Partnerships Assignment #1

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Demonstrating Partnerships CHCECE020 24/6/19 2 CHC50113 Diploma of Early Childhood Education & Care CHCECE020 Plans for developing cooperative behaviour

ASSESSMENT REQUIREMENTS Please read all assessment instructions to ensure you fully understand the requirements outlined in each task. To achieve competence in the unit/s a learner must meet requirements for all assessment tasks listed before a result of competency can be awarded. Where competency is not achieved your assessor will provide feedback and request further evidence as needed. If this course is undertaken at a Diploma level or above you must first be assessed as competent in the required unit/s. Only once you have achieved competence can the assessor award you a grade or mark against the entire unit/s. It is important that you clearly understand all the requirements of assessment. If you have difficulty with the assessment terms or the steps to follow please speak to your Assessor/ Instructor prior to commencing the task/s. Your Assessor will provide additional information to ensure all aspects of the tasks are clear. RE-ASSESSMENT If you do not achieve the required standard to achieve competence, you will be given the opportunity to be re-assessed by the assessor and the requirement for additional evidence will be outlined. Arrangements will be made on an individual basis to ensure the process is valid, fair and reliable. ASSESSMENT APPEALS A student who is dissatisfied with the outcome of his/her assessment should first discuss their concerns with the teacher/assessor and/or program coordinator in the associated business area. If the issue is not resolved, the student may appeal the decision(s) by following the Complaints and Appeals process as outlined in the Chisholm Student Guide. ASSESSMENT METHODS You will be required to undertake a range of assessment tasks to establish competence for the unit/s you are undertaking. It is important to understand the types of assessment you may be required to complete as part of the evidence gathering process. Please see below the range of assessment methods that are used at Chisholm to ensure competency is appropriately measured and valid, reliable and fair assessment judgements are made. The assessor will provide all required information about the assessment process and conditions prior to the assessment taking place. Please note, where additional questioning has taken place to determine competency and understanding this must be recorded as evidence to support the assessment judgement. ASSESSMENTS The following assessments will be used to collect evidence of the knowledge and skills you have gained from your Learning Program. You will be required to demonstrate your ability to Demonstrating Partnerships CHCECE020 24/6/19 3

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perform to the standard required in the workplace, as specified within the identified unit/s of competency. The table below indicates the methods of assessment that will be used to establish competence for this unit/s and the expected timeline. Assessment Tasks Week / Session / Block of Assessment Task 1 : Research Task Week 10 Task 2: Behaviour management plan After P2 Task 3: Workplacement Guide After P2 and P3 Demonstrating Partnerships CHCECE020 24/6/19 4

1 QUESTIONING – WRITTEN Research Paper. STUDENT INSTRUCTIONS Description of the assessment The assessment assists the learner to explore and look at ways of professionally working with families, including all children and approaches to re-directing challenging behaviour. Assessment method used: Research questions. Marking Scheme: Competent + grading/mark ☒ You will be graded out of 100 for this assessment. If your submission does not meet requirements, you will have one more opportunity to submit within a given time frame. Assessment instruction Using information and techniques discussed in class read and answer questions in the Research Paper. It is expected that students will research supporting documentation relevant to current practice when answering questions. Please reference your material. Assessment 1 – Questioning Research Paper UNIT/S OF COMPETENCY – Code CHCECE020 Title Plans for developing cooperative behaviour Student Name Mikaela Williams Student Number 201362995 Student Signature Mikaela Williams Assessment Date 17/08/20 Assessment Location Zoom Assessment Time/ Duration Demonstrating Partnerships CHCECE020 24/6/19 5

Q1: Using Belonging, Being, Becoming identify which Principles and Practices relate to relationships with children & appropriate interaction. Please explain them. Principals: Respect of Diversity The diversity in family life means that children experience belonging, being and becoming in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning. Educators honour different languages and cultures from the different children in the service. Secure, Respectful and Reciprocal Relationships Educators who are attuned to children’s thought and feelings, support the development of a strong sense of wellbeing. They positively interact with the young child in their learning. Educators who give children secure relationships, children develop confidence and they also feel respected and valued. Practices: Responsiveness to Children Educators like to look at the children’s strengths, abilities and interests. The educators would like to know about the children’s cultural traditions, different/multiple languages spoken by some children in the service especially Aboriginal and Torres Strait Islander children and some children with additional needs to be negotiate their every day lives. Holistic Approches Early childhood educators take a holistic approach and they pay close attention to the children’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning. The educators see the connections between the families and children in the service of reciprocal relationships and partnerships for learning. Q2: Using the ACECQA National Quality Standards identify and explain what is required of Educators when interacting with children & developing relationships. (minimum 2 paragraphs) Quality Area 5 - (Relationships with Children) answers this question. When I’m working in the childcare service I’ll make sure I provide positive and respectful relationships with the children. It’s so important that we have relationships with all the children in the service as it gives the children a safe and secure environment. When children feel like they can trust you they will be able to learn, play, develop and improve their milestones they need to reach and their health and wellbeing. Children can notice little things when you are not engaging with them, talking to them, playing with them, getting down on their level, giving them the correct eye contact and interrupting them or speaking on their behalf. This won’t form a positive and respectful relationship, they won’t feel safe or secure in the service. They won’t interact with the other children and the other educators. When I’m working in the service I will always remember to engage in a conversation with the children in the service. When talking to the children I will make sure I get down on their level, give them eye contact and the most important thing is let the children speak don’t talk over them and don’t interrupt them. If you do these things the child/children feels that you valued and respected. Some children might have difficult behavioural issues, as an educator everything you say must be positive and respectful. Other interactions with other children like babies you can speak to them as much as you like, they will understand you and they will show a different ways of interactions that they can do like smiling or different facial expressions they could be laughing or just moving their arms or legs. Make sure when children turn up for the day at the centre make sure you interact with them and also the family/families this will give them a sense that their accepted and respected and can see a positive relationship starting up, this will take the stress away from the parents and the children. The parents will walk away and have a sigh of relief that they have made the right decision with an educator who values and respects and has a positive relationship their children. Demonstrating Partnerships CHCECE020 24/6/19 6

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Q3: What is meant by ‘Re-direction’? Support your answer by giving a detailed example from practice (working with children). Re-direction is a form of discipline that is intended to guide a child's behaviour from inappropriate to appropriate. This form of discipline also helps children to stay safe and develop patience and self-control when they are dealing with their emotions and desires. Make sure if a child gets angry doing an activity they don’t like, move them away from that activity that makes them angry, get down and talk to them and ask them why what’s making them angry when they are doing this particular activity. Walk the child to another activity and see which one they would like to pick and enjoy doing. For an inappropriate example would be little Timmy loves playing with blocks and stacking them up like a tower and hates all the blocks that have fallen down on the ground, he gets angry and starts throwing the blocks around the room. The educator comes running over and gets down on Timmy’s level and ask why are you doing that? His response is I don’t like when the blocks fall and land on the ground, the educator tells him not to throw the blocks incase he hurts another child or maybe an educator. The educator try’s to calm him down and then takes his hand and takes him to another activity that he might enjoy a appropriate activity like playing with the farm animals or maybe some cars. Q4: Describe what Strength Based Guidance means. Use an example to explain your answer. Strength Based Guidance means approaching a respectful approach, which allows them to guide behaviour in a positive manner. Strength based guidance avoids the hazards of the educator and child becoming involved in power struggles, which may mean the educator unknowingly role models anger and frustration towards the children/child. Having a positive relationship with children will build a sense of trust, security and respect, ensuring that reciprocal relationships and communication, leave children feeling valued and appreciated, reducing the likelihood of challenging behaviours appearing in the first place. Engaging environments are ones that allow children to make choices from a diverse variety of resources and equipment (open ended and creative in nature) Offering sufficient quantities of quality materials. Actively engaged children and interested children also reduce the likelihood of challenging behaviours appearing. With challenging behaviours we have to consider the children’s emotional state like: Is the child needing comfort, is the child in need to security? Do they feel unsafe? Do we need to show the child we can be patient in our understanding. Q5: Reflect on one instance when a child has demonstrated inappropriate/challenging behaviour, and how you responded to this. Include the child’s age and a detailed description of how you handled the situation. Clearly outline what Appropriate Practice you demonstrated. One instance that I can share with you is my boyfriend’s Nephew his name is Bailey and his 2 years old. My boyfriend’s brothers girlfriend and I went to the shop to get a few things for dinner. He wanted something from the shop and he didn’t get what he wanted. He ended up cracking the shits and swore at his mum and threw himself onto the floor and throwing a tantrum while crying and screaming on the floor and banging his arms and legs on the floor. I watched her get down onto his level so she can speak to him and about his unacceptable behaviour that he said towards her. She also said that you can either hop off the ground and apologise to her now and if he doesn’t apologise he is going into a time out until he behaves himself and then he must apologise for his actions. Q6: Why is the relationship the child has with you so important to learning and creating appropriate environments that support individual needs? Demonstrating Partnerships CHCECE020 24/6/19 7

Educator to child relationships are so important because it will help the child’s development It is important for educators to have a relationship with the children with different cultures, difficulty delays and children with disability in the service. This helps all the children build a trusting relationship, a safe and secure environment and a sense of belonging in the service. This can lead the child wanting to learn and participate in more activities with other children and educators in the service, they will be able to achieve their developable milestones. As educators we should learn and create appropriate environments and the support individual needs there for we should. 1.Having an understanding of the children’s likes and dislikes. 2.Treating children and their needs and behaviours as individual. 3.Having an understanding of each child’s individual family and cultural context. 4.Adapting the environment to support children’s individual needs through the day. 5.Acknowledge their different personalities, beliefs, cultural needs. 6.Having a understanding about the different children’s age groups. Some children might have difficulty delays, that means some children might not reach their milestones as quick as the other children it might take them a bit longer but you can keep trying to build that confidence that they can reach that milestone. Children from different cultures have their own expectations and their own behaviours that educators should take note of. Q7: What could be some possible contributing factors to behaviours of concern, i.e. recent events, child’s history, actions of others, the physical environment, or developmental or emotional reasons? Some Behavioural Factors Could Be: Parent/Family Member Illness: A parent, sibling, grandparent, uncle or aunty who maybe very ill and in hospital and getting medical treatment. It can cause a child to be very upset , suffer from anxiety and fear . They could be very distracted in the childcare centre or they wouldn’t want to go to childcare and not willing to learn and develop because they are to upset about one of their family members is sick. New Arrival (baby): Families who have welcomed a new baby into their family could be a huge impact on the child. The child could feel left out , could become jealous because the attention is now not on them, they could throw many more tantrums to create more a,en-on for them. Or they could use babyish behaviour because they aren’t getting the attention they are after. Moving House: Moving house has huge impacts on a child, especially growing up in 1 house and going to the same childcare centre everyday of the week. Until one of the parents start to pack up everything and decides to move house, that means changing childcare centres. It has an impact of the child because they don’t know the new neighbourhood , meeting new children can develop anxiety and other emotional issues because they don’t know anyone like the educators and the children from the new childcare centre. It will be hard for them to settle in, they could be distant away from the other children. Q8: How does the Code of ethics and United Nations Conventions on the Rights of the Child influence our practice? Demonstrating Partnerships CHCECE020 24/6/19 8

Code of Ethics and United Nations Conventions on the Rights of the Child it influences our practice by setting rules that we must follow while working in the service. The code of ethics allows us to interact with the other educators, children, families and other educators and people in the community. With the code of ethics ensures everyone is ensuring that you are getting the right practice. As educators we should know about the code of ethics and how to appropriately interact with families and children when they come to the service. The United Nation Conventions on the Rights of the Child focuses on the rights of the child’s rights. We must follow these rights of the child while working in the service. In the centre we must comply with this legislation and follow the rules when it comes to these rights of the child and it’s non - negotiable. Q9: Why is it important to discuss parenting styles with families; and how can this knowledge benefit us in our engagement with families and children and the environments we provide? Talking to families to discuss parenting styles can go either way it can be good or it can be bad at the same the same time. As educators we need to ensure that we have their permission to introduce new disciplinary styles and techniques with their child. If we discuss parenting styles with families we will have a better understanding of their child and how to respond on some. As educators we need to work collaboratively and professional with the families to gain an in-depth understanding of each child in the service. With having a better understanding how the children will respond to different techniques will help us in caring for them and their additional needs. Assessor Feedback Assessor note: Please ensure all above criteria have been met to a satisfactory standard. Where not, additional evidence must be obtained and recorded to meet assessment criteria. All additional evidence must be clearly documented. Assessor Name Assessor Signature Date Assessment Task Result ( Please tick appropriate Assessment Result) MR ☐ FER ☐ Marking Scheme Competency based ☐ Competent + grading/mark ☐ Demonstrating Partnerships CHCECE020 24/6/19 9

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2. PORTFOLIO OF EVIDENCE Behaviour Management Plan STUDENT INSTRUCTIONS This task is to be completed on your P2 block placement in consultation with your workplace supervisor. You can utilise the example of a behaviour management template (included in this document) to guide your assessment. Assessment 2- Behavior management plan (completed during P2) UNIT/S OF COMPETENCY – Code CHCECE020 Title Plans for developing cooperative behaviour Student Name Student Number Student Signature Submission Date Demonstrating Partnerships CHCECE020 24/6/19 10

During placement in consultation with the Room Leader/Educator reflect on the ways that children behave in communicating their needs. You need to: Observe and analyse children’s behaviour, on three occasions, in a range of situations and contexts Select one of your three observations as a basis to create a Behaviour Guidance Plan. Your Behaviour Guidance Plan should include the following. You can use the example below as a template for your plan. 1. Child’s Name 2. Long Term Goal/s 3. Short Term Goal/s 4. Educators involved in the plan and information supplied 5. Child’s strengths and interests 6. Baseline for the behaviour 7. Where support is required, including what resources are needed 8. Communicating expectations (including educators and family) 9. Alternative behaviours (including choice) 10. Positive feedback for effort made by child 11. Discussions with other children involved 12. Review of plan, including possible adjustments 13. Links to service policy and philosophy 14. Develop positive relationships with children, respected family expectations and their cultural values **Your three observations, along with analysis are to be submitted as a part of your assessment** Within the portfolio, the student is required to satisfactorily demonstrate required skills and cover the required information. Assessment Criteria ✓ Assessor Comments *Assessor to tick criteria that is satisfactorily covered Demonstrating Partnerships CHCECE020 24/6/19 11

Student has included each element listed in the assessment criteria for their behaviour management plan 1. Child’s Name 2. Long Term Goal/s 3. Short Term Goal/s 4. Educators involved in the plan and information supplied 5. Child’s strengths and interests 6. Baseline for the behaviour 7. Where support is required, including what resources are needed 8. Communicating expectations (including educators and family) 9. Alternative behaviours (including choice) 10. Positive feedback for effort made by child 11. Discussions with other children involved 12. Review of plan, including possible adjustments 13. Links to service policy and philosophy Develop positive relationships with children, respected family expectations and their cultural values Assessor Feedback Demonstrating Partnerships CHCECE020 24/6/19 12

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Assessor note: Please ensure all above criteria have been met to a satisfactory standard. Where not, additional evidence must be obtained and recorded to meet assessment criteria. All additional evidence must be clearly documented. Assessor Name Assessor Signature Date Assessment Task Result ( Please tick appropriate Assessment Result) MR ☐ FER ☐ Marking Scheme Competent + grading/mark ☐ Demonstrating Partnerships CHCECE020 24/6/19 13

Example of a Behaviour Guidance Plan: Child’s Name Andrew (4 years, 3 months old) Long Term goal: For Andrew to join block play and build with blocks. Short term goal: For Andrew to build with his hands with adult support. Support Educators to be involved (information supplied): Myself, Room leader and educator. Child’s Strengths & Interests Andrew likes to help other children when carrying things, he likes to help adults in cleaning, and he likes to talk about his interests and likes to play in small or large groups. Andrew is interested in planes, ben 10, dinosaurs, astronauts, singing and mixing colours. Baseline of Behaviour Andrew walks into block corner and knocks over buildings being built. See observation 6/5/16. Where support is needed (including what resources are needed) Learning opportunity to learn how to join play and/or find their own space to begin own building. Communicating expectations (including educators and family) Explain ‘Blocks are for building with, not knocking over’. Alternative behaviours (choice) Say, ‘If you want to play you can build with your hands or ask some of the other children for some blocks. I can build with you if you would like. We can even add something to the blocks that you would like to use (like planes, people, dinosaurs etc.)’. Positive feedback for effort made When entering the space give positive reinforcement for building with his hands. Tell Andrew ‘well done for building with your hands, you’re doing a great job’. Discussion with other children involved Discuss with all the children in block corner that ‘we want to look after everyone’s building as they have worked hard on it. Perhaps if something gets knocked over it would be a good idea to help them put it back together or ask an educator to help.’ Review We were consistent with Andrew in setting limits on building with blocks, giving instruction on how to build with your hands and restoring broken buildings if it happened. We gave positive feedback for when Andrew used his hands in building. When Andrew returned once to knock over buildings after saying he would build we said, ‘Andrew I can see you are not ready to build at the moment; let’s play with the playdoh and you can come back when you are ready to build’. When Andrew finished with Playdoh and moved into the block area we said ‘Andrew does that mean you are now ready to build with your hands?’ He said ‘yes’. So we said ‘well done for deciding to build’. Centre Policy My plan meets the requirements of the Centre’s policy as we have developed a plan where a child has limits explained to them, an alternative given to them, an explanation of what would be appropriate; choice given and positive feedback for efforts made. These are the principles of strength based guidance techniques which the Centre policy covers. Demonstrating Partnerships CHCECE020 24/6/19 14

Develop positive relationships with children, respected family expectations and their cultural values, and acted within the service policy. Yes I encouraged all the children for working together. I spent some time talking to each child about what they were building and included the other children on the mat (block corner) in the discussion. We looked at each other’s work. I discussed with the Room leader & educator to ask about any family/ cultural expectations we need to be aware of. There isn’t anything specific, but the educators will talk to the family at the end of the day to tell them about the success with all Andrew’s efforts that day. Yes this is in line with the Centre Policy. Demonstrating Partnerships CHCECE020 24/6/19 15

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3: PLACEMENT DIARY/LOG BOOK STUDENT INSTRUCTIONS You are required to compete a Workplace Diary/Logbook as part of your assessment for this unit/s of competency. Your Assessor will provide the logbook with all associated instructions including: • number of required entries • details to be recorded • required signatures if applicable • any additional information relating to the particular unit requirements. It is important to ensure you clearly understand the process for using the workplace log to ensure your information is recorded as required. Assessment 3 - Workplace Diary /Log Book UNIT/S OF COMPETENCY – Code CHCECE020 Title Plans for developing cooperative behavior Student Name Student Number Student Signature Submission Date Student Instruction/Overview: You are required to complete the Workplace Diary/Logbook as part of your assessment for the list unit. The completed logbook is to be include with this cover page. Please ensure you read the Logbook and understand the requirements for assessment. Specific Instruction: Assessor Feedback Assessor note: Please ensure all above criteria have been met to a satisfactory standard. Where not, additional evidence must be obtained and recorded to meet assessment criteria. All additional evidence must be clearly documented. Assessor Name Assessor Signature Date Assessment Task Result ( Please tick appropriate Assessment Result) MR ☐ FER ☐ Marking Scheme Competency based ☐ Competent + grading/mark ☐ Demonstrating Partnerships CHCECE020 24/6/19 16

UNIT ASSESSMENT SUMMARY RESULT SHEET COURSE – Code CHC50113 Title Diploma of early childhood education and care UNIT/S OF COMPETENCY – Code CHCECE020 Title Plans for developing cooperative behavior Student Name Student Number ASSESSMENT TASK MET REQUIREMENTS DATE ASSESSMENT TOOK PLACE TASK 1 Research paper MR ☐ FER ☐ TASK 2- Behaviour management plan MR ☐ FER ☐ TASK 3– Placement Diary/Logbook MR ☐ FER ☐ Reasonable Adjustments: Is adjustment that may be made to an assessment process to cater for the needs of a student undertaking the assessment without compromise to the validity of the process or required competence criteria. Student has Met Requirements (MR) of all assessment tasks ☐ Student did not complete the Further Evidence Requirements (FER) ☐ COMPETENCE RESULT Competent ☐ Not Competent ☐ GRADE OUTCOME / MARK RANGE GP Pass ☐ G3 Credit ☐ G2 Distinction ☐ G1 High Distinction ☐ 50-59% 60-69% 70-79% 80-100% Additional Assessor comments: (if required) Assessor name Assessor signature Date Assessor Guide - Copyright © Chisholm 2018 17

GRADED ASSESSMENT GRADED ASSESSMENT RUBRIC – SCALE METHOD UNIT/S OF COMPETENCY – Code CHCECE020 Title Plans for developing cooperative behavior IMPORTANT! A student must achieve ‘Meets Requirements’ on all assessment tasks and be assessed as competent for the unit(s) before a graded mark can be given. A student’s grade is not an indication of their competence (i.e. A grade > 50% does not mean they have achieved competency in the unit.) Assessment Grading structure information G1 – High Distinction 80 – 100% Provide a description of criteria needed to achieve High Distinction level G2 – Distinction 70 – 79% Provide a description of criteria needed to achieve Distinction level G3 – Credit 60 – 69% Provide a description of criteria needed to achieve Credit level GP – Pass 50 – 59% Provide a description of criteria needed to achieve Pass level Knowledge /50 (40-50) You have demonstrated an excellent understanding of the importance of relationships with children, what meaningful relationships look like and you have detailed examples of appropriate interactions with children. You have demonstrated an excellent understanding of what strength-based guidance is and ‘re- direction’, using more than one relevant example from practice. You detailed a time when you have had to respond to a child’s ‘inappropriate behaviour’, including at least three possible triggers to this behaviour. Your example reflects strength based guidance techniques. (35-39) You have demonstrated a solid understanding of the importance of relationships with children, what meaningful relationships look like and you have detailed examples of appropriate interactions with children. You have demonstrated a good understanding of what strength-based guidance is and ‘re- direction’, using a relevant example from practice. You detailed a time when you have had to respond to a child’s ‘inappropriate behaviour’, including at least two possible triggers to this behaviour. Your example reflects strength based guidance techniques. (30-35) You have demonstrated an understanding of the importance of relationships with children, what meaningful relationships look like and you have detailed examples of appropriate interactions with children. You have demonstrated a good understanding of what strength-based guidance is and ‘re- direction’. You detailed a time when you have had to respond to a child’s ‘inappropriate behaviour’, including the possible triggers to this behaviour. Your example reflects strength based guidance techniques. (25-29) You have demonstrated an understanding of the importance of relationships with children appropriate interactions with children. You have identified what strength-based guidance is and ‘re- direction’. You detailed a time when you have had to respond to a child’s ‘inappropriate behaviour’, including the possible triggers to this. Assessor Guide - Copyright © Chisholm 2018 18

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Theory /50 (40-50) You have observed and created meaningful documentation on children’s behaviour on at least three occasions whilst on placement. You have created a detailed Behaviour Guidance Plan for one of these children, including at least two realistic long and short-term goals in consultation with your room leader/ other educator. You have also documented how you communicated these expectations with the child. You have implemented the plan whilst at placement and thoroughly evaluated the effectiveness of it including strategies and outcomes, what you may have altered and what you will continue to work on in the future. (35-39) You have observed and created meaningful documentation on children’s behaviour on at least three occasions whilst on placement. You have created a detailed Behaviour Guidance Plan for one of these children, including realistic long and short-term goals in consultation with your room leader/ other educator. You have also documented how you communicated these expectations with the child. You have implemented the plan whilst at placement and thoroughly evaluated the effectiveness of it including strategies and outcomes. (30-35) You have observed and created meaningful documentation on children’s behaviour on at least three occasions whilst on placement. You have created a Behaviour Guidance Plan for one of these children, including realistic long and short-term goals in consultation with your room leader/other educator. You have implemented the plan whilst at placement and evaluated the effectiveness of it including strategies and outcomes. (25-29) You have observed and documented children’s behaviour on at least three occasions whilst on placement. You have created a Behaviour Guidance Plan for one of these children and implemented it whilst at placement. You have evaluated the effectiveness of your plan. UNIT/S OF COMPETENCY – Code CHCECE020 Title Plans for developing cooperative behavior IMPORTANT! A student must achieve ‘Meets Requirements’ on all assessment tasks and be assessed as competent for the unit(s) before a graded mark can be given. A student’s grade is not an indication of their competence (i.e. A grade > 50% does not mean they have achieved competency in the unit.) Assessment Grading structure information G1 – High Distinction 80 – 100% Provide a description of criteria needed to achieve High Distinction level G2 – Distinction 70 – 79% Provide a description of criteria needed to achieve Distinction level G3 – Credit 60 – 69% Provide a description of criteria needed to achieve Credit level GP – Pass 50 – 59% Provide a description of criteria needed to achieve Pass level Assessor Guide - Copyright © Chisholm 2018 19

G1 – High Distinction ☐ G2 – Distinction ☐ G3 – Credit ☐ GP – Pass ☐ Feedback: UNIT/S OF COMPETENCY – Code CHCECE020 Title Plans for developing cooperative behavior IMPORTANT! A student must achieve ‘Meets Requirements’ on all assessment tasks and be assessed as competent for the unit(s) before a graded mark can be given. A student’s grade is not an indication of their competence (i.e. A grade > 50% does not mean they have achieved competency in the unit.) Assessment Grading structure information G1 – High Distinction 80 – 100% Provide a description of criteria needed to achieve High Distinction level G2 – Distinction 70 – 79% Provide a description of criteria needed to achieve Distinction level G3 – Credit 60 – 69% Provide a description of criteria needed to achieve Credit level GP – Pass 50 – 59% Provide a description of criteria needed to achieve Pass level Assessor Guide - Copyright © Chisholm 2018 20

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Partnerships Assignment #1

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