frameworkdocument. Refer to the document and use the table below to answer the following questions:

a) Identify four typical developmental milestones that an educator would expect to see from each of the following age groups 0-2, 2-3 and 3-5, across all the developmental domains.

b) Identify from your list one developmental milestone that may impact a childs behaviour, needing educator support.

c) Identify one behaviour that you might see based on this developmental milestone. (10-15 words)

d) Provide one strategy you would implement to either manage or support the behaviour. (15-20 words)

Age group

Social and emotional

Cognitive

Language

Physical

A) 0-2 years

Smiles and laughs

Repeats actions that lead to interesting/predictable results, eg bangs spoon on the saucepan

Expresses need

Walks, climbs and runs

Bonding/ curious and energetic, but depends on adult presence for reassurance

moves obstacle to get at desired toy

enjoys games such as peek-a-boo or pat-a-cake

pulls self to standing position when hands held

reacts with arousal, attention or approach to presence of another baby or young child

shows definite anxiety or wariness at appearance of strangers/ y actively seeks to be next to parent or principal caregiver

swipes at dangling objects

Looks towards direction of sound

responds to own name being called, family names and familiar objects

Comprehends and follows simple questions/commands

plays with feet and toes

moves whole body

b) The behaviour you might see. (10-15 words)

shows definite anxiety or wariness at appearance of strangers/ actively seeks to be next to parent or caregiver

c) Strategy to manage or support the behaviour. (15-20 words)

D) Strategy to manage or support the behaviour. (15-20 words)

Children have a strong sense of wellbeing - Children become strong in their social and emotional wellbeing. E.g. promote childrens sense of belonging, connectedness and wellbeing.

View children as capable and competent and approach situations from a strengths-based perspective

Age group

Social and emotional

Cognitive

Language

Physical

a) 2-3 years

Plays with other children

enjoys playing with sand, water, dough; explores what these materials can do more than making things with them

uses two or three words together, e.g. go potty now

walks, runs, climbs, kicks and jumps easily

may prefer same sex playmates and toys

recognises and identifies common objects and pictures by pointing

explosion of vocabulary and use of correct grammatical forms of language

Uses steps one at a time

shows strong attachment to a parent (or main family carer

lines up objects in train fashion

refers to self by name and often says mine

squats to play and rises without using hands

shows distress and protest when they leave and wants that person to do things for them

builds tower of five to seven objects

Asks lots of questions

Catches ball rolled to him/her

b) One developmental milestone

walks, runs, climbs, kicks and jumps easily

c) The behaviour you might see. (10-15 words)

Children have a strong sense of wellbeing - Children take increasing responsibility for their own health and physical wellbeing. E.g. show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others.

d) Strategy to manage or support the behaviour. (15-20 words)

Ensure they feel secure and let them know that you are there to help and support them

Age group

Social and emotional

Cognitive

Language

Physical

a) 3- 5 years

enjoys playing with other children

understands opposites (e.g., big/little) and positional words (middle, end)

speaks in sentences and use many different words

dresses and undresses with little help

may have a particular friend

uses objects and materials to build or construct things, e.g., block tower, puzzle, clay, sand and water

answers simple questions

hops, jumps and runs with ease

understands when someone is hurt and comforts them

builds tower eight to ten blocks

asks many questions

climbs steps with alternating feet

attains gender stability (sure she/he is a girl/boy)

answers simple questions

Tell stories

Gallops and skips by leading with one foot

b) One developmental milestone

Asking questions for example; Show me how you can count from 1 to 20 or Show my how you can write your name

c) The behaviour you might see. (10-15 words)

Children are effective communicators - Children use information and communication technologies to access information, investigate ideas and represent their thinking. E.g. Provide children with access to a range of technologies

d) Strategy to manage or support the behaviour. (15-20 words)

Encourage them to use a range of communication strategies to express their needs, wants and feelings.

Question 6 (Part 1)

Instructions:Access the links forOur Philosophy and Approach(Philosophy) and read the section titledEquity and Inclusiveness.

In the table below, provide two examples explaining how you would support this statement in your curriculum. You may consider resources, the learning environment, or your interactions in your response.

Example 1:

(15-25 words)

Enable the entire communityincluding mainstream and special educators, social workers, parents, and studentsto work together and participate in the design, delivery, and monitoring of education, thereby reframing inclusive education as a shared responsibility

Example 2:

(15 25 words)

Ensure that educators have the training, flexibility, and resources to teach children with diverse needs and leaning styles.

Question 7 (Part 1)

Instructions:Access the link and read the sampleInclusion Policy. Refer to this policy to respond to the following:

1. Identify one strategy from the policy implementation section that addresses anti-bias in practice.
2. Provide an explanation of how you would implement this strategy in a program for an education and care service to support an anti-bias approach. You may consider resources, the learning environment or your interactions in your response. (15-25 words)

Write your answers in the table provided below.

a). Strategy relating to anti-bias

b). Program implementation

Gender Equity Policy

Can provide Children, families, Educators and staff will have access to information and training about other cultures/racial identity, especially those relevant in the Service

Question 8 (Part 1)

Instructions:Access the link and refer to theBehaviour Guidancepolicy.

Identify three strategies from this policy under the heading, Positive behaviour strategies, that educators could implement to support childrens positive relationships with others.

Strategies to develop positive relationships between children

1.

Promote positive, empathetic relationships between children assisting them to develop respectful relationship

2.

Provide positive feedback and focus on childrens strengths and achievements and build on their abilities

3.

Be understanding and supportive acknowledge childrens emotions

Question 9 (Part 1)

Instructions:Access theEarly Childhood Code of Ethicsand respond to the following:

1. Identify from the Code of Ethics the statement relating to anti-discrimination.
2. Describe in your own words, how theBehaviour Guidancepolicy reflects this statement. (30-50 words)

a) ECA Code of Ethics statement

Democratic, fair and inclusive practices promote equity and a strong sense of belonging.

b) How the policy reflects the statement (30-50 words)

All children have the right to be treated equally. Diversity in all its forms should be embraced within Early Childhood Services to help develop positive and accepting attitudes in children, and to help them gain a better understanding of their care environment, community, country and the world.

Question 10 (Part 1)

Instructions:Access theUnited Nations Convention on the Rights of the Childand respond to the following:

a) From the Rights of the Child, identify one article (with number and statement) relating to guiding childrens behaviour.

b) Describe in your own words, how theBehaviour Guidancepolicy reflects the Article you have identified. (30-50 words)

a) United Nations Convention on the Rights of the Child Article (number and statement)

Article 2: The Convention applies to everyone whatever their race, religion, abilities, whatever they think or say, whatever type of family they come from.

b) How the policy reflects this Article (30-50 words)

Early Childhood Services should welcome diversity in all forms to assist children develop good and welcoming attitudes and obtain a greater awareness of their care environment, community, country, and globe. Every child has the right to receive equitable treatment.

Question 11 (Part 1)

Instructions: Identify one of the procedures from theBehaviour Guidancepolicy relating to behaviour from a child that educators would need to address. Answer each of the questions based on this procedure:

a) Identify one inappropriate behaviour that you might see from a child that relates to the procedure that you have selected. (10-15 words)

b) Identify one appropriate behaviour that you would support a child to work towards that followed the services policy and procedures. (15-25 words)

c) Reflect on why you decided each of the behaviours were inappropriate and appropriate. Discuss your own professional views and values that you have when it comes to these two behaviours. (20-30 words for each behaviour)

Write your answers in the table provided below.

The procedure from the policy

a) Example of one inappropriate behaviour

(10-15 words)

These include nose-picking, lifting clothing, spitting, putting their fingers in their mouth, licking things, adjusting clothing, picking scabs, touching other people and asking very blunt questions about others.

b) Example of one appropriate behaviour

(15-25 words)

Other appropriate behaviours, which educators may want to support, includehand raising/appropriately gaining attention, asking for help, and prosocial behaviour.

c) Reflection about inappropriate and appropriate behaviour

(40-60 words)

It is critical to talk to the child's parent/guardian about any problematic behaviour. It is critical for parents and care providers to reach an agreement that is in the child's best interests. Educators and families may plan a supportive and suitable experience for each kid when they have mutually respectful connections and relationships honestly.

Question 12 (Part 1)

Instructions:Research cultural differences in parenting styles and discipline. You must include Aboriginal culture and three other cultures of your choosing.

Explain in your own words, the characteristics of these styles in relation to discipline for children.

Provide a reference to the source/s that you used to support you with your response followingAPA referencing procedures.

Write your answers in the tables below. Word count (100-200 words per culture)

Cultural Research

Culture 1

Aboriginal

While historical events like as colonization, residential schools and foster care may have altered Aboriginal child raising techniques, and traditional parenting may have been tainted by this past, many features of traditional Aboriginal child rearing remain visible in the manner in which Aboriginal people organize their family life (Chamberlain 2020). When analysing Aboriginal children, it is crucial to take into account their cultural, social, and historical contexts, especially in the context of child protection, because there may be discernible variations between Aboriginal parenting standards and mainstream parenting norms.

Chamberlain, C., Gee, G., Gartland, D., Mensah, F. K., Mares, S., Clark, Y., ... & Nicholson, A. J. M. (2020). Community perspectives of complex trauma assessment for Aboriginal parents: its important, but how these discussions are held is critical.Frontiers in Psychology,11, 2014

Culture 2

Italy

It is common practise in Italy and many other European nations for older children and young people to sample wine or alcohol with their families over dinner. Despite the fact that the legal drinking age in most European nations is 18, a drink with parental supervision is not considered dangerous. Even though the custom is changing, you may still observe a young person drinking with their family. According to several studies, sampling wine with a family supper or under adult supervision can lower a child's risk of having drug misuse issues later in life (Giannotti, Bonatti, Tanaka, Kojima, & de Falco, 2021).

Giannotti, M., Bonatti, S. M., Tanaka, S., Kojima, H., & de Falco, S. (2021). Parenting Stress and Social Style in Mothers and Fathers of Children with Autism Spectrum Disorder: A Cross-Cultural Investigation in Italy and Japan.Brain sciences,11(11), 1419

Culture 3

Australia

You may notice changes in the way children are reared in Australia compared to your own country. You could also observe variations in how Australian parents express affection for their children, how independent their children are views about corporal punishment, and children's responsibilities to their family or community. These differences can have an impact on how your children perceive your parenting style and can lead to conflict, as they become older (Haslam, Poniman, Filus, Sumargi & Boediman, 2020). There might be friction in your family, such as between you and your grandparents. You could also be concerned that exposing your children to Australian media, schools, and other children would cause them to abandon traditional values.

Haslam, D., Poniman, C., Filus, A., Sumargi, A., & Boediman, L. (2020). Parenting style, child emotion regulation and behavioural problems: The moderating role of cultural values in Australia and Indonesia.Marriage & family review,56(4), 320-342

Culture 4

France

You will not see French children stuffing their meals or striving to finish first. In French schools, students are given a minimum of 30 minutes to eat their lunch. Many schools allow students to sit at the table for significantly longer spans of time, and lunch periods are frequently followed by relaxed playtimes, as mentioned by Dechaume and Lubart (2021). Lunch is a great time to socialise and experiment with different dishes. Slowing down and savouring meals is crucial to French parents. They also want to instil in their children the importance of slow eating from a young age.

Dechaume, M., & Lubart, T. (2021). Parenting style and creative potential of children.Educar em Revista,37

Question 13 (Part 1)

Instructions:Access the documentTheories into Practicereferring to pages 9 11 as the basis for your research to respond to the following:

a) In your own words, explain socio-cultural theory

b) Provide one example of a behaviour that could be influenced by a childs culture

Write your responses in the table provided below.

a). Socio-cultural theory (50-100 words)

Many aspects of early childhood education have been rethought according to socially-cultural ideas. Children are positioned as learners by their interactions with others and the belief systems to which they are exposed. This entails looking at a child's development in the context of their community, because, as Fleer points out, "culture not only establishes the principles for defining development but also frames the circumstances in which children's growth is supported.

b). Behaviour

(15-30 words)

A Western schoolteacher was caught aback by a 2-year-old kid playing with a sharp knife, and questioned why he was permitted to play with such a hazardous weapon. Through participation in regular activities with his community, the Vanuatuan boy was steeped in their traditional belief systems.

Evidence Guide

Assessment 1 (of 3) Inclusion for all Children Cluster

Course

CHC50113 Diploma of Early Childhood Education and Care

Unit/s

CHCECE020 Establish and implement plans for developing cooperative behaviour (2)

CHCECE021 Implement strategies for the inclusion of all children (2)

Task/s

Part 1 Knowledge questions

Student Name

Student Number

Essential skills & knowledge

KEY: Satisfactory S Resubmission required R Not yet satisfactory - NS

Part 1 Knowledge questions

TAFE NSW ASSESSOR ONLY

Comments

The student locates and accesses The Early Years Learning Framework to identify three learning outcomes that promote inclusive practices and cooperative behaviours in education and care services. (1a & b)

? S ? R ? NS

The student provides one strategy that they could implement in the service that supports childrens inclusion and cooperative behaviours addressing the outcome they have identified. (1c)

? S ? R ? NS

The student locates and accesses the Guide to the National Quality Framework 2018, referring to the National Quality Standards to identify the standards, elements, based on the Quality Areas in the table that relate to inclusion and cooperative behaviour, including childrens dignity and rights. (2i & ii)

? S ? R ? NS

The student identifies the laws and regulations that apply to the appropriate Standard and Element for inclusion and cooperative behaviour, including childrens dignity and rights. (2i & iia)

? S ? R ? NS

The student identifies the laws and regulations that apply to the appropriate Standard and Element. (2i&iib)

? S ? R ? NS

The student identifies one workplace practice that supports inclusion and cooperative behaviour, including a childs dignity and rights in the Quality Area, following the 15-25 word count. (2)

? S ? R ? NS

The student identifies two pieces of legislation including the date, that relate to the inclusion of children and adults in Australia. (3a)

? S ? R ? NS

The student selects one document and provides an interpretation of how the legislation supports inclusion. (3b)

? S ? R ? NS

The student provides one example of a workplace practice that they would implement to support that document. (3b)

? S ? R ? NS

The student accessed the Guide to the National Quality Framework 2018 and referred to page 616 to provide ten other groups of children who are included in the definition of additional needs. (4)

? S ? R ? NS

The student has completed the following bullet points provided in the table, based on the document Developmental Milestones and the Early Years Learning Framework:

The student has identified four typical developmental milestones that an educator might see for the 0-2, 2-3 and 3-5 year age groups (5a)

The student has identified one developmental milestone from their list that may impact a childs behaviour, needing educator support. (5b)

The student has identified behaviour that has been identified based on a developmental milestone described in 10-15 words. (5c)

The student has provided one strategy that they would implement that is positive, to manage or support the behaviour in 15-20 words. (5d)

? S ? R ? NS

The student has refered to the service document relating to Equity and provides two examples relating to practice that support the implementation of the document statements. (6)

? S ? R ? NS

The student has identified one strategy from the policy that relates to anti-bias in practice. (7a)

? S ? R ? NS

The student has provided a detailed example of how they would implement this strategy in a program in an education and care service that follows the word count of 15-25 words. (7b)

? S ? R ? NS

The student has identified three strategies from the policy document that would support childrens positive relationships with others. (8)

? S ? R ? NS

The student has identified the statement from the ECA Code of Ethics that relates to anti-discrimination. (9a)The student describes in their own words how the policy reflects the statement following the word count of 30-50 words.

? S ? R ? NS

The student has described in their own words how the policy reflects the statement following the word count of 30-50 words. (9b)

? S ? R ? NS

The student has identified the Article with its number and statement relating to guiding childrens behaviour. (10a)

? S ? R ? NS

The student has described in their own words how the Article is reflected in the policy. (10b)

? S ? R ? NS

The student has identified a procedure from the Behaviour Guidance policy that relates to a behaviour from a child that an educator would need to address. (11)

? S ? R ? NS

The student has provided written responses for each of the questions based on this procedure:

The student has identified an inappropriate behaviour that they might see based on the procedure (11a)

The student has identified an appropriate behaviour that they would support the child to work towards and meets the services policy and procedures in 15-25 words. (11b)

The student has reflected on an inappropriate behaviour that they have identified based on their own views and values relating to the behaviour in 20-30 words. (11c)

The student has reflected on the appropriate behaviour that they have identifies based on their own values and views relating to the behaviour in 20-30 words. (11c)

? S ? R ? NS

The student has provided information about cultural differences in parenting styles and discipline. Including Aboriginal culture and three other cultures. (100-200 per culture) (12)

? S ? R ? NS

The student has provided a detailed understanding of socio-cultural theory in their own words based on their research of the topic from the document provided, Theories in Practice following the 50 100 words. (13a)

? S ? R ? NS

The student has provided an example of a behaviour that may be influenced by a childs culture in 15-30 words. (13b)

? S ? R ? NS

Assessment Outcome(submission 1)

? Satisfactory

? Not satisfactory

? Resubmission required

RESUBMISSION DUE DATE

Was the assessment event successfully completed?

? YES ? NO

Was a reasonable adjustment in place for this assessment event?

? YES ? NO

Details of any reasonable adjustment

Assessor Name

Signature

Date

Assessor comments

Student acknowledgement of assessment outcome:I acknowledge that I have received and understood the feedback provided by the Assessor on this assessment item.

Student Name

Signature

Date

Student comments

Would you like to make any comments about this assessment?

Resubmission Assessment outcome(if required)

? Satisfactory ? Not satisfactory

Was the resubmission/reassessment successfully completed?

? YES ? NO

Was a reasonable adjustment in place for this assessment event?

? YES ? NO

Details of any reasonable adjustment

Assessor Name

Signature

Date

Assessor comments

Student acknowledgement of assessment outcome:I acknowledge that I have received and understood the feedback provided by the Assessor on this assessment item.

Student Name

Signature

Date

Student comments

Would you like to make any comments about this assessment?