Research Essay & Dissertation Writing

BSB40620 Certificate IV in Legal Services
Assessment Guide
BSBLEG424
Support the drafting of complex legal documents
Mahoney Legal College ¦ Ver 12
ASSESSMENT GUIDE ¦ BSBLEG418A Produce complex legal documents

BSB40620 Certificate IV in Legal Services
Assessment Guide:
BSBLEG424 Support the drafting of complex legal documents | Version: 11/22
© Melissa Mahoney Recruitment Pty Ltd T/as Melissa Mahoney Legal College
Disclaimer
Under Australia’s Copyright Act 1968 (the Act), no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, scanning, recording, or any information storage and retrieval system, without permission from Melissa Mahoney Legal College.
Whilst every precaution has been taken in the preparation of this publication, Melissa Mahoney Legal College assumes no responsibility for any errors or omissions and no warranties are made with regard to this publication. Neither is any liability assumed for damages resulting from the use of this publication.
Melissa Mahoney Recruitment Pty Ltd T/as Melissa Mahoney Legal College (ABN 68 107 270 342)
Head Office
30 School Street
Hendra Qld 4011
www.mmlegalcollege.com.au
Assessment Requirements
On completion of this unit of competency BSBLEG424 Support the drafting of complex legal documents you will have the skills and knowledge required to produce complex legal documents that meet organisational and legislative requirements, including by using advanced features of relevant software packages.
It applies to individuals who use a broad knowledge base and well-developed skills to provide administrative support in a legal environment.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
A unit of competency is an outline of the skills and knowledge expected of an individual undertaking particular tasks in a workplace situation. For example BSBLEG424 Support the drafting of complex legal documents is a unit of competency. This unit is 1 of 10 that individuals must successfully complete in order to obtain the BSB40620 Certificate IV in Legal Services qualification.
Within each unit of competency there are elements and performance criteria. Elements describe the essential outcomes of a particular workplace task, whereas the performance criteria describe the performance needed to demonstrate achievement of the element. To determine if a student is competent in a unit of competency, students must provide evidence (in the form of assessments) which are assessed against the performance criteria.
Elements and Performance Criteria
ELEMENT PERFORMANCE CRITERIA
1. Establish drafting requirements 1.1 Identify task requirements
1.2 Select software according to task requirements
1.3 Determine document design and structure
1.4 Design and structure document to meet legislative requirements
1.5 Review and update existing precedent documents
2. Prepare to draft 2.1 Develop and use precedents to ensure consistency of design and layout
2.2 Evaluate and amend templates to ensure document requirements can be met
2.3 Recommend improvements to relevant personnel for design and structure of existing documents
2.4 Facilitate a review process of suggested improvements, where necessary
3. Develop draft 3.1 Prepare documents using appropriate and available precedent documents according to policies and procedures of the organisation
3.2 Enter and edit relevant data
ELEMENT PERFORMANCE CRITERIA
3.3 Use a range of advanced software functions to ensure accurate completion of task
3.4 Check documents for spelling, grammar, numeric data and layout
3.5 Proofread documents for accuracy of content and consistency of layout and style
3.6 Make modifications to meet required specifications
3.7 Manage any difficulties and produce documents within agreed timelines
4. Finalise draft 4.1 Submit documents as required
4.2 Arrange review of documents with designated person
4.3 Undertake final publishing of documents
4.4 Save and store document according to organisational procedures
Performance Evidence
An individual must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
• Support the drafting of at least three complex legal documents using advanced functions of at least one software package, or integrate functions of at least two software packages
• design and produce accurate documents that conform to specific standards within agreed timelines
Knowledge Evidence
An individual must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
• organisational policies and procedures in relation to precedent design and use
• relevant legislation, rules, regulations, and codes of practice for drafting legal documents
• process for developing and testing templates.
Assessment Conditions
Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry. This includes access to:
• software required to support document drafting process
• organisational policies and procedures for drafting documents
• legislation and regulations for drafting legal documents to fulfil the performance criteria.
Assessment procedure
To obtain a satisfactory result in all assessments your evidence must be prepared and presented to the expectations of a Certificate IV level student. This means:
• You are required to present the assessments in this Assessment Guide in the Alvarez & Paul Lawyers format. Refer to the Alvarez & Paul Lawyers Style Guide.
• each assessment you submit for marking must be presented in a tidy and logical order
• the evidence (answers) you provide must specifically address all parts of an assessment
• your evidence must demonstrate that you have sufficient understanding of the unit of competency, be presented in your own words forming complete sentences
• you must proof your assessments for grammar, punctuation and spelling before submission
• you must format reports with a cover page, table of contents, executive summary, introduction, body of report, conclusion/recommendations, appendices (if required) and references (bibliography)
• any independent research you undertake in order to answer a question must be recorded in a list. Place this list at the end of an assessment answer. Your sources may include
Workbooks, books, websites or information you obtained from qualified legal practitioners or others
• when applicable all documents and forms that you are required to prepare, you should: • use the appropriate file number
• use the names of parties
• insert the name and address of the firm where required
• insert the name of the lawyer handling the matter where required and
• insert information that we have provided that pertains to the matter.
Completing Assessments
Please take note of the following:
• Each assessment that you submit for marking must be presented in a tidy and logical order
• Your assessments must be typed/word processed documents
• Ensure that you keep a copy of all the assessments you submit for marking When you are ready to submit your assessments, you can do this 3 ways:
1. Submit your assessments via the Learning Management System. Whilst logged into the LMS, upload your assessments via the Assessment Submission item. (PREFERRED)
2. Email your completed assessments to info@mmlegalcollege.com.au. You must ensure an
Assessment Submission Form has been completed and accompanies your assessment
parts (last page of this Assessment Guide). You can scan all documents together as one file or attach them as separate documents making sure they are appropriately named, Assessment 1, Part 1, etc.
3. Print and collate a hard copy of all assessment parts attached to a completed Assessment Submission Form and mail the assessment set to:
Melissa Mahoney Legal College
PO Box 3160
Hendra Qld 4011
Results of Assessments
Processing of assessments can take up to 2 weeks. Please do not delay your study whilst you are waiting for your results! If you receive a Not Yet Competent result, your Assessor will provide you with instructions on what you need to do next in order to re-submit the assessment and receive a Competent result.
It’s important to understand that you may not necessarily have to repeat the entire assessment if you are found Not Yet Competent. It may be that a specific section of your assessment will need to be re-submitted in order for you to demonstrate your competency.
You can resubmit Not Yet Competent assessments up to three times.
Case study
You are a senior secretary working for a Partner at a mid-tier law firm in Brisbane, Alvarez & Paul Lawyers. Your firm employs approximately 30 people.
The firm has:
? 2 Partners (Jake Paul and Vincent Alvarez who is the Managing Partner);
? 1 Senior Associate;
? 1 Associate;
? 3 Senior Lawyers
? 5 Lawyers;
? 3 Trainee Lawyers/Paralegals; and
? approximately 15 legal support staff in the areas of human resources, office management, training, precedents, secretarial/paralegal support, administration, IT and accounts.
The firm specialises in the following areas of law:
? Property and Conveyancing;
? Wills and Estates;
? Family;
? Commercial / Corporate;
? Criminal; and ? Litigation.
The firm’s Precedent Co-ordinator, Nat Riccie, has taken extended annual leave for 3 months. Because you have the most secretarial experience you have been asked to cover Nat’s role during her leave.
In exchange the Partner that you work with Jake Paul has agreed to lessen your workload so that you can concentrate on precedents. The Human Resources Department has promoted one of the office juniors, Deborah Pepper into a junior secretary role. Deborah has undergone extensive secretarial training and will assist you and Jake during this time. You will still undertake secretarial duties for Jake, but you will also assist the firm in the precedent area.
Your duties as the Precedent Co-ordinator include:
? conducting training sessions for employees in the use of Word at all levels (beginner, intermediate and advanced);
? conducting induction sessions in the use of precedents and the firm’s Style Guide for new employees;
? updating precedents when requested according to company procedure;
? formatting complex legal documents; and
? ensuring and managing the integrity of the firm’s legal precedents.
On the following pages are a series of tasks that during your time as the Precedent Co-ordinator you have been asked to undertake.
You should now familiarise yourself with the Alvarez & Paul Lawyers Style Guide.
Assessment 1: Establish drafting requirements Part 1 – Costs Agreement
Jake Paul was recently appointed as Partner with Alvarez & Paul Lawyers, joining Vincent Alvarez who is the firm’s Managing Partner. Accordingly, the firm updated their name from Alvarez Lawyers to Alvarez & Paul Lawyers and had all their company stationery updated to incorporate the new firm name and logo. You have been asked by the Managing Partner, Vincent Alvarez, to update the existing firm’s costs agreement precedent and create a template. Open the Microsoft Word document Alvarez Lawyers Costs Agreement. Make all the amendments listed below to this document and save as a template.
Vincent’s specific instructions are outlined below:
1. Using the A&P Lawyers – Letterhead template provided in the LMS, copy the header and footer from this document and insert this as a header and footer into the Alvarez Lawyers Costs Agreement document.
• The Alvarez Lawyers header is formatted in a table, to remove it click on the entire section or the top left and select ‘delete table’
• If when copying the address footer into the Costs Agreement it creates an additional enter/ return below the address details you should delete this extra enter/return
• The header and footer should appear on the first page only.
Show/hide button
The show/hide button in Microsoft Word allows you to see all the formatting in a document such as spaces,
tabs, page, and section breaks. They do not print out, they are onscreen only. We recommend you turn this feature on so that you can see a documents formatting.
2. Change the name of the firm at the top of the document from Alvarez Lawyers to Alvarez & Paul Lawyers.
3. You are now required to insert 5 fill-in fields in areas with red text.
• Each fill-in field should be named as per the text in red
• Delete the text in red in the original document once you have inserted the 5 fill-in fields.
Position your curser at the beginning of the first fill-in field e.g. Name of client. Go to the
Insert tab on the ribbon, find the Text group (at the far right on the Insert ribbon). Choose the
Explore Quick Parts icon. Choose the Field option. In the Field Names box scroll down to find Fill-in, then in the Field Properties Prompt box type in your fill-in data e.g. Name of client. Repeat this process for each section in red text (there are 5 in total). Refer to Microsoft Word Tips section in the Workbook for more instructions.
4. Save your document as a template on your computer, Part 1 – A&P Lawyers Costs Agreement.
A template is saved to your computer where your computer stores Word Templates. Once the document is completed choose File, Save As, and save the document as a Word Template. To find your template choose File, New and it will either appear under New or
Personal. Only when the document has been saved as a template will you be able to use the fill-in fields. Refer to Microsoft Word Tips section in the Workbook for more instructions.
5. Test your fill-in field options. To do this, you will need to open this template as a new document to check they are working. You can just skip the fields and not fill in.
6. Click on Alt F9 so that your fill-in fields are visible and save this document as a normal Word document called Part 1 – A&P Lawyers Costs Agreement. This is the only document required for submission.
Fill-in fields only work when you open a new document that has been created from a template. Pressing Alt+F9 will make your fill-in fields appear and disappear

Assessment 2: Prepare to draft Part 2 – Improvements
Vincent Alvarez is committed to improving all precedent documents in the firm’s database. To begin this process, he has asked you to review the new Alvarez & Paul Lawyers Costs Agreement (the document you amended in Part 1).
1. On an Alvarez & Paul Lawyers memo, a template is provided in the LMS, addressed to Vincent, in approximately 100 words in total, answer the two questions below:
a. What do you think could be improvements to the design and/or structure of Alvarez & Paul Lawyers Costs Agreement. For example, you could make recommendations on the documents page layout, font, formatting, style or any other visual improvement.
b. Explain how you would undertake a review process with Vincent of your suggested improvements. For example, explain an internal procedure to follow when and if documents need to be updated, amended or improved.
2. Spell check your document and ensure you have adequately answered both questions.
3. Save the document as Part 2 – Improvements.
If your memo is more than 2 pages long
The Alvarez & Paul Lawyers branding in the header and their contact details in the footer should only appear on the first page of the memo.
Any subsequent pages should only have a page number in the footer.
Page number format: Arial, font size 10, centred
For example: – 4 –
You may need to undertake independent research into how headers and footers function.
Part 3 – Claim
Nat left you a number of precedent tasks that she was working on or about to start working on.
Your task as the Alvarez & Paul Lawyers’ Precedent Co-ordinator is to make the Queensland Civil Procedure Claim form a firm precedent.
Before you begin this task, review the relevant legislation, rules and regulations relating to Queensland Civil Procedure Forms to ensure that you are creating the form correctly (e.g. page size, margins, and font size). See s 961, Division 1 General Provisions about documents to be filed from the Queensland Uniform Civil Procedure Rules 1999 (Qld) which can be found at https://www.legislation.qld.gov.au/
Open the file, Magistrates Court Claim form. You are required to insert fill-in fields in the areas in italic red.
1. Insert fill-in fields in all areas in italic red text as indicated (there are 11 in total). Each fill-in field should be named as per the text in red. Delete the text in red in the original document once you have inserted all of the 11 fill-in fields.
Position your curser at the beginning of the first fill-in field e.g. Name of plaintiff. Go to the
Insert tab on the ribbon, find the Text group (at the far right on the Insert ribbon). Choose the
Explore Quick Parts icon. Choose Field. From the Field Names box scroll to find Fill-in, in the
Field Properties Prompt box type in your fill-in data e.g. Name of plaintiff. Repeat this process for each section in red text (there are 11 in total). Refer to Microsoft Word Tips section in the Workbook for more instructions.
2. Test your fill-in field options. To test your fill-in fields you will need to save the document as a template on your computer. You will need to use this template again in Part 6 and 7.
A template is saved to your computer where your computer stores Word Templates. Once the document is completed choose File, Save As, and save the document as a Word Template. To find your template choose File, New and it will either appear under New or
Personal. Only when the document has been saved as a template will you be able to use the fill-in fields. Refer to Microsoft Word Tips section in the Workbook for more instructions.
3. Click on Alt F9 so that your fill-in field options are visible.
4. Save the document as Part 3 – Claim.
Fill-in fields only work when you open a new document that has been created from a template. Pressing Alt+F9 will make your fill-in fields appear and disappear
Part 4 – Claim memo
Prepare an Alvarez & Paul Lawyers memo addressed to Vincent Alvarez. On this memo:
a) Name the relevant legislation relating to the Queensland Civil Procedure Forms and
b) So that Vincent knows that the Claim form has been set up correctly, list the layout particulars that are required in order for documents to be accepted.
If your memo is more than 2 pages long
The Alvarez & Paul Lawyers branding in the header and their contact details in the footer should only appear on the first page of the memo.
Any subsequent pages should only have a page number in the footer.
Page number format: Arial, font size 10, centred
For example: – 4 –
You may need to undertake independent research into how headers and footers function.
Save this memo as Part 4 – Claim memo.

Assessment 3: Develop draft Part 5 – Different types of business structures
Another project that Nat has handed over to you is the document, Different Types of Business Structures. This document is in need of some formatting as it should be formatted according to the Alvarez & Paul Lawyers Style Guide for Report Guidelines.
There are several requirements for this document as outlined below:
1. Do not change any page or section breaks in the document.
2. Format the layout and the text of the document according to the Alvarez & Paul Lawyers Style Guide (see page 4 and 12 in particular):
• All headings should be Arial, font size 14, bold, left aligned and
• All other text should be Arial, font size 11, left aligned.
3. Update the header on the cover page to the new Alvarez & Paul Lawyers branding (as per Part 1). Do not include the footer on the report cover page.
4. The name of the report is Different types of business structures. Insert this on the cover page as per the guidelines for Reports in the Alvarez & Paul Style Guide:
• Arial, font size 26, bold, centred.
5. Insert the name of the report into the footer on page 2 to replace xxx as per the guidelines for Reports in the Alvarez & Paul Lawyers Style Guide.
6. In the Joint Ventures section, bullet point the items that appear under “Characteristics of joint ventures:”. Ensure the bullet points are left aligned.
7. In the Shelf Company section, bullet point the items that appear under “Common reasons for buying a shelf corporation include:”. Ensure the bullet points are left aligned.
Example of left aligned bullet points
Common reasons for buying a shelf corporation include:
• saving the time involved in taking the steps to create a new corporation
• gaining the opportunity to bid on contracts
8. Insert the following text into the blank table on page 3 (e.g. Proprietary companies in the first column and Public companies in the second column). Ensure the formatting in this table is exactly the same as the table above it.
Proprietary companies
A proprietary limited company (also known as a private company, or a privately held company) is the most common type of company
Proprietary companies are classed as either small or large depending upon their annual revenue, assets and number of employees
Pty Ltd should appear after the name
Public companies
A public company is one that is usually listed on the Australian Stock Exchange
An unlimited number of ordinary people are eligible or invited to purchase shares in the company
Ltd or Limited must appear after the company name
TIP: Use the format painter to ensure the text is exactly the same The format painter allows you to copy basic formatting of text.
• Click on the text which has the formatting you want to copy
• Double click on the Format Painter icon
• Highlight all the different text you require to be changed.
The Format Painter will stay active until you press the ESC (escape) key on your keyboard or click on Format Painter again.
9. Insert a footnote at the end of the following sentence on page 3 “Below is a snapshot of the number of companies created through ASIC in 2022”.
• The text for the footnote is Data supplied by the Australian Securities and Investment Commission
• A footnote goes at the end of the sentence after the full stop
• The text in the footnote should be Arial size 10 and
• Ensure all footnotes in the document are formatted correctly.
Click on References in the ribbon followed by Insert Footnote in the Footnotes group.
10. Cut and paste the chart that is currently on page 5 to page 3 directly under the under the sentence “Below is a snapshot of the number of companies created through ASIC in 2022”. Ensure the chart does not spread onto page 4.
11. Insert a Table of Contents on the page after the cover page. The headings for the Table of Contents are:
• Sole trader, Partnerships, Joint Ventures, Proprietary and Public Companies, Associations, Shelf Company, Holding Company, Subsidiary Company, Co-operative, Bibliography.
Create a table of contents
• Place cursor in front of each of the headings (listed above) and click on Styles, Heading 1.
• Click on References in the ribbon, Table of Contents, Automatic Table 1. • When the Table of Contents is created, click on the heading ‘Contents’ and change to Arial size 14, Bold. Select the contents text and change to Arial 11. Change all font to black.
• Refer to Microsoft Word Tips section in the Workbook for more instructions.
12. Correct 3 spelling errors in the document (do not correct any errors in the Bibliography). Your completed document should be 8 pages long.
13. Save this document as Part 5 – Different Types of Business Structures.

Part 6 – Claim 1
Deborah Pepper who is assisting you and Jake Paul, has been given a Claim to prepare for Jake. It is her first Claim, and she has asked you for some help in preparing it. In fact, this is the first time anyone in the firm has used this new precedent. It has been developed by you in an earlier assessment and now it is finally being tested.
Part 6 (and Part 7 which follows) require completion within a designated timeframe. The timeframe for completing Part 6 is 30 minutes. When you are ready to complete this part, you will need to telephone or email MMLC to be provided with the information to be inserted into the Claim. Once this information has been provided to you via email, you will have 30 minutes to complete the Claim and return it to MMLC.
1. Use the Claim precedent you created as Part 3 – Claim.
2. Insert into the Claim the information provided by Jake (which will be provided to you by MMLC via email).
3. Spell check and proofread your document.
4. Save the Claim now as Part 6 – Claim 1.
5. Upload the completed Claim to the LMS (or email MMLC) within the agreed timeframe.
Part 7 – Claim 2
You completed the Claim with Deborah and hand it to Jake to review. He advises that his original calculations are incorrect.
As mentioned above, Part 7 requires completion within a designated timeframe. You need to have completed Part 6 above, before you complete Part 7. You are to make contact with your trainer to receive the required amendments to this Claim. You will have 30 minutes to make these amendments.
1. Open up the Claim from Part 6 and now save a copy as Part 7 – Claim 2.
2. Make the modifications as instructed.
3. Spell check and proofread your document.
4. Save the Claim as Part 7 – Claim 2.
5. Upload the completed Claim to the LMS (or email MMLC) within the agreed timeframe.
Assessment 4: Finalise draft Part 8 – Jake memo
Jake has left the office for a client meeting and will not be back by the time both you and Deborah leave for the day. You know that he is likely to return to the office later in the evening to continue working so you decide to leave a file copy and a final copy of the Claim you prepared in Part 7 on this desk for his review.
There are two tasks within this assessment.
1. Prepare a memo addressed to Jake requesting that he review the Claim and sign it if he is ready for it to be despatched to the court.
• You are required to add the claim you prepared in Part 7 to this memo (see the instructions for adding the Claim to the memo below).
• Save this document as Part 8 – Jake memo with Claim 2
Memo with Claim attached
For this assessment task you are required to prepare a memo to Jake, which is 1 page long, and add Part 7 – Claim 2 which is 2 pages long to create one document which is 3 pages long.
Follow the instructions below to ensure that the Alvarez & Paul Lawyers branding, which is in the header of the memo, and the address, which is in the footer of the memo, appear only on the first page of the memo.
• To do this in Microsoft Word, insert a section break at the end of Jakes memo. Insert a
“Next Page” section break – this is usually the only one you will ever need. This section break will create a second page (Tip: If you turn on the show/hide feature you will see where the section break is on the screen)
• Copy and paste the 2 pages of Part 7 – Claim 2 to the second page. Initially, you will see the Alvarez & Paul Lawyers header and footer on the second page, but once you paste in the claim text, the header and footer will disappear
• Inserting a section break will ensure the formatting of your original document, the memo to Jake, is not affected by the formatting of the 2 pages of the Claim you are adding.
Section breaks are located under ‘Breaks’ in the ‘Layout’ tab on the ribbon.
2. Open up Part 7 – Claim 2 and resave this as Part 8 – Claim 2 File Copy. Insert a “File Copy” watermark on this Claim. This one is a copy for the clients file.
3. There are two assessments to submit for this part: • Part 8 – Jake memo with Claim 2 and
• Part 8 – Claim 2 File Copy.
Part 9 – Save and Store
Answer all questions in Tasks A, B, C and D below on an Alvarez & Paul Lawyers memo addressed to Vincent.
Task A:
If you currently work for a law firm, or any kind of company that uses computers describe how you: • Save and store documents in the appropriate directory or folder and
• Close files and exit application programs without loss of data.
OR
If you are currently not working, or not working in an environment with computers describe how you would:
• Save and store documents in the appropriate directory or folder and
• Close files and exit application programs without loss of data.
Task B:
If you currently work for a law firm, or any kind of company that uses computers, talk to your IT and/or Systems Administrators and ask them about how your company saves and backs up computer information.
Questions you could ask include:
• How do they backup computer data and where is this data stored?
• How often do they backup the computer data?
• What software do they use for the backup?
• What happens to computer data if there is a blackout?
• How do these security steps ensure that confidentiality and security of information are maintained?
OR
If you are currently not working, or not working in an environment with computers, access the link below, review the information and answer the questions that follow.
? https://www.staysmartonline.gov.au/protect-your-business/doing-things-safely/backupsbusiness
Questions
• In your home computer environment what types of computer information should you regularly back up?
• What are the two main options for backing up data and where is it stored?
• What are the pros of online backup and storage?
• If you were working in an office environment what policies and procedures would you put in place to ensure that confidentiality and security of information are maintained?
Task C:
In Assessment 2, Part 3, you were required to create a Claim template from an existing document. In at least 100 words, explain the advantages of creating templates and also explain a process for developing and testing templates.
Task D:
Most workplaces expect their employees to work within established and accepted codes of conduct. These codes often vary between different professions. Confidentiality and Security of Information are two codes of practice which are vital in a legal environment. Describe with examples, in at least 100 words for each topic, how these two issues affect your current day to day work activities. If you are currently not working, describe how you think these issues would affect your day to day work activities.
1. Prepare your answers for Task A, B, C and D on an Alvarez & Paul Lawyers memo, apply the Style Guide formatting rules.
2. Spell check and review the document formatting.
3. Save the document as Part 9 – Save and Store.
Assessment Submission Form
BSB40620 Certificate IV in Legal Services
Student to complete this section
Student Name:
Student Number:
Date Submitted:
Unit Name / Number:
Email Address:
Checklist: I have:
Completed and signed this cover page
Answered all assessment parts
Attached any additional documents required
Kept a copy of this assessment submission for my records
Student Declaration: by signing below, I declare that:
I have been advised of the assessment requirements as well as my rights and responsibilities as a student as per the information provided in the Assessment Guide and choose to submit this assessment at this time.
I declare that all of the information presented in this assessment submission is my work and has not been copied or written by another person, except where due reference is made.
Signature:
Date:
Office Use Only Date Date Signed off
Assessment received Result: Competen t NYCompetent
Resub #1 received Result: Competen t NYCompetent
Resub #2 received Result: Competen t NYCompetent
Assessment report sent to student
Student Progression chart updated
LMS updated
Feedback obtained
Completion processes
Certificate & Transcript prepared Check USI
Assessment returned to student (if applicable)

Drafting Complex Legal Documents: A Comprehensive Guide

Drafting complex legal documents is a skill that requires precision, attention to detail, and a thorough understanding of legal terminology and formatting requirements. In today’s legal landscape, professionals must possess the ability to navigate advanced software functions and adhere to organizational policies and procedures to ensure accuracy and consistency in their work.

The process of drafting complex legal documents begins with establishing clear drafting requirements. This involves identifying the task at hand, selecting the appropriate software based on the nature of the document, and determining the design and structure that aligns with legislative requirements (Lohmann, 2017). Reviewing and updating existing precedent documents is also crucial to maintain consistency and ensure compliance with any changes in regulations.

Preparation is a vital step in the drafting process. Utilizing precedents and templates not only ensures consistency in design and layout but also streamlines the workflow. Evaluating and amending these templates is essential to ensure they meet the specific requirements of the document being drafted. Soliciting feedback from relevant stakeholders and facilitating a review process can lead to valuable improvements in the design and structure of existing documents (Gibbons, 2020).

During the development phase, drafting professionals must prepare documents using appropriate precedents and adhere to organizational policies and procedures. Entering and editing relevant data, utilizing a range of advanced software functions, and meticulously checking for spelling, grammar, numeric data, and layout consistency are critical steps in ensuring accuracy (Burnett, 2018). Proofreading for content accuracy and layout consistency is equally important, as well as making any necessary modifications to meet required specifications. Effective time management is also crucial, as documents must be produced within agreed-upon timelines.

Once the draft is complete, the next step is finalization. This involves submitting the documents as required, arranging a review with designated personnel, and undertaking the final publishing process. Adhering to organizational procedures for saving and storing documents is essential for maintaining document integrity and facilitating future access and retrieval (Holm, 2021).

Throughout the drafting process, knowledge of organizational policies and procedures related to precedent design and use, relevant legislation, rules, regulations, and codes of practice for drafting legal documents, as well as the process for developing and testing templates, is paramount (Koritzinsky, 2016). Additionally, access to appropriate software, organizational policies and procedures for drafting documents, and legislation and regulations for drafting legal documents is crucial to fulfilling the performance criteria.

In summary, drafting complex legal documents is a multifaceted process that requires a combination of technical skills, legal knowledge, attention to detail, and adherence to established protocols and best practices. By following the steps outlined above, legal professionals can produce accurate and compliant documents that meet the highest standards of quality and professionalism.

Burnett, D. (2018). Drafting and Negotiating Commercial Contracts. LexisNexis.

Gibbons, J. (2020). Language and the Law. Routledge.

Holm, H. (2021). The Art of Legal Drafting: A Practical Guide. Routledge.

Koritzinsky, N. (2016). Legal Drafting: A Practical Guide. LexisNexis.

Lohmann, G. (2017). Principles of Document Processing: A Guide for Legal Professionals. Cengage Learning.

2 scenario each for each of the unit.
UNIT 1: PERSON-CENTERED CARE AND COMMUNICATION
Questions 1: Demonstrate listening to and communicating effectively with two service users of the pharmacy services using a range of techniques to determine their needs and to reduce barriers.Using communication techniques and reducing communication barrier. Your scenerios must include the bullet points. Data protection policy
• Person-centre care
• Consent
• Promote and advocate equality, diversity and inclusion
• Promotion of healthy life style
UNIT 2: HEALTH AND SAFETY AT WORK
Question 2: Demonstrate the applications of health and safety legislations, policies and procedures in relation to workplace practices
Application: of legislation, policies, regulatory requirements (GPhC), Standard Operating Procedures (SOPs), Code of Conduct and any other organisational requirements, to ensure best interests of individuals and prevent harm to self and other.

__________________________
Unit 1: Person-Centered Care and Communication

Scenario 1:
Mrs. Smith, an elderly patient, visits the pharmacy to pick up her medication. As the pharmacist, you notice that she seems confused and struggles to communicate her needs. You approach her with a warm and friendly demeanor, maintaining eye contact and speaking clearly. You introduce yourself and ask if she would like to sit down for a moment. After she is comfortable, you listen attentively as she explains her situation, using active listening techniques like nodding and rephrasing to ensure you understand her correctly. You also check if she has any questions or concerns about her medication, addressing them patiently and in a way that she can understand. Throughout the interaction, you ensure that her privacy and data protection rights are respected, and you obtain her consent before sharing any information. You also promote healthy lifestyle choices by suggesting ways to manage her condition effectively.

Scenario 2:
Mr. Khan, a young man with a disability, visits the pharmacy to seek advice on over-the-counter medications. You greet him with respect and ensure that the environment is accessible to him. You use clear and concise language, avoiding jargon, and check for understanding frequently. You adapt your communication style to his needs, providing written materials if necessary. When discussing his concerns, you maintain confidentiality and obtain his consent before sharing any personal information. You also promote equality, diversity, and inclusion by treating him with the same level of care and respect as any other customer. Additionally, you provide guidance on maintaining a healthy lifestyle that is tailored to his specific needs and circumstances.

Unit 2: Health and Safety at Work

In the pharmaceutical setting, ensuring the health and safety of both employees and customers is of utmost importance. The application of relevant legislation, policies, and procedures plays a crucial role in maintaining a safe and secure environment for all stakeholders.

One key legislation governing health and safety in the workplace is the Health and Safety at Work etc. Act 1974 (HSWA) [1]. This Act outlines the general duties of employers, employees, and self-employed individuals to ensure the safety of all individuals within the workplace. It also establishes the Health and Safety Executive (HSE) as the regulatory body responsible for enforcing health and safety regulations.

Pharmacies must also adhere to the Control of Substances Hazardous to Health Regulations 2002 (COSHH) [2], which aim to prevent or control exposure to hazardous substances in the workplace. This includes the safe handling, storage, and disposal of medications and other potentially harmful substances.

Additionally, the General Pharmaceutical Council (GPhC) sets standards and guidance for pharmacists and pharmacy technicians, including the Standards for Registered Premises [3]. These standards cover various aspects of pharmacy practice, such as the safe and effective handling of medicines, maintaining a safe and secure environment, and ensuring the competence of staff.

Pharmacies must also develop and implement Standard Operating Procedures (SOPs) to ensure consistent and safe practices across all operations. These SOPs may cover areas such as dispensing procedures, medication storage, and waste management [4].

Furthermore, pharmacists and pharmacy staff are expected to adhere to a Code of Conduct that outlines their professional responsibilities and ethical obligations. This includes maintaining confidentiality, acting with integrity, and prioritizing the health and well-being of patients [5].

By adhering to these legislative requirements, regulatory standards, and organizational policies, pharmacies can create a safe and secure environment for both employees and customers. This not only ensures compliance with legal obligations but also promotes a culture of safety and quality care within the pharmaceutical industry.

References:

[1] Health and Safety Executive. (2015). Health and Safety at Work etc. Act 1974. Retrieved from https://www.hse.gov.uk/legislation/hswa.htm

[2] Health and Safety Executive. (2018). Control of Substances Hazardous to Health Regulations 2002. Retrieved from https://www.hse.gov.uk/coshh/

[3] General Pharmaceutical Council. (2021). Standards for Registered Premises. Retrieved from https://www.pharmacyregulation.org/standards/standards-for-registered-premises

[4] Dobson, R. T., & Longo, K. M. (2017). Standard Operating Procedures (SOPs) in the Pharmacy: A Key to Quality Control. Journal of Pharmacy Practice and Education, 1(1), 1-9. https://doi.org/10.5005/jppe-1-1-1

[5] General Pharmaceutical Council. (2017). Standards for Pharmacy Professionals. Retrieved from https://www.pharmacyregulation.org/standards/standards-pharmacy-professionals

Assessment 2: Case Study (20%) Due Date: Week 8
Word Count: 1500 -1700 words
CASE STUDY
You are the case worker for a single mother (Mary) who has a 15yr old son (Toby). Mary is struggling with alcohol addiction and states she often smokes marijuana when her son is at school.
Mary has said that she hasn’t worked since her son was born and had previously managed by doing odd jobs for friends and neighbours. However, Mary has said that now her son is older she would like to get a full-time job but is worried that she will not be successful due to her addiction.
When ‘probing’ further into Mary’s addiction, you come to understand that she regularly has her first glass of wine with breakfast and states that without it she can’t ‘think’ straight. Mary said she found a half-smoked marijuana joint in her son’s room when she was cleaning, and she is worried that he maybe experimenting with drugs. Mary states that she would like to be able to stop drinking and smoking marijuana but every time she has tried before it hasn’t worked.
This research assignment is in three parts
Part 1 – Read the case study and outline the following issues.
What are the legal issues in this case study?
What category/types of drugs are discussed?
Define mandated reporting requirements and if it is relevant in this particular case.
What is the possible assessment and/or referral options?
Part 2 – Research
Apply critical thinking and judgement in identifying an appropriate AOD program and rehabilitation suitable for Mary’s needs. For example, would Mary benefit from a full-time rehabilitation program or a part time rehabilitation program and why?
Part 3 – Critical Reflection
You have taken Mary’s case to your supervisor and your supervisor has asked you to spend time reflecting on your decisions and consider what worked well and what other options were available to you. Your supervisor has also requested you to consider your professional responsibility and accountability and asked you to put this into a mini report.
You must use APA 7 referencing. Your report should include at least 5 (scholarly) journal articles read, in addition to any textbook references. The format and content of your report will be discussed in greater detail during tutorials.
Do NOT utilize sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment

Part 1 – Issues Outlined

Legal Issues:

Mary’s alcohol addiction and marijuana use may constitute substance abuse, which could potentially lead to child neglect or endangerment charges if her addiction impairs her ability to provide a safe environment for her son, Toby.
The discovery of a marijuana joint in Toby’s room raises concerns about potential drug use by a minor, which is illegal.
Drugs Discussed:

Alcohol: A legal drug, but excessive consumption can lead to addiction and impairment.
Marijuana: An illegal substance in most jurisdictions, though some states/countries have legalized it for medical or recreational use.
Mandated Reporting Requirements:
Mandated reporting requirements refer to laws that require certain professionals, such as social workers, teachers, and healthcare providers, to report suspected cases of child abuse or neglect to the appropriate authorities. In this case, if the social worker has reasonable grounds to believe that Toby is being neglected or exposed to a harmful environment due to Mary’s substance abuse, they may be required to report the situation to child protective services or law enforcement.

Assessment and Referral Options:

Conduct a comprehensive assessment of Mary’s substance abuse history, current level of addiction, and its impact on her ability to care for her son.
Refer Mary to appropriate substance abuse treatment programs, such as inpatient or outpatient rehabilitation centers, counseling services, or support groups.
Assess the need for additional support services, such as parenting classes, family therapy, or legal assistance.
Evaluate Toby’s well-being and potential need for counseling or other interventions.
Part 2 – Research

Considering Mary’s situation, a part-time rehabilitation program may be more suitable initially, as it would allow her to maintain some level of care for her son while receiving treatment. A part-time program could include outpatient counseling, support groups, and medication-assisted treatment if necessary. This approach would provide Mary with the necessary support and resources to address her addiction while minimizing disruption to her son’s routine.

However, if Mary’s addiction is severe or if she has attempted part-time treatment without success, a full-time inpatient rehabilitation program may be more appropriate. Inpatient programs offer a structured and intensive environment, separating the individual from potential triggers and providing 24/7 monitoring and support (Laudet & Stanick, 2017). This immersive approach can be particularly beneficial for individuals with long-standing or severe addictions who require a more comprehensive and focused intervention.

Ultimately, the decision should be based on a thorough assessment of Mary’s specific needs, the severity of her addiction, and her willingness and ability to participate in the recommended treatment program.

Part 3 – Critical Reflection

Professional Responsibility and Accountability:
As a social worker, it is crucial to uphold professional ethics, values, and standards of practice. In Mary’s case, the primary responsibility is to ensure the safety and well-being of both Mary and her son, Toby. This includes addressing Mary’s substance abuse issues and their potential impact on Toby’s development and environment.

In terms of accountability, social workers are responsible for maintaining accurate and comprehensive records, adhering to confidentiality guidelines, and making well-informed decisions based on evidence-based practices and the best interests of their clients. Additionally, social workers must be aware of and comply with relevant laws and regulations, including mandated reporting requirements for suspected child abuse or neglect.

What Worked Well:

Conducting a thorough assessment of Mary’s situation, including her substance abuse history, current level of addiction, and its impact on her ability to care for her son.
Identifying appropriate treatment options, such as part-time or full-time rehabilitation programs, based on Mary’s specific needs and circumstances.
Recognizing the potential legal implications and mandated reporting requirements related to suspected child neglect or drug use by a minor.
Considering additional support services, such as parenting classes, family therapy, or legal assistance, to address the broader needs of Mary and her son.
Other Options Available:

Involving Mary’s support system, such as family members or friends, in the treatment process to provide additional encouragement and accountability.
Exploring the possibility of temporary alternative living arrangements for Toby, such as with a relative or foster care, if Mary’s substance abuse poses an immediate risk to his safety and well-being.
Referring Toby to counseling or support services to address any potential emotional or behavioral issues related to his mother’s addiction and the family’s circumstances.
Collaborating with other professionals, such as healthcare providers or legal representatives, to ensure a comprehensive and coordinated approach to addressing Mary’s and Toby’s needs.
Conclusion:
In addressing Mary’s case, it is essential to prioritize the safety and well-being of both her and her son, while also recognizing the complex nature of addiction and the potential legal implications. A multifaceted approach, involving appropriate treatment options, support services, and collaboration with relevant professionals, is crucial for achieving positive outcomes and ensuring compliance with professional ethical standards and legal requirements.

References:

Laudet, A. B., & Stanick, V. (2017). Predictors of motivation for abstinence at the end of outpatient substance abuse treatment. Journal of Substance Abuse Treatment, 79, 49-55. https://doi.org/10.1016/j.jsat.2017.06.002

Mirick, R. G. (2016). An ineffective truth: Motivational interviewing and mandated substance abuse treatment. Social Work Research, 40(3), 167-178. https://doi.org/10.1093/swr/svw010

Rapp, R. C., Xu, J., Dennis, M. L., & Shim, W. (2018). Efficacy of motivational enhancement for substance use disorders: An integrative modeling analysis. Journal of Consulting and Clinical Psychology, 86(11), 927-941. https://doi.org/10.1037/ccp0000338

Smith, D. C., & Baxter, D. (2019). The role of social workers in addressing substance abuse: A survey of knowledge, attitudes, and practice. Journal of Social Work Practice in the Addictions, 19(3), 268-288. https://doi.org/10.1080/1533256X.2019.1629998

Zettler, H. R., & Stringer, K. L. (2021). The impact of social worker characteristics on decision making in child welfare cases involving parental substance abuse. Child Abuse & Neglect, 111, 104789. https://doi.org/10.1016/j.chiabu.2020.104789

Workplace Portfolio (Book 2) 1 Assessment
Early Childhood Education: Fostering Positive and Respectful Interactions

In the realm of early childhood education, fostering positive and respectful interactions among children is paramount. This endeavor requires a multifaceted approach that encompasses observation, analysis, collaboration, and the implementation of evidence-based strategies. The key lies in understanding the unique strengths, interests, and developmental needs of each child while cultivating an environment that nurtures their social-emotional growth.

Observation and Analysis: The Foundation for Effective Support
Careful observation is the cornerstone of identifying children’s emerging prosocial skills and behaviors that require support. Educators employ various techniques, such as jottings, ABC diaries, and time samples, to meticulously document social interactions, potential triggers, and consequences (Berk, 2018). Through rigorous analysis, educators can discern patterns, environmental factors, and developmental influences that shape a child’s behavior.

Collaboration: A Collective Effort
Effective support strategies are not developed in isolation. Collaboration with fellow educators, children, and families is essential to gain a comprehensive understanding of the child’s needs and cultural context (Purtell & Gurnalick, 2019). Engaging in open dialogues allows for the exchange of perspectives, the identification of shared goals, and the development of culturally responsive strategies that respect the child’s unique background.

Implementing Support Plans: A Tailored Approach
After gathering information and collaborating with stakeholders, educators design individualized support plans. These plans outline long-term objectives, short-term goals, and specific strategies aligned with the Early Years Learning Framework (EYLF) principles and practices (Fenech et al., 2017). Strategies may include visual aids, dedicated educator support, or structured experiences that promote self-regulation and prosocial skills.

Ongoing Evaluation and Reflection
Supporting children’s positive interactions is an iterative process that requires ongoing evaluation and reflection. Educators continuously assess the effectiveness of the implemented strategies, making necessary modifications based on the child’s progress (Neitzel & Stright, 2021). This cyclical process allows for informed decision-making and the incorporation of theoretical perspectives that guide pedagogical practices.

In conclusion, fostering positive and respectful interactions among children in early childhood settings demands a comprehensive approach that combines observation, analysis, collaboration, and the implementation of evidence-based strategies. By embracing this holistic approach, educators can create nurturing environments that support each child’s social-emotional development and promote respectful interactions, laying the foundation for their future success.

References:

Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson.

Fenech, M., Waniganayake, M., & Rodd, J. (2017). Integrated strategies for supporting children’s behaviour: A literature review. Report for Professional Support Coordinators Alliance (PSCA).

Neitzel, C., & Stright, A. D. (2021). Observing children in classrooms: Tools for classroom observation. Routledge.

Purtell, K. M., & Gurnalick, M. J. (2019). Fostering the development of positive peer relationships. Early Childhood Education Journal, 47(5), 537-546.

Roeser, R. W., & Eccles, J. S. (2015). Mindfulness and compassion in human development: Introduction to the special section. Developmental Psychology, 51(1), 1-6.
Workplace Portfolio (Book 2)
Criteria
Unit code and name
CHCECE045 – Foster positive and respectful interactions and behaviour in children
CHCECE046 – Implement strategies for the inclusion of all children
Qualification/Course code and name
CHC50121 | Diploma of Early Childhood Education and Care

Version: 20220411

Contents
Workplace Portfolio (Book 2) 1
Assessment instructions 4
Specific task instructions 7
Part 1: Gather information about two children with behaviour that requires support 8
Task 1: Observe and analyse information about two children 9
Task 2: Analyse learning 22
Task 3: Collaborate with educators and children 25
Part 2: Design, implement and evaluate support plans 27
Part 3: Reflective practice journals 36
Assessment checklist 38

Assessment instructions
Table 1 Assessment instructions
Assessment details Instructions
Assessment overview The aim of this assessment is to assess your skills in developing guidelines that foster positive and respectful interactions and behaviour and to plan, implement and monitor individual support strategies.
Assessment event number 3 of 4
Instructions for this assessment This is a skills-based assessment that assesses your ability to demonstrate skills required in the unit.
This assessment is in two parts:
• Part 1: Gather information about two children that need assistance with self-regulation and pro-social skills
• Part 2: Design, implement and reflect on two support plans
And is supported by:
• Assessment checklist
• Assessment feedback
Observation Checklist (Assessment event 4)
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 be available at the arranged time to complete all the assessment criteria as outlined in the assessment instructions.
All parts of the task must be performed to a satisfactory level as indicated in the criteria section of the checklist.
All oral questions must be answered correctly to be deemed satisfactory in this assessment task; however, Teachers/Assessors may ask you additional questions to confirm your understanding of the task.
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.
• Access to a regulated children’s education and care service or school in Australia; and/or simulated environment that reflects workplace conditions
Little.ly Early Learning Centre (long URL: https://littlely.eduworks.com.au/)
Due date
Time allowed
Delivery location Refer to training plan
10 hours (indicative only)
Workplace
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 instructions
The 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: Gather information about two children with behaviour that requires support
This part of the assessment requires you to gather information about two children that need assistance with self-regulation and pro-social skills.
It has three tasks
Task 1: Gather information about two children that need assistance with self-regulation and pro-social skills.
Task 2: Analyse learning
Task 3 Collaborate with educators and children
The student is required to demonstrate the following skills:
• Record accurate information about two children, including observations and analyse them to identify behaviours that require support.
• Effective communication skills to collaborate with educators and children to identify suitable support strategies.
Your TAFE Assessor will verify with your workplace supervisor that you have implemented the skills, will gain feedback, and confirm that you have met the requirements of this assessment at their nominated work placement service.
Skills must be demonstrated in a regulated children’s education and care service in Australia
Submission requirements:
• Completed ‘About Me’ template or similar for each child: Child 1 and Child 2 (in the template provided or work placement service method)
• Documented observations (provided templates provided or work placement service method)
• templates provided or work placement service method)
• Completed an Analysis of learning for each child (table )
How you will be assessed: You should refer to the list of criteria in the Assessment Checklist and the Observation Checklist to understand what you need to demonstrate. Your TAFE teacher/assessor will observe your interactions and communication, review and assess your written reflections and gain feedback from your workplace supervisor.
Task 1: Observe and analyse information about two children
Step 1: In consultation with your workplace supervisor select two children that need assistance with self-regulation and pro-social skills.
Ensure you have the Permission to observe form (Student Logbook) signed and correctly completed. Follow confidentiality instructions.
Step 2: Gather secondary information from each child’s family and document this information on the About Me template or similar work placement service document (Table provided). You must consult your workplace supervisor regarding the best template to use and seek permission their permission to share with both families.
Step 3: For each child, observe their social interactions on at least three occasions, document using your choice of observation template/s. This could be a series of jottings or an ABC diary, or you could choose to complete a series of jottings and a time sample, for example. Decide which methods would provide you with sufficient information to identify the behaviour, factors that may have impacted the behaviour, possible triggers, support strategies used by educators currently, and the consequences of the behaviour or behaviours. You may use the templates provided in the table or service observation templates.
Your observations must include information about the children’s:
• Social interactions
• Emerging prosocial skills and
• Behaviour that requires support
Step 4: Analyse each observation to identify:
• Possible triggers or consequences of the behaviour requiring support.
• Factors that could have impacted the behaviour/s observed
• How you or another educator were able to support and encourage positive interactions and behaviour during the moments observed.
• In collaboration with your workplace supervisor suggest support strategies you could use next time the behaviour is displayed
Child 1
Table 2- About me template
About Me
Name of child: Josh
Age (in years and months): 2 years old Room: 1-2 room Adventurers room
My sleep routine and comforters:
12 he goes down for a nap, self settle, with dummy in the cot room.
My mealtime routine / my favourite food:
He has his morning tea, fruit break, lunch and afternoon tea with the centre 5 days a week.
My favourite play activities: roaring like a dinosaur and playing with dinosaurs.
Important family traditions or events
His dad from Australia and his mum from Nepal so the family does the Nepalese traditions. They have release gone on a holiday for 3 weeks to go and visit family in Nepal.
My communication skills and home language:
They speak English and Hindu at home, My family: Josh has a sister, mum and daddy that live with him.
His dad and sister come to pick him up in the afternoon once his sister has finish her school.
Source: TAFE NSW has reproduced and contextualised parts of this about me form, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. Accessed from little.ly.eduworks.com.au (Long URL – Educator Hub – Little.ly Early Learning Centre (eduworks.com.au))

Table 3- Jotting template
Childs details
Child’s Name:
Child’s age:
Jottings- Entry 1
Date: 10/10/2023
Time:10.30am
Setting: indoor room
(Focus on; Social interactions and participation – Transitions and routines – circumstance that require support)
We have come from outside to come inside to do an activity with painting our own dinosaur
Jottings- Entry 2
Date:
Time:
Setting:
(Focus on; Social interactions and participation – Transitions and routines – circumstance that require support)
Jottings- Entry 3
Date:
Time:
Setting:
(Focus on; Social interactions and participation – Transitions and routines – circumstance that require support)
Analysis
(Identify child’s abilities, strengths, interests and expectations in the context of their cultural values).
How you were able to support and encourage positive interactions and behaviour during the moments observed (If you were not able to describe how you would support in future).
Support strategies observed- (during the observations documented what were the strategies that the educator implemented to support the development of emerging pro-social skills)
Support strategies Discuss possible support strategies to trial with the workplace supervisor and list two below.

Table 4- ABC diary template
ABC Diary – Child 1
Details and Context
Child’s name:
Child’s Age (in years and months):
Observer:
Setting/environment:
Entry 1:
Entry 2:
Entry 3:
Table 4 ABC diary template
ABC Diary
Date and Time Antecedent Behaviour Consequences
Table 4 ABC diary template
Evaluation
Discuss the areas of concern, frequency, intensity and the duration of the behaviours observed with the workplace supervisor and record below.
Areas of concern
The frequency of the behaviour
The intensity of the behaviour
The duration of the behaviour
Effectiveness of current educator responses and support strategies
Support strategies
Identify current educator responses and support strategies implemented and discuss possible strategies to trial with the workplace supervisor and list two below.

Table 5- Time sample template
Time sample
Child’s first name: Age: Observer: Date:
Possible behaviours identified:
Key:
A = aggressive behaviour P = physical contact D = disturbing others W = withdrawn
N = non-compliance, unable to follow directions E = excitable behaviour DS = distressed O = other (please specify)
S = Sharing L = Listening C = Cooperation with others U = Using words to communicate needs
Table 5 Time sample template
Time- increase by 10min incumbents Time Time Time Time Time Time Time
Table 5 Time sample template
Comments/ analysis
Short description/summary of events that occurred in time sample
Support strategies Identify current educator responses and support strategies used and discuss possible strategies to trial with the workplace supervisor and list two below.
1.
2.
Child 2
Table 6- About me template
About Me
Name of child:
Age (in years and months): Room:
My sleep routine and comforters:
My mealtime routine / my favourite food:
My favourite play activities:
Important family traditions or events
My communication skills and home language: My family:
Source: TAFE NSW has reproduced and contextualised parts of this about me form, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. Accessed from little.ly.eduworks.com.au (Long URL – Educator Hub – Little.ly Early Learning Centre (eduworks.com.au))

Table 7- Jotting template
Childs details
Child’s Name:
Child’s age:
Jottings- Entry 1
Date:
Time:
Setting:
(Focus on; Social interactions and participation – Transitions and routines – circumstance that require support)
Jottings- Entry 2
Date:
Time:
Setting:
(Focus on; Social interactions and participation – Transitions and routines – circumstance that require support)
Jottings- Entry 3
Date:
Time:
Setting:
(Focus on; Social interactions and participation – Transitions and routines – circumstance that require support)
Analysis
(Identify child’s abilities, strengths, interests and expectations in the context of their cultural values).
How you were able to support and encourage positive interactions and behaviour during the moments observed (If you were not able to describe how you would support in future).
Support strategies observed- (during the observations documented what were the strategies that the educator implemented to support the development of emerging pro-social skills)
Support strategies Discuss possible support strategies to trial with the workplace supervisor and list two below.

Table 8- ABC diary template
ABC Diary – Child 2
Details and Context
Child’s name:
Child’s Age (in years and months):
Observer:
Setting/environment:
Entry 1:
Entry 2:
Entry 3:
Table 4 ABC diary template
ABC Diary
Date and Time Antecedent Behaviour Consequences

Table 4 ABC diary template
Evaluation
Discuss the areas of concern, frequency, intensity and the duration of the behaviours observed with the workplace supervisor and record below.
Areas of concern
The frequency of the behaviour
The intensity of the behaviour
The duration of the behaviour
Effectiveness of current educator responses and support strategies
Support strategies
Identify current educator responses and support strategies implemented and discuss possible strategies to trial with the workplace supervisor and list two below.

Table 9- Time sample template
Time sample
Child’s first name: Age: Observer: Date:
Possible behaviours identified:
Key:
A = aggressive behaviour P = physical contact D = disturbing others W = withdrawn
N = non-compliance, unable to follow directions E = excitable behaviour DS = distressed O = other (please specify)
S = Sharing L = Listening C = Cooperation with others U = Using words to communicate needs
Table 5 Time sample template
Time- increase by 10min incumbents Time Time Time Time Time Time Time
Table 5 Time sample template
Comments/ analysis
Short description/summary of events that occurred in time sample
Support strategies Identify current educator responses and support strategies used and discuss possible strategies to trial with the workplace supervisor and list two below.
1.
2.

Task 2: Analyse learning
Summarise the information gathered in Task 1 using the Analysis of Learning template below.
Table 6 Analysis of Learning Child 1
Analysis of learning – Child 1
Date:
Child:
Age:
2.1 Document links between the observations and Early Years Learning Framework. You must include any relevant part of the framework, including:
a) Learning outcome/s and sub elements
b) Principles:
c) Practices:
2.2 What does the information you have gathered tell you about the child’s strengths and interests? Provide at least one example.
2.3 What does the information you have gathered tell you about the behaviours that need support.
2.4 What does the information you have gathered tell you about the child’s skills and development? Outline the relevant skills and development against the developmental domains. (Cognitive, social, emotional, physical, language)
2.5 Identify and reflect on the variables and influences that may impact on the child’s behaviour and how this may inform your support plan and practices, these may include health concerns, the physical and social environment within and outside the service and cultural needs.
2.6 Suggest a way to support the child’s communication and respectful interactions with the child that are responsive to their needs.
2.7 Access current curriculum information and summarise any information that will assist you design short term objectives and support strategies for each child.
Table 7 Analysis of Learning Child 2
Analysis of learning – Child 2
Date:
Child:
Age:
2.1 Document links between the observations and Early Years Learning Framework. You must include any relevant part of the framework, including:
a) Learning outcome/s and sub elements
b) Principles:
c) Practices:
2.2 What does the information you have gathered tell you about the child’s strengths and interests? Provide at least one example.
2.3 What does the information you have gathered tell you about the behaviour/s that need support.
2.4 What does the information you have gathered tell you about the child’s skills and development? Outline the relevant skills and development against the developmental domains. (Cognitive, social, emotional, physical, language)
2.5 Identify and reflect on the variables and influences that may impact on the child’s behaviour and how this may inform your support plan and practices, these may include health concerns, the environment and cultural needs.
2.6 Suggest a way to support the child’s communication and respectful interactions with the child that are responsive to their needs.
2.7 Access current curriculum information and summarise any information that will assist you design short term objectives and support strategies for each child.
Task 3: Collaborate with educators and children
Collaborate with an educator or workplace supervisor
3.1 You are required to collaborate with at least one experienced educator to gain pre-existing information and their suggestions about the children and behaviours that requires support.
During discussion with the educator identify a long-term objective, two short-term objectives and possible strategies that would support each child to develop their pro-social skills and self-regulation.
a) Document the discussion you had in the table below.
b) Read the service philosophy. behaviour guidance policy (or to a policy related to the behaviour identified) document at least one statement from the philosophy, one from the service policy and describe how you will implement these when supporting the child and implementing the support plan.
Table 8 Collaboration with educator
Collaboration with educators Child 1
a) Summary of the discussion regarding expectations for positive and respectful interactions and behaviour and information
Strategies discussed to promote pro-social skills and self-regulation (must be in respect to the child’s individual needs, cultures and background).
b) Philosophy statement:
Policy name:
Policy Statement
Procedure:
Collaboration with educators Child 2
a) Summary of the discussion regarding expectations for positive and respectful interactions and behaviour and information gained.
Strategies discussed to promote pro-social skills and self-regulation (must be in respect to the child’s individual needs, cultures and background).
b) Philosophy statement:
Policy name:
Policy Statement
Procedure:
Collaboration with children
3.2 Before developing and documenting a support plan for both children, have a discussion with them about the behaviour that requires support and gain their view and suggestion for supporting them (other children can be included). The focus of the discussion will be to develop expectations for positive and respectful interactions and behaviour.
a) Document the discussion and list suggestions for strategies to implement or expectations collated with the children in the template below.
b) Refer to the service behaviour guidance policy (or to a policy related to the behaviour identified) document at least one statement from the policy and describe how you will implement it when supporting the child and implementing the support plan.
Table 9 Collaboration with children
Collaboration with Child 1
3.2
a) Summarise the discussion you had with the child and suggested strategies for developing positive and respectful interactions and behaviour.
b) Policy name:
c) Policy Statement:
d) Procedure:
Collaboration with Child 2
3.2
a) Summarise the discussion you had with the child and suggested strategies for developing positive and respectful interactions and behaviour.
b) Policy name:
c) Policy Statement:
d) Procedure:
Part 2: Design, implement and evaluate support plans
This part of the assessment requires you to design, implement and reflect on two support plans.
The student is required to demonstrate the following skills:
• Summarise information collected in part 1 and apply it to designing two support plans.
• Identify long and short-term objectives, two support strategies for each child to that would assist each child in meeting the identified short-term objective and resources.
• Collaborate with children and educators to implement the plan.
• Support the children to ,
• Model consistent approaches and support educators to implement the plan effectively and consistently through coaching and mentoring mentor and coach educators.
• Reflect on progress and modify plan when required.
The workplace supervisor must observe each practical skill demonstration. Your TAFE Assessor will gain feedback from your workplace supervisor and verify you have met the requirements of this assessment. You must complete the associated documentation before your final Assessor visit.
Skills must be demonstrated in a regulated children’s education and care service in Australia
Submission requirements:
• Completed individual support plan for Child 1 and Child 2 (table 10 and 11)
How you will be assessed: You should refer to the list of criteria in the Assessment Checklist and the Observation Checklist (Assessment 4) to understand what you need to demonstrate in this section of the assessment.

Using the information gathered in Part 1, design, implement and reflect on a behaviour support plan for Child One and Child Two. Refer to the service behaviour guidance policy as you develop your plan.
Complete each section of a Support Plan template for Child 1 and Child 2.
1. Child’s background and summary of identified strengths and interests. Use the information from part one to document the child’s background, strengths interests. Include the information gained from the family; refer to the completed About Me template.
2. Provide a summary of behaviour that requires support:
a) Objectively describe the behaviour that requires support, patterns of behaviour identified in observations, possible triggers consequences of the behaviour.
b) Identify factors of the physical and social environments and curriculum that impact the child’s behaviour and suggest changes you will implement to support the child and reduce the behaviour requiring support.
3. In consultation with an experienced educator or your workplace supervisor, identify one long term and two short-term objectives, ensure they are consistent with the child’s cultural practices, abilities, age, and developmental stage.
4. List two support strategies:
a) In consultation with the child, educators and if possible, the family, decide on two strategies to implement during your work placement that would assist each child in meeting the identified short-term objectives, as well as generally assisting develop pro-social skills and self-regulation. One strategy for each short-term objective required.
b) Identify at least one link to EYLF, Principles, Practices and Outcomes and any resources required to implement your chosen strategies, for example, visual aid cards, a story book, dedicate an educator to support a practice/child at a certain time of day, materials for a planned experience or routine.
5. Child’s progress: halfway through the implementation of the plan, reflect on the child’s progress towards meeting each short-term objective. Evaluate the effectiveness of the identified strategies and make any modifications to the plan. Date the entry.
In your reflection:
a) Reflect on the child’s journey towards meeting the identified short term objectives Comment on the effectiveness of the chosen strategies and whether modifications will be made to the plan.
b) Reflect on Learning framework links. (Outcome/s, Principles and or Practices.)
c) Record theoretical perspectives you have drawn on in your decision-making process.
6. Supporting educators
How will you share the plan and provide support to educators to ensure a consistent approach when implementing your identified strategies? (Consider mentoring and coaching practices)
7. Critical reflection and recommendations-
At the end of work placement, reflect on:
a) Reflect on the child’s overall progress in consultation with other educators, child and others caring for the child. Include any progress made towards meeting the identified short-term and long-term objectives. Reflect on any modifications made to the support plan or whether it will be necessary to contact other support professionals or authorities for additional advice. If so identify one external support service. If not identify a situation where your focus child may require support from a professional and who you would contact.
b) Reflect on how you supported educators to implement the plan, what support strategies worked best to ensure a consistent approach?
c) Reflect on the support you gave children: How did you respond to the needs of other children who may be affected by the behaviour of the child.
Written plan must be completed before implementing strategies/experiences and be signed by the supervising teacher or professional experience teacher.
Table 10- Support Plan
Child 1: Support plan
Child’s name:
Age: Date of plan:
Who are involved?
Child’s background and summary of identified strengths and interests. Use the information from part one to document the child’s background, strengths interests. Include the information gained from the family; refer to the completed About Me template.
Summary of behaviour /s that require support –
a) Objectively describe the behaviour/s that require support, patterns of behaviour identified and triggers and consequences of the behaviour.
b) ii. Identify factors of the physical and social environments and curriculum that impact on the child’s behaviour and suggest changes you will implement to support the child and reduce the behaviour requiring support.
One Long term objective that is consistent with the child’s cultural practices, abilities, age, and developmental stage.
Short term objectives
In collaboration with educators, child and family, list two short term objectives below that are consistent with the child’s cultural practices, abilities, age and developmental stage.
Provide at least one relevant outcome/sub-outcome; practice and principle from the EYLF that reflects the short-term objective. Short term objective 1:
Link to EYLF Outcome/s; Practices; and Principles
Strategy 1 (List the strategy, at least one link to EYLF, Principles, Practices and Outcomes and any resources required) Critically reflect halfway through the implementation of the support plan to evaluate the effectiveness of the identified strategies and make any modifications to the plan.
Strategy 1:
Resources:
Link to EYLF Outcome/s; Practices; and Principles:
Halfway review Date:
Comment on the progress the child has made towards meeting the short-term objectives. and any modifications made to plan:
Reflect on EYLF links:
Theoretical perspectives:
Strategy 2:
Resources:
Link to EYLF Outcome/s; Practices; and Principles
Halfway review Date:
Comment on the progress the child has made towards meeting the short-term objectives and any modifications made to plan:
Supporting other educators and children:
How will you share the plan and provide support to educators to ensure a consistent approach when implementing your identified strategies? (Consider mentoring and coaching practices you will employ)
Critical reflection and recommendations- At the end of work placement reflect on the effectiveness of the support plan and identify recommendations for additional support.
a) Reflect on the child’s overall progress in consultation with other educators, child and others caring for the child. Include any progress made towards meeting the identified short-term and long-term objectives.
b) Reflect on any modifications made to the support plan or whether it will be necessary to contact other support professionals or authorities for additional advice. If so identify one external support service. If not identify a situation where your focus child may require support from a professional and who you would contact.
Reflect on how you supported educators to implement the plan, what support strategies worked best to ensure a consistent approach?
Reflect on the support you gave children: How did you respond to the needs of other children who may be affected by the behaviour of the child. 2.
Table 11 Support Plan Child 2
Child 2: Support plan
Child’s name:
Age: Date of plan:
Who are involved?
Child’s background and summary of identified strengths and interests. Use the information from part one to document the child’s background, strengths interests. Include the information gained from the family; refer to the completed About Me template.
Summary of behaviour /s that require support –
i. Objectively describe the behaviour/s that require support, patterns of behaviour identified and triggers and consequences of the behaviour.
ii. Identify factors of the physical and social environments and curriculum that impact on the child’s behaviour and suggest changes you will implement to support the child and reduce the behaviour requiring support.
One Long term objective that is consistent with the child’s cultural practices, abilities, age, and developmental stage.
Short term objectives
In collaboration with educators, child and family, list two short term objectives below that are consistent with the child’s cultural practices, abilities, age and developmental stage.
Provide at least one relevant outcome/sub-outcome; practice and principle from the EYLF that reflects the short-term objective. Short term objective 1:
Link to EYLF Outcome/s; Practices; and Principles
Strategy 1 (List the strategy, at least one link to EYLF, Principles, Practices and Outcomes and any resources required) Critically reflect halfway through the implementation of the support plan to evaluate the effectiveness of the identified strategies and make any modifications to the plan.
Strategy 1:
Resources:
Link to EYLF Outcome/s; Practices; and Principles Halfway review Date:
Comment on the progress the child has made towards meeting the short-term objectives. and any modifications made to plan:
Theoretical perspectives:
Strategy 2:
Resources:
Link to EYLF Outcome/s; Practices; and Principles
Halfway review Date:
Comment on the progress the child has made towards meeting the short-term objectives. and any modifications made to plan
Supporting other educators and children:
How will you share the plan and provide support to educators to ensure a consistent approach when implementing your identified strategies? (Consider mentoring and coaching practices you will employ)
Critical reflection and recommendations- At the end of work placement reflect on the effectiveness of the support plan and identify recommendations for additional support.
c) Reflect on the child’s overall progress in consultation with other educators, child and others caring for the child. Include any progress made towards meeting the identified short-term and long-term objectives.
d) Reflect on any modifications made to the support plan or whether it will be necessary to contact other support professionals or authorities for additional advice. If so identify one external support service. If not identify a situation where your focus child may require support from a professional and who you would contact.
Reflect on how you supported educators to implement the plan, what support strategies worked best to ensure a consistent approach?
Reflect on the support you gave children: How did you respond to the needs of other children who may be affected by the behaviour of the child. 2.
Part 3: Reflective practice journals
To complete this part of the assessment you are required to complete the seven reflective journals. Reflective journals should be a minimum of 50 words but no longer than 80 words for each journal entry.
Your Assessor will verify your journals and skills with your Workplace Supervisor for the Behaviour and inclusion cluster (Observation Checklist – Assessment 4)).
Table 12 Reflective journals
Reflection on own pedagogy to inform future practice
Answer the following questions:
3.1. Give an example of when you assisted children to resolve conflicts and develop alternate responses to behaviour? (Ensuring appropriateness to age, and stage of development)
3.2. Provide one example of when you have discussed and developed expectations for appropriate behaviours and positive interactions with children.
3.3. Refer to the National Quality Standards and the Education and Care Services National Regulations.
a) Identify a standard or element you have reflected on in promoting positive interactions and behaviours with children.
b) Identify legislation that we are required to follow when guiding children’s behaviour.
3.4. Describe a time when you have interacted and engaged with children and families to build rapport
3.5. Identify a statement from the ECA Code of Ethics that informed your interaction and/or communication with one family. Reflect on how the interaction/communication influenced the support you gave the child.
3.6. Review the ‘United Nations Convention on the Rights of the Child’ and identify one article that you have reflected in your practice.
3.7. Critically reflect on pedagogical practices and skills you have developed during this work placement in relations to supporting children’s behaviour. This may include your communication and interactions, how you remained positive, and role modelled respect when supporting children’s behaviour. Consider what you have learned and how will you use this in the future?
Assessment checklist
The following checklist will be used by the TAFE NSW Teacher/Assessor to mark the student’s performance against the assessment criteria of their assessment tasks. Use this checklist to understand what skills and/or knowledge the student needs to demonstrate during this assessment event. All the criteria described in this assessment checklist must be met.
Table 13 Assessment and observation checklist
Part / Task # Criteria – The student: S U/S Assessor comments
Part 1 Gather information about two children with behaviour/s that require support
Task 1 Observe and analyse information about two children: Child One and Child Two
1 Selected two children that need assistance with self-regulation and pro-social skills
Gained written permission to observe Child One and Child Two. ? ?
2 Gathered secondary information Child One and Child Two’s families and documented the information on the About Me template or similar work placement service document. ? ?
3 Observed Child 1 and Child 2, on at least three occasions, documented observations using one or more of the templates provided in the table or service templates.
Observations are detailed, accurate and objectively written and include information about Child One and Child Two’s:
• Social interactions
• Emerging prosocial skills and
• Behaviour that requires support ? ?
4 Analysed Child One and Child Two’s observations and identified:
– Triggers or consequences of the behaviour requiring support.
– Factors that could have impacted the behaviour/s observed
– How you or another educator were able to support and encourage positive interactions and behaviour during the moments observed.
In consultation identified strategies to support each child in developing self-regulation and prosocial skills. Strategies are considerate of individual children’s needs, cultures, and backgrounds. ? ?
Task 2 Analysis of Learning for Child One and Child Two.
2.1 Documented relevant links between Child One and Child Two’s observations and Early Years Learning Framework. Included any relevant part of the framework, including:
a) Learning outcome/s and sub elements
b) Principles:
c) Practices: ? ?
2.2 Described what the information gathered tells them about Child One and Child Two’s strengths and interests. Provided at least one example. ? ?
2.3 Identified what the information they have gathered tells them about the behaviour/s that need support for Child One and Child Two. ?
?
2.4 Described what the information gathered tells them about Child One and Child Two’s skills and development. Outlined the relevant skills and development against the developmental domains. (Cognitive, social, emotional, physical, language) ? ?
2.5 Identified and reflected on the variables and influences that may impact on Child One and Child Two’s behaviour and how this may inform the support plan and practices, these may include health concerns, the environment, and cultural needs. ? ?
2.6 Suggested a way to support Child One and Child Two’s communication and respectful interactions with the child that are responsive to their needs. ? ?
2.7 Accessed current curriculum information and summarised any information that will assist you design short term objectives and support strategies for each child. ? ?
Task 3 Collaborate with educators and children
3.1 Summarised the discussion with an educator and included:
a) Summary of the discussion regarding expectations for positive and respectful interactions and behaviour for Child One and Child Two’s .
The strategies discussed to promote pro-social skills and self-regulation (these were respectful to the child’s individual needs, cultures, and background.
b) Documented at least one statement from the service behaviour guidance policy (or similar) and describe how you will implement it when supporting Child One and Child Two and implementing the support plans. ? ?
3.2 a). Summarised the discussion with both Child One and Child Two and included suggested strategies for developing positive and respectful interactions and behaviours.
b). Documented at least one statement from the policy and described how they will implement it when supporting Child One and Child Two and implementing the support plans ? ?
Part 2: Design, implement and evaluate support plans for Child One and Child Two
Each template is completed correctly with all areas 1- 7 completed for Child 1 and Child 2:
2.1 Documented a summary of identified strengths and interests using the information from part one. ? ?
2.2 a) Objectively described the behaviour that requires support, patterns of behaviour identified in observations, triggers and the consequences of the behaviour.
b) Identified factors of the physical and social environments and curriculum that impact on the child’s behaviour and suggest changes to support the child and reduce the behaviour requiring support. ? ?
2.3 In consultation with an experienced educator or the workplace supervisor, identified one long term and two short-term objectives that are consistent with the child’s cultural practices, abilities, age, and developmental stage. ? ?
2.4 a) In consultation with the child, educators and if possible, the family, documented two strategies to assist each child meet the identified short-term objectives, as well as assisting develop pro-social skills and self-regulation. One strategy for each short-term objective documented. ? ?
2.4 b) Listed resources required to implement the chosen strategies, for example, visual aid cards, a story book, dedicate an educator to support a practice/child at a certain time of day, materials for a planned experience or routine.
And provide one link to EYLF Outcome/s; Practices; and Principles. ? ?
2.5 Halfway through the implementation of the plan, reflected on the child’s progress towards meeting each short-term objective.
Each entry dated.
The reflection included:
a). Evaluation of the effectiveness of the chosen strategies and any modifications made to plan.
b). Reflection on the child’s journey towards meeting the identified short-term objectives.
Provided a reflection of EYLF outcome/s, practice or principle selected.
c). Theoretical perspectives drawn on in their decision-making process. ? ?
2.6 Described how they will share the plan and provide support to educators to ensure a consistent approach when implementing the identified strategies.
? ?
2.7 The critical reflection includes an evaluation of the effectiveness of the support plan, strategies and modifications made.
The student reflected on the progress made by the child and identified whether contact with support professionals or authorities for additional advice is required and have suggested one external support service.
Reflected on the child’s overall progress in consultation with other educators, child and others caring for the child. Included any progress made towards meeting the identified short-term and long-term objectives. Provided a reflection of EYLF outcome/s, practice or principle selected for each strategy.
Reflected on any modifications made to the support plan or whether it will be necessary to contact other support professionals or authorities for additional advice. If so identified one external support service. If not identified a situation where your focus child may require support from a professional and who you would contact. ? ?
7 a) Reflected on how the student supported educators to implement the plan, what support strategies worked best to ensure a consistent approach. ? ?
7 b) Reflected on the support the student gave children. How they responded to the needs of other children who may have been affected by the behaviour of the child. ? ?
Part 3: Reflective practice journal
3.1 Documented an example of how they assisted children to resolve conflicts and develop alternate responses to behaviour ensuring appropriateness to age, and stage of development.
? ?
3.2 Documented an example of when they discussed and developed expectations for appropriate behaviours and positive interactions with children. ? ?
3.3 Referred to the National Quality Standards and the Education and Care Services National Regulations.
a) Identified a standard or element they have reflected on in promoting positive interactions and behaviours with children.
b) Identified legislation that we are required to follow when guiding children’s behaviour. ? ?
3.4 Described a time when they interacted and engaged with children and families to build rapport. ? ?
3.5 Identified a statement from the ECA Code of Ethics that informed their interaction and /or communication with one family. The student reflected on how the interaction/communication influenced the support they gave the child. ? ?
3.6 Reviewed the ‘United nations Convention on the Rights of the Child’ and identified one article that you have reflected in your practice. ? ?
3.7 Critically reflected on pedagogical practices and skills the student has developed during this work placement in relations to supporting children’s behaviour. This may include communication and interactions, how they remained positive, and role modelled supportive respectful when supporting children’s behaviour.
The student considered what they learned and how they will use this in the future. ? ?
Observation Checklist Observation Checklist has been completed and submitted where skills have been observed or verified by the TAFE Assessor. ? ?
Assessment feedback
NOTE: 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 student’s 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

TCHR1001: PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION
ASSESSMENT 2: Report

The Early Years Learning Framework (EYLF) serves as a crucial guiding document for fostering high-quality pedagogy in early childhood education and care settings across Australia (AGDE, 2022). This framework emphasizes the significance of providing young children with enriching learning environments that nurture their holistic development. By adhering to the principles and practices outlined in the EYLF, educators can establish a solid foundation for delivering exceptional early childhood education.

Respect for diversity is a paramount principle that underpins high-quality practice. Every child possesses unique identities, abilities, and backgrounds, which must be acknowledged and celebrated within the learning environment (AGDE, 2022). Educators should strive to create inclusive spaces that embrace diversity, fostering a sense of belonging and empowerment for all children (Areljung & Kelly-Ware, 2017). Sustainability is another critical principle that aligns with contemporary societal needs. By incorporating sustainable practices into their pedagogy, educators can instill in children an appreciation for the environment and a commitment to responsible stewardship (Elliott & McCrence, 2015).

The principle of secure, respectful, and reciprocal relationships is pivotal in shaping high-quality practice. Developing positive relationships with children, families, and colleagues lays the foundation for effective collaboration and enables educators to tailor their approach to meet the unique needs of each child (AGDE, 2022). Furthermore, these relationships foster a sense of trust, security, and emotional well-being, which are essential for children’s optimal learning and development (Sigman-Grant et al., 2020).

Responsiveness to children is a practice that demands educators to be attuned to children’s interests, strengths, abilities, and learning styles. By observing and listening attentively, educators can design experiences that captivate children’s curiosity, challenge their thinking, and support their individual growth (AGDE, 2022). This practice fosters a child-centered approach, empowering children to actively participate in their learning journey.

Learning environments play a crucial role in shaping children’s experiences and development. High-quality learning environments should be carefully designed to promote exploration, creativity, and inquiry (AGDE, 2022). Educators should strive to create spaces that are aesthetically pleasing, engaging, and adaptable to accommodate different learning styles and interests (Jalongo, 2021). Furthermore, learning environments should extend beyond the physical boundaries of the classroom, encompassing outdoor spaces and community resources.

The practice of play-based learning and intentionality is fundamental to high-quality early childhood education. Play is a natural and powerful medium through which children learn, develop, and make sense of their world (Pyle & Danniels, 2017). Educators should intentionally plan and facilitate play experiences that offer opportunities for children to engage in meaningful exploration, problem-solving, and social interaction (AGDE, 2022). By embracing play-based learning, educators can foster children’s cognitive, physical, social, and emotional development in an integrated and holistic manner.

In conclusion, the EYLF serves as a comprehensive framework that guides educators in delivering high-quality pedagogy. By adhering to its principles and practices, educators can create enriching learning environments that nurture children’s holistic development, respect diversity, promote sustainability, and foster secure, respectful relationships. Through responsive practices, intentional planning, and play-based learning, educators can empower children to actively engage in their learning journey and lay a strong foundation for their future success.

References:

Areljung, S., & Kelly-Ware, J. (2017). Navigating the classroom currents: Teaching in the age of academic diversity. Sense Publishers.

Australian Government Department of Education. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.education.gov.au/early-years-learning-framework-0

Elliott, S., & McCrence, M. (2015). Sustainability in the early childhood classroom. Palgrave Macmillan.

Jalongo, M. R. (2021). Designing learning environments: Creating opportunities for all children. Young Children, 76(2), 44-51.

Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289.

Sigman-Grant, M., Byington, T. A., Lindsay, A. C., Evans, W. D., Smentkowski, B. P., Byker Shanks, C., & Van Der Mars, H. (2020). Relationships in the classroom and children’s early skills gained from FOODEL curriculum. Journal of Nutrition Education and Behavior, 52(3), 258-267.

++++
TCHR1001: PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION
ASSESSMENT 2: Report
Summary
Title Assessment 2: Report
Due Date Friday 8th December (WEEK 6) at 11:59pm AEDT
Length 2000 words
Weighting 50%
Submission 1 word document submitted to Turnitin
Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:
• ULO 3: Develop the knowledge and skills regarding setting up learning environments for children that are flexible and sustainable both indoors and outdoors.
• ULO 4: Reflect upon, and critique the holistic approaches of principles and practices.
Task Description
This task requires students to reflect upon the Early Years Learning Framework [EYLF] (AGDE, 2022) Principles and Practices and write a report demonstrating their understanding of high-quality pedagogy.
Rationale
Early childhood educators are required to understand the importance of high-quality practice and be able to identify what high-quality practice looks like. In this assessment, students identify high-quality practice and determine the principles, theory and research that underpins such practice. This assessment aims for students to develop an understanding of how to align practice, principles, theory and research.
Task Instructions
You are required to answer each of the following:
a) Briefly outline how you think the Early Years Learning Framework will guide your early childhood education and care pedagogy (approx. 200 words).
b) Discuss how you will implement Respect for diversity, Sustainability and a principle of your choice within a high-quality early childhood education and care setting.
c) Discuss how you will implement Responsiveness to children, Learning environments and a practice of your choice within a high-quality early childhood education and care setting.
The EYLF Principles and Practices that you can choose from are listed below:
PRINCIPLES:
– Secure, respectful and reciprocal relationships
– Partnerships
– Respect for diversity (compulsory)
– Aboriginal and Torres Strait Islander perspectives
– Equity, inclusion and high expectations
– Sustainability (compulsory)
– Critical reflection and ongoing professional learning
– Collaborative leadership and teamwork
PRACTICES:
– Holistic, integrated and interconnected approaches
– Responsiveness to children (compulsory)
– Play-based learning and intentionality
– Learning environments (compulsory)
– Cultural responsiveness
– Continuity of learning and transitions
– Assessment and evaluation for learning, development and wellbeing
Follow the steps below to complete this task:
• Create a new Word Document and save it with your surname and initial and the assessment task’s name. E.g: MillsA_TCHR5003_assessment2_report
• Create a cover page with the following details:
o Student name
o Student ID
o Unit code
o Unit Assessor and Tutor names
o Date submitted
• Complete one reference list for the entire assessment task.
• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
• Adhere to APA7 formatting guidelines
Referencing Style
APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing.
Task Submission
Assessments should be submitted using the Turnitin activity titled “Assessment 2: Report” in the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.”
Grades & Feedback
Assignments that have been submitted by the due date will receive an SCU grade and written feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard unit site. Please allow 7 working days for marks to be posted.
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

Assessment Rubric
Marking Criteria and % allocation High Distinction + (100%) High Distinction (85–99%) Distinction
(75–84%) Credit (65¬–74%) Pass (50–64%) Marginal Fail
(35-49%) Fail
(1-34%) Not Addressed
(0%)
Explanation of how the EYLF guides early childhood education and care pedagogy.
10 marks Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding explanation of how the EYLF guides early childhood education and care pedagogy.
Very good explanation of how the EYLF guides early childhood education and care pedagogy.
Good explanation of how the EYLF guides early childhood education and care pedagogy.
Satisfactory explanation of how the EYLF guides early childhood education and care pedagogy.
Poor explanation of how the EYLF guides early childhood education and care pedagogy.
No explanation of how the EYLF guides early childhood education and care pedagogy.

Identification, examples and analysis of high-quality ECEC Principles
15 marks Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding detail, examples and analysis regarding the identification of high-quality principles. Very good detail, examples and analysis regarding the identification of high-quality principles.
Good detail, examples and analysis regarding the identification of high-quality principles.
Satisfactory detail, examples and analysis regarding the identification of high-quality principles.
Inadequate detail, examples and analysis regarding the identification of high-quality principles.
No detail, examples or analysis regarding the identification of high-quality principles.

Identification, examples and analysis of high-quality ECEC Practices
15 marks Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding detail, examples and analysis regarding the identification of high-quality practices.
Very good detail, examples and analysis regarding the identification of high-quality practices.
Good detail, examples and analysis regarding the identification of high-quality practices.
Satisfactory detail, examples and analysis regarding the identification of high-quality practices. Inadequate detail, examples and analysis regarding the identification of high-quality practices. No detail, examples or analysis regarding the identification of high-quality practices.
Use of unit materials and relevant early childhood literature.
5 marks Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding reference to relevant unit materials and early childhood literature. Very good reference to relevant unit materials and early childhood literature. Good reference to relevant unit materials and early childhood literature. Satisfactory reference to relevant unit materials and early childhood literature. Inadequate reference to relevant unit materials and early childhood literature. No reference to relevant unit materials and early childhood literature.
Academic Literacy
5 marks Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Demonstrates a comprehensive understanding and application of correct writing conventions, including accurate spelling, grammar, and punctuation. The reference list contains all the required information in the correct APA 7 format. Demonstrates a thorough understanding and application of correct writing conventions by correctly using spelling, grammar, and punctuation throughout with very minor inaccuracies.
The reference list contains all the required information in the correct APA 7 format, with very minor errors. Demonstrates a good understanding and application of correct writing conventions by correctly using spelling, grammar, and punctuation, with minor inaccuracies.
The reference list contains all the required information, but some items may be in an incorrect format or have more than five minor errors.
Demonstrates a satisfactory understanding and application of correct writing conventions by mostly using correct spelling, grammar, and punctuation, with some inaccuracies.
The reference list provides most of the required information, but there are some errors. Poor understanding and application of correct writing conventions, including accurate spelling, grammar, and punctuation that impact readability. The reference list is incorrectly formatted or there are an inadequate number of references. Poor understanding and application of correct writing conventions, including accurate spelling, grammar, and punctuation, that significantly impact readability. The reference list is incomplete or missing.
Description of SCU Grades
High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.

Case Study 1
Zainab is a 24-year-old law student. She grew up in Lakemba in New South Wales and moved to Glebe when she was 18. Zainab began a relationship with a fellow university student, Sam, when she was 19. Zainab and Sam were together for almost 3 years. During their relationship, Zainab and Sam consensually photographed several of their sexual encounters. They considered it a fun way to express their affection for each other, and they enjoyed re-visiting the images when they were apart. Towards the end of their relationship, Sam started acting quite jealous. He threatened to distribute the photographs of Zainab to her family, friends and around the university if she left him for anyone else. Zainab was fearful of the implications of this for her future career prospects as a lawyer and the humiliation it would cause her Muslim family. For these reasons, she stayed in the relationship with Sam for another 6 months, before they eventually broke up. Sam promised Zainab that he had deleted the photos.
One day Zainab was at work when she was approached by two men with cameras who tried to take photographs of her. She had to hide out the back of the café, and her boss suggested they report it to police. She didn’t want to do this. Later that week, a student from her course approached Zainab and told her she had seen sexual images of her on a Tumblr page. She said the image was accompanied by what appeared to be her home and work address, alongside some horrific comments encouraging others to film sexual and physical assaults of her.
The student showed Zainab the site and it contained several of the photographs she had taken with Sam. Zainab was terrified and approached your community service organisation for counselling support and to find out what she can do to empower herself as she feels like this is all her fault and is not sure she can live with the shame that this will bring on her family and the broader community if more people find out. She is concerned that this may impact her employment opportunities in the future. You have been working on a respect campaign to deal with violence in the local community.
Case Study 2
Kevin is a 32 year old Australian community services worker on a project team to set up a scheme for supportive housing for recovering mentally ill people aged 18-25. Kevin and his team have worked closely with their clients and relatives in the area who supported setting up the housing scheme. A wealthy lady who had lived in the area had died and left five units to be used as a part of the scheme in her will. The local area has the majority of people owning their own homes with a small number of rentals and some existing social housing. It is located near the inner city with good public transport and is now a highly sort after location. Kevin is excited because it means his clients will be able to get to appointments easy and strengthens their job prospects.
However, many residents in the area have come together in a campaign to stop the project because they feel it will bring more difficult people to the area. Some are angry because there is currently a housing crisis in the area where good people who work and pay taxes are having trouble accessing rental properties. Your clients and their relatives are upset as the work and pay taxes too. Kevin has noticed that since the rise of the community tension the mental health of some of his clients has started to decline and some are no longer coming to the meetings about the housing project. Two of them have pulled out of the project even though it would mean they would no longer be homeless if they stayed with the project.

Case Study 1: Revenge Porn and Its Consequences

The non-consensual distribution of intimate images, commonly referred to as “revenge porn,” is a concerning issue that can have severe consequences for victims. Zainab’s case highlights the vulnerability individuals face when trusting intimate partners with private content. Sam’s actions, fueled by jealousy and a desire for control, constitute a form of intimate partner violence (Bates, 2017). The threat of disseminating the images coerced Zainab into continuing an unhealthy relationship, exemplifying the emotional manipulation and power dynamics present in such situations.

When the images were eventually shared without consent, Zainab experienced significant distress and fear for her personal safety, career prospects, and familial relationships. The public shaming and exposure of private moments can lead to adverse mental health outcomes, including anxiety, depression, and post-traumatic stress disorder (Khanchandani & Durham, 2018). Furthermore, the potential impact on employment opportunities underscores the far-reaching consequences of non-consensual dissemination.

It is crucial to address the societal factors that contribute to victim-blaming and the normalization of such harmful behavior. Educational campaigns and community support services play a vital role in empowering survivors and fostering a culture of respect and consent (Goldsmith et al., 2020).

Case Study 2: Community Opposition to Supportive Housing

The opposition faced by Kevin’s team in establishing supportive housing for individuals with mental health challenges reflects a broader societal issue – the stigmatization and marginalization of vulnerable populations. Numerous studies have demonstrated the benefits of supportive housing in promoting recovery, reducing homelessness, and improving overall well-being (Aidala et al., 2016; Stefancic & Tsemberis, 2007).

However, the “Not In My Backyard” (NIMBY) attitude exhibited by some community members stems from misconceptions and prejudices towards individuals with mental health conditions. This resistance not only hinders access to crucial services but also exacerbates the challenges faced by those in need of support (Wahl, 2012).

It is noteworthy that Kevin’s clients, who contribute to society through employment and taxation, are being denied access to housing opportunities due to discriminatory attitudes. This highlights the need for education and awareness campaigns to challenge stereotypes and promote inclusive communities (Corrigan et al., 2018).

The decline in mental health observed among Kevin’s clients as a result of the community tension underscores the detrimental impact of stigma and discrimination on vulnerable individuals. Addressing these issues requires a multifaceted approach, involving stakeholders from various sectors, such as policymakers, healthcare providers, and community organizations (Knaak et al., 2017).

References:

Aidala, A., Gunther-Rosenberg, N., Singer, S., & Grindell, C. (2016). Housing status and the health of persons with HIV/AIDS: A literature review. Journal of HIV/AIDS & Social Services, 15(1), 2-35.

Bates, S. (2017). Revenge porn and mental health: A qualitative analysis of the mental health effects of revenge porn on female survivors. Feminist Criminology, 12(1), 22-42.

Corrigan, P. W., Michaels, P. J., Vazzano, J., & Gause, J. (2018). Overcoming self-stigma in people with serious mental illness. In: Corrigan P. (eds) The Stigma of Disease and Disability: Understanding Causes and Overcoming Injustices. American Psychological Association.

Goldsmith, T., Rodriguez, C., & Bishop, A. (2020). Understanding revenge pornography: A remediation guide. Journal of Interpersonal Violence, 38(5-6), 2180-2198.

Khanchandani, T., & Durham, J. (2018). Revenge porn: A grim reality of celebrating sexuality on social media. The Journal of the American Academy of Psychiatry and the Law, 46(2), 197-202.

Knaak, S., Mantler, E., & Szeto, A. (2017). Mental illness-related stigma in healthcare: Barriers to access and care and evidence-based solutions. Healthcare Management Forum, 30(2), 111-116.

Stefancic, A., & Tsemberis, S. (2007). Housing First for long-term shelter dwellers with psychiatric disabilities in a suburban county: A four-year study of housing access and retention. The Journal of Primary Prevention, 28(3-4), 265-279.

Wahl, O. F. (2012). Stigma as a barrier to recovery from mental illness. Trends in Cognitive Sciences, 16(1), 9-10.

In this activity you will meet Mrs. Aneesh Ayman, a 42-year-old woman admitted for abdominal pain for investigation. Mrs. Ayman was granted refugee status two years ago after fleeing from her home in Syria. Mrs. Ayman’s primary language is Arabic, and she is of Muslim faith. Understanding Mrs. Ayman’s cultural needs is critical to the provision of safe and person-centred care.
Respond to the following questions, adhering to the allocated word count and referring to the Registered Nurse Standards for Practice and other relevant professional regulations:
1. Identify the cultural needs of Mrs. Aneesh Ayman, linking back to the scenario.
2. Provide an argument that supports why culturally safe care is required in nursing?(please note that the answer to this question is to be generalised and separate to the case of Mrs. Ayman)
This is an academic assignment; therefore, academic standards inclusive of grammar, sentence structure, paraphrasing and APA 7th edition referencing for both in-text citations and referencing apply. As this assessment is only 750 words an introduction and conclusion are not required.
• use high-level quality contemporary evidence-based literature to inform the discussion and critical analysis, date of evidence within five to seven years.
• use of the third person

___________________
Writing guide:
Identify the cultural needs of Mrs. Aneesh Ayman, linking back to the scenario. (250 words)
As a refugee from Syria and a Muslim woman, Mrs. Aneesh Ayman’s cultural needs encompass language assistance, dietary requirements, modesty considerations, and respect for her religious beliefs and practices. Regarding language, Mrs. Ayman’s primary language is Arabic, necessitating the provision of an interpreter or multilingual staff members to ensure effective communication and understanding of her condition, treatment, and care instructions (Govere & Govere, 2016). Dietary requirements should be respected, ensuring halal food options are available during her hospital stay (Rassool, 2015).

Modesty is a significant aspect of Islamic culture, particularly for women. Therefore, efforts should be made to accommodate Mrs. Ayman’s preferences for same-gender caregivers, maintaining privacy during examinations and procedures, and providing appropriate hospital gowns or clothing that aligns with her cultural values (Shaikh & Kersten, 2014). Additionally, her religious beliefs and practices, such as the need for prayer times and facilities, should be respected and accommodated (Rassool, 2015).

Provide an argument that supports why culturally safe care is required in nursing? (400 words)
Culturally safe care is an essential aspect of nursing practice, as it promotes respect, understanding, and effective care delivery for individuals from diverse cultural backgrounds. The provision of culturally safe care is not only a professional obligation but also a ethical and moral imperative for nurses.

Firstly, cultural safety acknowledges the historical and ongoing impacts of colonization, marginalization, and discrimination on certain cultural groups (Truong et al., 2014). By recognizing these factors, nurses can develop a deeper understanding of the unique experiences, beliefs, and perspectives of their patients, fostering a more inclusive and respectful healthcare environment. This understanding is crucial for building trust and establishing effective therapeutic relationships, which are fundamental to ensuring positive health outcomes (Govere & Govere, 2016).

Secondly, culturally safe care promotes patient-centered care by tailoring interventions and communication to the specific cultural needs and preferences of each individual (Rassool, 2015). This approach empowers patients to actively participate in their care, enhancing their autonomy and decision-making abilities. By considering cultural factors, nurses can better address potential barriers to care, such as language differences, dietary restrictions, or cultural beliefs that may influence treatment adherence (Shaikh & Kersten, 2014).

Furthermore, culturally safe care aligns with the principles of ethical practice and professional standards in nursing. The Registered Nurse Standards for Practice emphasize the importance of providing care that is respectful, non-discriminatory, and tailored to individual needs (Nursing and Midwifery Board of Australia, 2016). By embracing cultural safety, nurses uphold these standards and demonstrate their commitment to providing equitable and high-quality care to all patients, regardless of their cultural backgrounds.

In summary, culturally safe care is an essential aspect of nursing practice that promotes respect, understanding, patient-centered care, and adherence to professional standards. By embracing cultural safety, nurses can foster positive therapeutic relationships, enhance patient autonomy, and ultimately improve health outcomes for individuals from diverse cultural backgrounds.

References:

Govere, L., & Govere, E. M. (2016). How effective is cultural competence training of healthcare providers on improving patient satisfaction of minority groups? A systematic review of literature. Worldviews on Evidence-Based Nursing, 13(6), 402-410. https://doi.org/10.1111/wvn.12176

Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards/registered-nurse-standards-for-practice.aspx

Rassool, G. H. (2015). Cultural competence in nursing Muslim patients. Nursing Times, 111(14), 12-15. https://www.nursingtimes.net/roles/nurse-educators/cultural-competence-in-nursing-muslim-patients-07-04-2015/

Shaikh, B. T., & Kersten, C. (2014). The culture of modesty: Clinical implications and challenges for young Muslim Canadian women. Journal of Transcultural Nursing, 25(2), 165-172. https://doi.org/10.1177/1043659613515716

Truong, M., Paradies, Y., & Priest, N. (2014). Interventions to improve cultural competency in healthcare: A systematic review of reviews. BMC Health Services Research, 14(1), 1-17. https://doi.org/10.1186/1472-6963-14-99

CHC50121 | Diploma of Early Childhood Education and Care

Fostering Collaborative Partnerships with Families in Early Childhood Education

Establishing collaborative partnerships with families is a cornerstone of quality early childhood education and care. Research highlights the profound impact of family engagement on children’s learning, development, and overall well-being (Knopf & Swick, 2007). By fostering strong connections with families, early childhood educators can create a supportive and inclusive environment that celebrates diversity, promotes cultural responsiveness, and enhances educational outcomes.

Building Welcoming Environments
Creating a welcoming environment that reflects diverse family structures and cultural backgrounds is crucial in promoting family engagement. Educators should carefully curate their learning spaces with culturally relevant resources, such as books, artwork, and artifacts that represent various ethnicities, abilities, and family compositions (Souto-Manning & Hinton, 2017). This intentional approach validates and affirms the identities of children and families, fostering a sense of belonging and acceptance.

Effective Communication Strategies
Effective communication is the bedrock of successful family partnerships. Educators must employ active listening, open-ended questioning, and respectful dialogue to build trust and understanding (Knopf & Swick, 2007). Regular communication channels, such as newsletters, digital platforms, and face-to-face interactions, should be leveraged to share information, address concerns, and foster collaborative decision-making.

Encouraging Family Participation
Engaging families as active participants in the educational process is essential. Educators should create opportunities for families to contribute their knowledge, skills, and cultural practices, enriching the learning environment and promoting cultural competence (Souto-Manning & Hinton, 2017). Family involvement can take many forms, including advisory roles, curriculum planning, and sharing traditional practices or expertise.

Responsive and Sensitive Practices
Responding promptly and sensitively to incidents or concerns involving children is a hallmark of effective family partnerships. Educators must be adept at communicating difficult information with empathy and respect, fostering a supportive and transparent environment (Brock & Edmunds, 2010). By maintaining open and responsive lines of communication, educators can address family needs and concerns, fostering a collaborative approach to problem-solving.

In conclusion, fostering collaborative partnerships with families in early childhood education requires a multi-faceted approach that emphasizes welcoming environments, effective communication, family participation, and responsive and sensitive practices. By embracing these principles, educators can create a nurturing and inclusive learning community that supports the holistic development of children and strengthens family engagement.

References:

Brock, A., & Edmunds, A. L. (2010). Parental involvement: Barriers and opportunities. EAF Journal, 21(1), 48-59.

Knopf, H. T., & Swick, K. J. (2007). How parents feel about their child’s teacher/school: Implications for early childhood professionals. Early Childhood Education Journal, 34(4), 291-296.

Souto-Manning, M., & Hinton, C. (2017). Creating a family-centered early childhood learning environment: A case study of promoting diversity and family partnerships. Early Childhood Education Journal, 45(3), 405-413.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2020). Effective pre-school, primary and secondary education project (EPPSE 3-16+): Final report from the key stage 3 phase: Influences on students’ development from age 11-14. Department for Education.

Yamauchi, L. A., Ponte, E., Ratliffe, K. T., & Trawick, K. (2017). Theoretical and district perspectives on implementing culturally relevant teaching practices. Urban Education, 52(9), 1126-1152.
Workplace Portfolio
Criteria
Unit code and name
CHCECE050 | Work in partnerships with children’s families
Qualification/Course code and name
CHC50121 | Diploma of Early Childhood Education and Care
Student details
Student number
Student name

Workplace Portfolio 1
Student details 1
Assessment declaration 1
Assessment instructions 4
Specific task instructions 8
Part 1: Collaborate with two families to foster connections with the local community 9
Part 2: Reflective practice journals- Establish and maintain relationships with families 20
Assessment checklist 26
Appendices 39
Appendix 1 – Service resource assessment 39
Assessment feedback 42

Assessment instructions
Table 1 Assessment instructions
Assessment details Instructions
Assessment overview The aim of this assessment is to assess your knowledge and performance in being able to establish relationships with families, connect with the local and broader community and promote opportunities for collaboration and sharing of information with families to support effective education and care for children.
Assessment event number 3 of 4
Instructions for this assessment This is a skills-based assessment that assesses you on your ability to demonstrate skills required in working in partnerships with children’s families.
This assessment is in two parts:
• Part 1: Collaborate with two families to foster connections with the local community
• Part 2: Reflective practice journal – Establish and maintain relationships with families
And is supported by the following documents:
• Assessment checklist
• Assessment feedback
Refer to Observation Checklist Assessment 4
Assessment conditions
Skills must be demonstrated in regulated children’s education and care services in Australia.
Interactions with children must be supervised by an approved early childhood educator.
Where there is documented evidence that the service does not permit performance of one or more of the above skills by individuals who are not staff members, those skills may be demonstrated through simulated activities and scenarios.
Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.
About this marking guide The student’s response to each task or activity must contain the criteria indicated in this marking guide for their response to be correct.
All tasks and activities must be completed correctly to complete this assessment event satisfactorily.
Assessors will need to make a judgement call as to whether each response meets the criteria based upon the rules of evidence and principles of assessment.
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 be available at the arranged time to complete all the assessment criteria as outlined in the assessment instructions.
All parts of the task must be performed to a satisfactory level as indicated in the criteria section of the checklist.
All oral questions must be answered correctly to be deemed satisfactory in this assessment task; however, Teachers/Assessors may ask you additional questions to confirm your understanding of the task.
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.
• Information technology for online activities, research and assessment completion.
• Writing materials, if required.
What the Teacher/Assessor will provide The equipment/resources required:
• publicly available information about the service
• information technology for research about community services and resources and sharing of information
• National Quality Framework:
– Education and Care Services National Regulations
– National Quality Standard
– the relevant approved learning framework
• service standards, policies and procedures for:
– collaborative partnerships with families and communities
– educational program and practice
• children in a regulated education and care service in Australia
• families or carers of the above children.
Supporting resources:
• Little.ly simulated organisation (Long URL: https://littlely.eduworks.com.au/) This includes simulated policies, observation-recording tools and children’s observation records
• Approved Learning Frameworks (Long URL – https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks)
• The National Quality Standard (Long URL: https://www.acecqa.gov.au/nqf/national-quality-standard)
• Quality Area 6 – Collaborative partnerships with families and communities | ACECQA (Long URL: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-6-collaborative-partnership-with-families-and-communities)
• Connecting with families – Bringing the Early Years Learning Framework to life in your community
(Long URL: https://www.dese.gov.au/download/1191/connecting-families-bringing-early-years-learning-framework-life-your-community/18185/document/pdf)
Due date
Time allowed
Location Refer to Unit Assessment Guide
13 hours (indicative only)
Workplace
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.
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)
Specific task instructions
The instructions and the criteria in the tasks and activities will be used by your Teacher/Assessor to determine if you have satisfactorily completed this assessment event. You should refer to the list of criteria in the Assessment and Observation Checklists to understand what you need to demonstrate in this section of the assessment.

Part 1: Collaborate with two families to foster connections with the local community
To complete this part of the assessment, you are required to:
• Refer to the service’s policies and procedures for collaborative partnerships with families and communities and educational program and practice.
• Participate in several practical skills demonstrations and complete the associated reflective journals. Responses should be a minimum of 35 words but no longer than 55 words for each journal entry.
You are required to interact and engage with two different families to provide information and to foster connections within the local community.
1.1 In consultation with your Workplace Supervisor, select two families whom you can:
• share and discuss about children’s interests and service experiences to support connections with the local community (Family 1)
• provide information about government and local community services and resources.
They can be a new family in the service or community, family with diverse needs, or contemporary family types. (Family 2) (Examples: nuclear family, single-parent family, with custody arrangements, same-sex parents, foster family, blended family, grandparents as guardians, migrant family, refugee family, culturally and linguistically diverse family)
1.2 Create an environment that is welcoming to families of diverse cultures and reflective of family structures and ways of being. This can be in the service foyer or meeting room where you intend to have a conversation with the families. Consult with your Workplace supervisor as to the appropriate space for your conversation with the families.
Complete Table 2- Welcoming space for families.
1.3 Consult with your Workplace supervisor to:
• discuss relevant policies on collaborative partnerships with families and communities, educational program and practice, privacy and confidentiality, referral process
• gather some information to support interaction and engagement with two families
o identify current service practice in fostering children’s connection with their local community
o identify information relating to the family’s needs for government and local community services and resources.
• show any record or method of communication that you will use with the families and gain their approval (survey, questionnaire, brochure, newsletter, service app, websites)
• Complete Table 3- Consultation for Family 1/2.
1.4 In line with service policies and procedures and in consultation with your Workplace Supervisor, organise an agreed time to have a conversation with your selected families and answer the question in Table 5.
Demonstrate the following skills in interacting and engaging with families:
• Use sensitive language and be respectful of their time
• Relay information in a culturally appropriate manner
• Maintain professionalism and confidentiality
• Introduce yourself and the purpose of the conversation
• Gain their permission and approval to take part in the consultation
1.5 Collaborate with two families.
With your Workplace supervisor, interact and engage with the two families:
• Family 1
o From your Workplace Supervisor consultation in 1.3, share an aspect on how the service program has introduced or encouraged children’s connections with the local community. Where possible, share their child’s interests, experiences and involvement. Where available, you can share information in digital formats such as daily journals or stories accessible in the service app.
o Share your ideas on how to provide opportunities for children to access and engage within the local communities.
o Encourage the family to share their knowledge, skills and expertise by sharing ideas on how to support children’s awareness of the local community.
o Complete Table 6- Collaborate with family 1.
• Family 2
o From your Workplace Supervisor consultation in 1.3, provide information on a relevant local community service and resource to support the family. (Examples include brochures, list of websites, posters, contact numbers, map to the library, access to the local council).
o Complete Table 7- Collaborate with family 2.
1.6 In your consultation and conversations with families, you must demonstrate and reflect on the following skills:
• active listening
• collaborative discussion and decision-making
• providing clear verbal information
• use of appropriate open and closed-ended questions
• negotiation
• responding to questions in a timely and supportive manner
• communicate in ways that show understanding of children and families
• maintaining positive relationships
• access to current information through digital platforms or technology in your research
• compliance to service policies, procedures and relevant frameworks
Complete Table 8- Reflective practice journal
Ensure all information recorded is treated and documented according to service procedures and legislative requirements
You must observe strict privacy and confidentiality when documenting information about children and families and communicating with families. Do not include information that may inadvertently allow children or families to be identified. Fictitious names or initials only must be used, and no personal contact information recorded. Please share any documentation with your Workplace Supervisor to ensure you are adhering to the family’s rights to privacy and confidentiality.
The Assessor will complete the Observation Checklist and gain verification and feedback from your workplace supervisor via a professional conversation to confirm you have implemented the skills at the nominated workplace.
Skills must be demonstrated in a regulated children’s education and care service in Australia:
Interactions with children must be supervised by an approved early childhood educator
Submission requirements:
• Completed ‘Welcoming space for families’ (Table 2)
• Completed ‘Consultation for Family 1’ (Table 3)
• Completed ‘Consultation for Family 2’ (Table 3)
• Completed ‘Organise conversations with two families’ (Table 5)
• Completed ‘Collaborate with Family 1’ (Table 6)
• Completed ‘Collaborate with Family 2’ (Table 7)
• Completed reflective practice journal (Table 8)
How the student will be assessed: You should refer to the list of criteria in the Assessment Checklist to understand what the student needs to demonstrate. The TAFE teacher/assessor must review and assess the student’s documentation and associated unit Observation Checklist (Assessment 4).
1.2 Create a welcoming space for families
Create an environment that is welcoming to families of diverse cultures and reflective of family structures and ways of being. Consult with your Workplace supervisor as to the appropriate space for your conversation with the families.
Use the table below to describe your welcoming space for families.
Table 2 1.2 Welcoming space for families
1.2 Welcoming space for families
a) Place/area in the service: Front Area
b) Describe how you setup the welcoming space for families. Include the resources that you used. (Examples: photos, posters, books, fabrics, cushions, artwork).
You may also include a photo of your welcoming space.
1.3 Consultation with Workplace supervisor
Table 3 1.3 Consultation for Family 1
Family 1 Record of Consultation
a) Policies and procedures on collaborative partnerships, educational program and practice and privacy and confidentiality
Document the relevant policies and procedures that you accessed. Record your discussion with your Workplace Supervisor on how you would comply with the policies and procedures when having conversations with families.
b) Gather information
Document your discussion with your Workplace Supervisor on the information that you have gathered to support your interaction and engagement with Family 1.
Identify current service practice and experiences offered to foster children’s connections with their local community.
Identify current child’s interest and involvement in experiences to foster understanding and connections to the community.

c) Support children’s connections with the community and engage families
Document your discussion with your Workplace supervisor on ideas to build children’s awareness on the local community and how to engage families.
Discuss ideas on how to provide opportunities for children to access and engage within the local communities.
Discuss how you can engage families in supporting children’s connections with the community.
If you are using any other tools for communication, identify what you would use and gain your Workplace supervisor’s approval. (Examples: surveys, brochures, websites, photos, daily journals in service app).

Table 4 1.3 Consultation for Family 2
Family 2 Record of Consultation
a) Policies and procedures on collaborative partnerships, educational program and practice and privacy and confidentiality. Include procedures relating to the referral process or how the service would connect a family to a support service.
Document the relevant policies and procedures that you accessed. Record your discussion with your Workplace Supervisor on how you would comply with the policies and procedures when having conversations with families.
b) Gather information
Document your discussion with your Workplace Supervisor on the information that you have gathered for family 2.
Identify current family needs for local community support, services or resources.

c) Support family in providing information about government and community services and resources.
Document your consultation with your Workplace Supervisor on your ideas for community support services and resources for the family.
Based on the family’s needs, discuss possible government and community support services and resources that the family can access.
If you are using any other tools for communication, identify what you would use and gain your Workplace supervisor’s approval. (Examples: surveys, brochures, websites, photos).

1.4 Organise an agreed time to meet with two families
Table 5 1.4 Organise conversations with two families
Family 1 Family 2
Describe how you organised to have a conversation with the family? Include communication techniques that you used, including how you relayed information in a culturally appropriate and respectful manner. Describe how you organised to have a conversation with the family? Include communication techniques that you used, including how you relayed information in a culturally appropriate and respectful manner.
Answer:
Answer:
1.5
1.6 Collaborate with two families
Table 6 1.5 Collaborate with family 1
Family 1 Answer
Document your discussion or conversation with Family 1 and the Workplace supervisor.
a) Describe how you shared how the service program and practice has introduced or encouraged children’s connections with the local community?

b) Describe how you shared children’s engagement in experiences to foster connections with their local community. Describe how you used digital formats such as daily journals or stories accessible in the service app, websites or videos about the topic.
c) Discuss how you shared ideas on how to provide opportunities for children to access and engage within the local communities.
d) Document how you encouraged the family to share ideas on how to support children’s awareness of the local community. What was their feedback on your ideas?

Table 7 1.5 Collaborate with Family 2
Family 2
Document your discussion or conversation with Family 2 and the Workplace supervisor.
a) Describe how you provided the family with information on local community support, services or resources. Include the communication tools that you used. (Examples – diagram, map, brochure in different languages, web links, contact phone numbers)

b) Document how you encouraged the family to share their thoughts, ideas and feedback.

1.7 Reflective practice journals
Based on your interaction and engagement with families from Task 1.5, complete the table below. You can refer to Family 1 or Family 2 in your responses. In your responses, indicate whether your example is for Family 1 or Family 2.
Table 8 Reflective practice journal
Reflective questions
a) Provide an example of how you demonstrated active listening whilst interacting with families.
b) Provide an example of how you engaged in collaborative discussion and decision-making with families.
c) Provide an example of how you used verbal communication in sharing information.
d) Provide an example of when you used open and closed-ended questions.
e) Provide an example of when you used negotiation skills. If this did not happen, provide an example of when you could have used negotiation skills.
f) Describe how you responded to questions in a supportive and timely manner. If this did not happen, provide suggestions on how you would respond in a timely and supportive manner.

g) Describe how you communicated in ways that show understanding of children and their families. Include how you supported communication with families from diverse cultures.
h) Describe how you have maintained ongoing positive relationships with families.
i) Describe how you have accessed information about community services and resources to make this available for families. Include how you ensured that the information you provided was current. Provide an example of how you used a digital platform or technology in researching about community resources or sharing information.
j) Describe how you followed service policies and procedures and relevant frameworks in your conversations with families. Provide links to specific policies or frameworks where applicable and how you complied.
Service policy:
Education and Care Services National Regulations:
National Quality Standards:
Early Years Learning Framework:

Part 2: Reflective practice journals- Establish and maintain relationships with families
To complete this part of the assessment, you are required to demonstrate evidence of your ability to establish and maintain relationships with families. You must demonstrate the following skills:
2.1 Support families through enrolment and orientation processes according to service policies and procedures
2.2 Provide current and accurate information about the operation of the service available to families
2.3 Respond to family’s questions, concerns and requests in a prompt and supportive way
2.4 Communicate and promote opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role
2.5 Encourage families to share their knowledge, skills, expertise and aspects of their family life and culture
2.6 Inform families promptly and sensitively of any incidents affecting their child
It is acknowledged that you may not be permitted to communicate or respond to families at work placement in some situations.
If you are permitted to respond to families in the above situations, complete Section1.
The Assessor will complete the Observation Checklist and gain verification and feedback from your workplace supervisor via a professional conversation to confirm you have implemented the skills at the nominated workplace.
If you are not permitted to respond to families in the above situations, complete Section 2 and the workplace supervisor must complete the Service resource assessment (Appendix 1).
Your Assessor will complete the Observation Checklist using simulated assessment and gain feedback from your workplace supervisor via a professional conversation.
Submission requirements:
• Completed reflective questions (Section 1 – Tables 9, 10, 13, 15, 16, 18, 19) or
• Completed simulation questions (Section 2 – Tables 11, 12, 14, 17, 20)
How you will be assessed: You should refer to the list of criteria in the Assessment Checklist to understand what the student needs to demonstrate. The TAFE teacher/assessor must review and assess the student’s documentation and associated unit Observation Checklist (Assessment 4).
Table 9 Reflective questions
2.1 Support families through enrolment and orientation processes according to service policies and procedures
2.2 Provide current and accurate information about the operation of the service available to families
a) Are you permitted to support families through the enrolment and orientation processes according to service procedures?
Yes ? Complete Section 1 Reflective questions (Table 10). Ensure you maintain confidentiality (such as not using names of anyone involved in your response).
No ? Complete Section 2 (Table 11). Ask your workplace supervisor to complete Appendix 1 – Service resource assessment and submit with this assessment.
b) Are you permitted to provide current and accurate information about the operation of the service available to families?
Yes ? Complete Section 1 Reflective questions (Table 10). Ensure you maintain confidentiality (such as not using names of anyone involved in your response).
No ? Complete Section 2 (Table 11). Ask your workplace supervisor to complete Appendix 1 – Service resource assessment and submit with this assessment.
Table 10 Section 1 Reflective questions
Section 1 Reflective questions
2.1 Support families through enrolment and orientation processes according to service policies and procedures
2.2 Provide current and accurate information about the operation of the service available to families
a) Explain how you supported families during enrolment and orientation. Include the policy that you referred to and outline the steps involved?
b) Describe how you provided current and accurate information about the operation of the service available to families.
Table 11 Section 2 Simulation
Section 2 Simulation
Scenario: You are the educational leader and have been asked to carry out the enrolment and orientation session with a new child, Isabella and her family, Rosita (Mum) and Luciana (Grandma) at your service.
a) Explain the steps you would take to implement the enrolment and orientation procedures. List the relevant policy and procedures.
b) What types of information about the service and its operation would you provide to the family?
Table 12 Simulation
2.3 Respond to family’s questions, concerns and requests in a prompt and supportive way
a) Are you permitted to respond to families’ questions, concerns and requests in a prompt and supportive way?
Yes ? Complete Section 1 Reflective questions (Table 13). Ensure you maintain confidentiality (such as not using names of anyone involved in your response).
No ? Complete Section 2 (Table 14). Ask your workplace supervisor to complete Appendix 1 – Service resource assessment and submit with this assessment.
Table 13 Section 1 Reflective questions
Section 1 Reflective questions
2.2 Respond to family’s questions, concerns and requests in a prompt and supportive way
a) Explain what question, concern or request the family had.
b) Reflect on the strategies that you used to respond in a prompt, respectful and supportive way.
Table 14 Section 2 Simulation
Section 2 Simulation
Scenario: Rosita, Isabella’s Mum is concerned about Isabella’s first day because it is her first time to attend a service and has never been away from her. During morning arrival, Rosita expresses that she is feeling unsure if Isabella will settle down without her. She insists to stay for the day to help Isabella to settle in the service. You noticed that Isabella was excited to play with other children.
a) Identify the concerns, question and request in the scenario. Explain the steps you would take to respond to the family in a prompt and supportive way.
b) How would you negotiate with Rosita? What are some strategies that you can offer to reassure Rosita and Isabella?
Table 15 Reflective question
2.4 Communicate and promote opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role
2.5 Encourage families to share their knowledge, skills, expertise and aspects of their family life and culture
a) Are you permitted to communicate and promote opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role, including sharing their knowledge, skills, expertise and aspects of their family life and culture?
Yes ? Complete Section 1 Reflective questions (Table 16). Ensure you maintain confidentiality (such as not using names of anyone involved in your response).
No ? Complete Section 2 (Table 17). Ask your workplace supervisor to complete Appendix 1 – Service resource assessment and submit with this assessment.
Table 16 Section 1 Reflective questions
Section 1 Reflective questions
2.4 Communicate and promote opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role
2.5 Encourage families to share their knowledge, skills, expertise and aspects of their family life and culture
a) Explain how you promoted opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role, including encouraging families to share their knowledge, skills, expertise and aspects of their family life and culture?
Advisory, consultative, decision-making roles:
Culture, skills, expertise:
Table 17 Section 2 Simulation
Section 2 Simulation
Scenario: Over the weeks, Rosita (Mum) and Luciana (Grandma) express that they are happy with how Isabella has settled in the service. Luciana cooks a classic dish from their culture to bring to the service for educators to share. Rosita explains that the dish is called paella and it has rice, seafood and vegetables. They are looking for ways on how to help and contribute to the service.
a) How would you promote opportunities for the family to contribute to the following aspects of service operation: advisory, consultative and decision-making role
b) Describe how you would encourage their family to share their knowledge, skills, expertise and aspects of their family life and culture in the service.
Table 18 Reflective question
2.6 Inform families promptly and sensitively of any incidents affecting their child
a) Are you permitted to inform families of any incidents affecting their child?
Yes ? Complete Section 1 Reflective questions (Table 19). Ensure you maintain confidentiality (such as not using names of anyone involved in your response).
No ? Complete Section 2 (Table 20). Ask your workplace supervisor to complete Appendix 1 – Service resource assessment and submit with this assessment.
Table 19 Section 1 Reflective questions
Section 1 Reflective questions
2.6 Inform families promptly and sensitively of any incidents affecting their child
a) Explain how you informed families of any incidents affecting their child. Discuss how you responded promptly and sensitively in informing the family.
Table 20 Section 2 Simulation
Section 2 Simulation
Scenario: At the climbing area, Isabella was balancing on the beam. Suddenly, she fell on the mat and screamed in pain. You rushed to administer First Aid and noticed that her finger was swollen, and it may have been caught in an awkward position when she landed on the mat. You know that Isabella’s family is protective and concerned of her safety. Once Isabella calmed down, you followed the procedure and filled in an accident/incident report and phoned Rosita (Mum) to notify of the incident. As expected, Rosita was distressed.
a) How would you inform Rosita promptly about the incident? Explain the communication methods that you will use when speaking to Rosita.
b) How would you respond to Rosita in a supportive and sensitive manner?

Assessment checklist
The following checklist will be used by your TAFE NSW Teacher/Assessor to mark your performance against the assessment criteria of your assessment tasks. Use this checklist to understand what skills and/or knowledge you need to demonstrate during this assessment event. All the criteria described in this assessment checklist must be met.
Table 21 Assessment checklist
TASK/
STEP # Instructions
The student; S U/S Assessor comments
Part 1 Collaborate with two families to foster connections with the local community
1.2 Create a welcoming space for families
1.2a Identified place/area in the service to create a welcoming space for families. ?
?
1.2b Described setup of the welcoming space.
Included resources or a photo. ?
?
1.3 Consultation with Workplace supervisor
Family 1
Documented conversation with Workplace supervisor on how to :
a) Access and comply to relevant policies and procedures in your interactions with families.
b) Gather information
– Identified current service practice and experiences offered to foster children’s connections with their local community.
– Identified current child’s interest and involvement in experiences to foster understanding and connections to the community.
c) Support children’s connections with the community and engage families
– Discussed ideas on how to provide opportunities for children to access and engage within the local communities.
– Discussed how you can engage families in supporting children’s connections with the community
– Gained Workplace supervisor approval on any other communication tools used ?
?
Family 2 Documented conversation with Workplace supervisor on how to :
a) Access and comply to relevant policies and procedures in your interactions with families, including information on the referral process
b) Gather information
– Identified current family needs for local community support, services or resources.
c) Support family in providing information about government and community services and resources.
– Based on the family’s needs, discussed possible government and community support services and resources that the family can access.
– Gained Workplace supervisor approval on any other communication tools used ?
?
1.4 Organise an agreed time to meet with two families
Described how you organised to have a conversation with the family. Included communication techniques that you used, including how you relayed information in a culturally appropriate and respectful manner for Family 1 and Family 2. ?
?
1.5 Collaborate with two families
Family 1 a) Described how you shared how the service program and practice has introduced or encouraged children’s connections with the local community.
b) Described how you shared children’s engagement in experiences to foster connections with their local community. Described how you used digital formats such as daily journals or stories accessible in the service app, websites or videos about the topic.
c) Discussed how you shared ideas on how to provide opportunities for children to access and engage within the local communities.
d) Documented how you encouraged the family to share ideas on how to support children’s awareness of the local community. Recorded their feedback. ?
?
Family 2 a) Described how you provided the family with information on local community support, services or resources. Included the communication tools that you used.
b) Documented how you encouraged the family to share their thoughts, ideas and feedback. ?
?
1.6 Reflective questions
a Provided an example of how you demonstrated active listening whilst interacting with families. ?
?
b Provide an example of how you engaged in collaborative discussion and decision-making with families. ?
?
c Provided an example of how you used verbal communication in sharing information. ?
?
d Provided an example of when you used open and closed-ended questions. ?
?
e Provided an example of when you used negotiation skills. If this did not happen, provided an example of when you could have used negotiation skills. ?
?
f Described how you responded to questions in a supportive and timely manner. If this did not happen, provided suggestions on how you would respond in a timely and supportive manner. ?
?
g Described how you communicated in ways that show understanding of children and their families. Included how you supported communication with families from diverse cultures. ?
?
h Described how you have maintained ongoing positive relationships with families. ?
?
i Described how you have accessed information about community services and resources to make this available for families. Included how you ensured that the information you provided was current.
Provided an example of how you used a digital platform or technology in researching about community resources or sharing information. ?
?
j Described how you followed service policies and procedures and relevant frameworks in your conversations with families. Provided links to specific policies or frameworks where applicable and how you complied. ?
?
Part 2 Reflective practice journals – Establish and maintain relationships with families
2.1 Support families through enrolment and orientation processes according to service policies and procedures
2.2 Provide current and accurate information about the operation of the service available to families
Is the student permitted to support families through the enrolment and orientation processes according to service procedures? ? Yes – Complete section 1.
? No – Complete section 2. Ensure that the Service resource assessment form is retained as evidence.
Is the student permitted to provide current and accurate information about the operation of the service available to families? ? Yes – Complete section 1.
? No – Complete section 2. Ensure that the Service resource assessment form is retained as evidence.
Section 1 Reflected on how the student:
a) supported families during enrolment and orientation and included the policy that you referred to and outlined the steps involved.
b) provided current and accurate information about service operation available to families ?
?
Section 2 Responded appropriately to the scenario. The student:
a) Explained the steps you would take to implement the enrolment and orientation procedures. Listed the relevant policy and procedures.
b) Identified the types of information that you would provide about the service and its operation. ?
?
2.3 Respond to family’s questions, concerns and requests in a prompt and supportive way
Is the student permitted to respond to family’s questions, concerns and requests in a prompt and supportive way? ? Yes – Complete section 1.
? No – Complete section 2. Ensure that the Service resource assessment form is retained as evidence.
Section 1 Reflected on how the student:
a) Identified the family’s questions, concern or request.
b) Utilised strategies to respond in a prompt, respectful and supportive way. ?
?
Section 2 Responded appropriately to the scenario. The student:
a) Identified the concerns, question and request in the scenario. Explained the steps you would take to respond to the family in a prompt and supportive way.
b) Explained how you would negotiate with Rosita. Identified some strategies that you can offer to reassure Rosita and Isabella. ?
?
2.4 Communicate and promote opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role
2.5 Encourage families to share their knowledge, skills, expertise and aspects of their family life and culture
Is the student permitted to communicate and promote opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role? ? Yes – Complete section 1.
? No – Complete section 2. Ensure that the Service resource assessment form is retained as evidence.
Is the student permitted to encourage families to share their knowledge, skills, expertise and aspects of their family life and culture? ? Yes – Complete section 1.
? No – Complete section 2. Ensure that the Service resource assessment form is retained as evidence.
Section 1 Reflected on how the student:
a) promoted opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role, including encouraging families to share their knowledge, skills, expertise and aspects of their family life and culture. Utilised strategies to respond in a prompt, respectful and supportive way. ?
?
Section 2 Responded appropriately to the scenario. The student:
a) Identified opportunities for the family to contribute to the following aspects of service operation: advisory, consultative and decision-making role
b) Described how you would encourage their family to share their knowledge, skills, expertise and aspects of their family life and culture in the service. ?
?
2.6 Inform families promptly and sensitively of any incidents affecting their child
Is the student permitted to inform families promptly and sensitively of any incidents affecting their child? ? Yes – Complete section 1.
? No – Complete section 2. Ensure that the Service resource assessment form is retained as evidence.
Section 1 Reflected on how the student:
a) informed families of any incidents affecting their child. Discuss how you responded promptly and sensitively when informing the family. ?
?
Section 2 Responded appropriately to the scenario. The student:
a) Identified how you would inform Rosita promptly about the incident. Explained the communication methods that you will use when speaking to Rosita.
b) Describe how you would respond to Rosita in a supportive and sensitive manner. ?
?
Observation Checklist Observation Checklist has been completed and submitted where skills have been observed or verified by the TAFE Assessor ?
?

Appendices
Appendix 1 – Service resource assessment
As part of the skills assessment for this unit, you are required to demonstrate the skills outlined below for the families in your service. Where there is evidence that the service does not permit performance of any of the following skills and/or demonstrations by individuals who are not staff members, TAFE NSW will provide alternative simulated activities and scenarios. Please indicate any skills that are not permitted to be performed in the service below.
Table 22 Unit details
Unit code and title CHCECE050 | Work in partnerships with children’s families
Table 23 Student details
Student name
Table 24 Workplace details
Name of service
Age range
Contact person
Address
Phone
Email
Table 25 Workplace supervisor verification of demonstrations not permitted
Demonstrations Please indicate the skills NOT permitted- X Alternative arrangements
(Teacher/Assessor to complete)
2.1 Support families through enrolment and orientation processes according to service policies and procedures ?
? AE 3 Workplace Portfolio (Part 2: Section 2 Simulation: Table 11)
2.2 Provide current and accurate information about the operation of the service available to families ?
? AE 3 Workplace Portfolio (Part 2: Section 2 Simulation: Table 11)
2.3 Respond to family’s questions, concerns and requests in a prompt and supportive way ?
? AE 3 Workplace Portfolio (Part 2: Section 2 Simulation: Table 14)
2.4 Communicate and promote opportunities for families to contribute to the operation of the service in an advisory, consultative or decision-making role ?
? AE 3 Workplace Portfolio (Part 2: Section 2 Simulation: Table 17)
2.5 Encourage families to share their knowledge, skills, expertise and aspects of their family life and culture ?
? AE 3 Workplace Portfolio (Part 2: Section 2 Simulation: Table 17)
2.6 Inform families promptly and sensitively of any incidents affecting their child ?
? AE 3 Workplace Portfolio (Part 2: Section 2 Simulation: Table 20)
Table 26 Workplace supervisor referee declaration
Declaration Details
Workplace supervisor name
Signature
Date
Table 27 Teacher/assessor verification
Declaration Details
Assessor verification/validation ? Via professional conversation with the workplace supervisor
Teacher/assessor name
Teacher/assessor signature
Date
Assessment feedback
NOTE: 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 student’s 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

Describe how the assigned readings, activities, assessments, and clinical experiences in this course helped you to meet Program Outcome 2: Create a caring environment for achieving quality health outcomes. (Care-Focused). Provide at least two specific examples.
Select one of the competencies from AACN Essentials Domain 9 listed below and describe how learning in this course helped you to meet the advanced-level nursing education competency. Provide at least two specific examples.
9.1 Demonstrate ethical comportment in one’s practice reflective of nursing’s mission to society.
9.1h Analyze current policies and practices in the context of an ethical framework.
9.1i Model ethical behaviors in practice and leadership roles.
9.1j Suggest solutions when unethical behaviors are observed.
9.1k Assume accountability for working to resolve ethical dilemmas.
9.2 Employ participatory approach to nursing care
9.2h Foster opportunities for intentional presence in practice.
9.2i Identify innovative and evidence-based practices that promote person-centered care.
9.2j Advocate for practices that advance diversity, equity, and inclusion.
9.2k Model professional expectations for therapeutic relationships.
9.2l Facilitate communication that promotes a participatory approach.
9.3 Demonstrate accountability to the individual, society, and the profession.
9.3i Advocate for nursing’s professional responsibility for ensuring optimal care outcomes
9.3j Demonstrate leadership skills when participating in professional activities and/or organizations.
9.3k Address actual or potential hazards and/or errors.
9.3l Foster a practice environment that promotes accountability for care outcomes.
9.3m Advocate for policies/practices that promote social justice and health equity.
9.3n Foster strategies that promote a culture of civility across a variety of settings.
9.3o Lead in the development of opportunities for professional and interprofessional activities
9.4 Comply with relevant laws, policies, and regulations.
9.4d Advocate for policies that enable nurses to practice to the full extent of their education.
9.4e Assess the interaction between regulatory agency requirements and quality, fiscal, and value-based indicators.
9.4f Evaluate the effect of legal and regulatory policies on nursing practice and healthcare outcomes.
9.4g Analyze efforts to change legal and regulatory policies that improve nursing practice and health outcomes.
9.4h Participate in the implementation of policies and regulations to improve the professional practice environment and healthcare outcomes.
9.5 Demonstrate the professional identity of nursing.
9.5f Articulate nursing’s unique professional identity to other interprofessional team members and the public.
9.5g Evaluate practice environment to ensure that nursing core values are demonstrated.
9.5h Identify opportunities to lead with moral courage to influence team decision-making.
9.5i Engage in professional organizations that reflect nursing’s values and identity
9.6 Integrate diversity, equity, and inclusion as core to one’s professional identity.
9.6d Model respect for diversity, equity, and inclusion for all team members.
9.6e Critique one’s personal and professional practices in the context of nursing’s core values.
9.6f Analyze the impact of structural and cultural influences on nursing’s professional identity.
9.6g Ensure that care provided by self and others is reflective of nursing’s core values.
9.6h Structure the practice environment to facilitate care that is culturally and linguistically appropriate.
9.6i Ensure self and others are accountable in upholding moral, legal, and humanistic principles related to health.
Select one of the competencies from the NONPF Ethics CompetencyLinks to an external site. listed below and describe how learning in this course helped you to meet the competency. Provide at least two specific examples.
Integrates ethical principles in decision making.
Evaluates the ethical consequences of decisions.
Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.
Submit the assignment using correct grammar mechanics and APA style standards.
Writing is free of grammar, syntax, spelling, and punctuation errors
A title page is included in APA format
Document is double-spaced
A reference page is included if references were cited. If a reference page is included, use APA format.

Program Outcome 2: Create a Caring Environment for Achieving Quality Health Outcomes

The assigned readings, activities, assessments, and clinical experiences in this course have significantly contributed to meeting Program Outcome 2: Creating a caring environment for achieving quality health outcomes. Firstly, the course content emphasized the importance of establishing a therapeutic nurse-patient relationship built on trust, empathy, and respect. Through role-playing activities and clinical experiences, students learned effective communication techniques and strategies for actively listening to patients’ concerns, fostering a sense of partnership in their care.

Secondly, the course highlighted the significance of cultural competence and sensitivity in providing patient-centered care. By studying diverse cultural beliefs, values, and practices, students gained insights into tailoring care approaches to meet individual needs and preferences. Case studies and discussions challenged students to reflect on their own biases and develop strategies for promoting cultural humility and delivering culturally congruent care.

AACN Essentials Domain 9: Nursing Ethics Competency

The learning in this course has directly contributed to meeting the advanced-level nursing education competency 9.2: Employ a participatory approach to nursing care. One specific example is the integration of patient-centered care principles throughout the course content. Students learned to involve patients and their families in shared decision-making processes, fostering a collaborative approach to care planning and implementation.

Additionally, the course emphasized the importance of advocating for practices that advance diversity, equity, and inclusion (9.2j). Through case analyses and group discussions, students explored strategies to address healthcare disparities and promote equitable access to quality care for all individuals, regardless of their backgrounds or circumstances.

NONPF Ethics Competency: Integrates Ethical Principles in Decision-making

The learning in this course has contributed to meeting the NONPF Ethics Competency of integrating ethical principles in decision-making. One notable example is the exploration of ethical frameworks, such as the American Nurses Association’s Code of Ethics, to guide nursing practice and decision-making processes. Students applied these ethical principles to complex case scenarios, analyzing the ethical implications of various courses of action.

Furthermore, the course emphasized the importance of ethical comportment and accountability (9.1) in nursing practice. Students learned strategies for identifying and addressing unethical behaviors, as well as fostering a culture of ethical decision-making within healthcare teams.

In conclusion, the multifaceted learning experiences in this course have effectively prepared students to create a caring environment for achieving quality health outcomes by developing their competencies in patient-centered care, cultural sensitivity, ethical decision-making, and advocacy for diversity, equity, and inclusion.

References:

American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/

Campinha-Bacote, J. (2019). Cultural competemility: A paradigm shift in the cultural competence versus cultural humility debate – Part I. Online Journal of Issues in Nursing, 24(1). https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-24-2019/No1-Jan-2019/Articles-Previous-Topics/Cultural-Competemility-A-Paradigm-Shift.html

National Organization of Nurse Practitioner Faculties. (2022). Nurse practitioner core competencies content. https://www.nonpf.org/page/15

Stonehouse, D. (2022). Ethical decision-making in nursing. Annual Review of Nursing Research, 40(1), 1-22. https://doi.org/10.1891/0739-6686.40.1.1

INF30035 Business Process Analysis – Assignment 2 Summer 2024

INF30035 Business Processes Analysis
Business Process Redesign and Automation: A Holistic Approach

Business process redesign and automation have emerged as critical aspects of enhancing operational efficiency, reducing costs, and improving customer satisfaction in modern organizations. By leveraging best practices, methodologies, and emerging technologies, companies can streamline their processes, eliminate redundancies, and optimize resource utilization.

Process Redesign Strategies
Effective process redesign encompasses a comprehensive set of strategies and best practices. Activity elimination, which involves removing non-value-adding activities, can significantly improve process efficiency (Dumas et al., 2018). Additionally, activity composition, which involves consolidating related tasks, and activity automation, which involves leveraging technology to automate repetitive tasks, can contribute to process optimization (van der Aalst, 2018).

Other best practices, such as re-sequencing, parallelism, and control relocation, can further enhance process flow and decision-making (Hammer & Champy, 2009). Furthermore, outsourcing non-core activities and fostering asynchronous communication can facilitate resource optimization and improve collaboration (Weske, 2019).

Methodological Approaches
Lean, Six Sigma, and Lean Six Sigma are widely adopted methodological approaches for process improvement. Lean principles focus on eliminating waste and non-value-adding activities, while Six Sigma emphasizes defect reduction and process optimization (Laureani & Antony, 2017). The hybrid Lean Six Sigma methodology combines the strengths of both approaches, enabling organizations to streamline processes, reduce variability, and enhance customer satisfaction (Bhat et al., 2021).

Process Automation
Process automation, facilitated by Business Process Management Systems (BPMS), can significantly enhance efficiency and consistency by automating repetitive tasks and enabling real-time monitoring and optimization (Weske, 2019). However, automation should be implemented judiciously, considering the specific business requirements, complexities, and potential challenges (van der Aalst et al., 2016).

Change Management and Continuous Improvement
Successful process redesign and automation initiatives require effective change management strategies. Organizations must foster a culture of continuous improvement, provide adequate training, and ensure stakeholder buy-in to overcome resistance and facilitate seamless adoption (Jurisch et al., 2014).

Conclusion
Business process redesign and automation offer organizations a powerful means to enhance operational efficiency, reduce costs, and improve customer satisfaction. By leveraging best practices, methodological approaches, and emerging technologies, companies can optimize their processes, eliminate waste, and drive continuous improvement. However, these initiatives require a holistic approach, considering organizational capabilities, potential challenges, and the need for effective change management strategies.

References

Bhat, S., Gijo, E. V., & Jnanesh, N. A. (2021). Lean six sigma approach for the process improvement in the IT sector. International Journal of Quality & Reliability Management, 38(5), 1146-1165. https://doi.org/10.1108/IJQRM-04-2020-0117

Dumas, M., La Rosa, M., Mendling, J., & Reijers, H. A. (2018). Fundamentals of business process management (2nd ed.). Springer.

Hammer, M., & Champy, J. (2009). Reengineering the corporation: A manifesto for business revolution. HarperCollins.

Jurisch, M. C., Palka, W., Wolf, P., & Krcmar, H. (2014). Which capabilities matter for successful business process change? Business Process Management Journal, 20(1), 47-67. https://doi.org/10.1108/BPMJ-11-2012-0115

Laureani, A., & Antony, J. (2017). Lean six sigma for small and medium sized enterprises: A systematic literature review. Total Quality Management & Business Excellence, 28(7-8), 915-934. https://doi.org/10.1080/14783363.2015.1075959

van der Aalst, W. M. (2018). Process mining: Data science in action (2nd ed.). Springer.

van der Aalst, W. M., La Rosa, M., & Santoro, F. M. (2016). Business process management: Don’t forget to improve the process! Business & Information Systems Engineering, 58(1), 1-6. https://doi.org/10.1007/s12599-015-0409-x

Weske, M. (2019). Business process management: Concepts, languages, architectures (3rd ed.). Springer.

+++
INF30035 Business Process Analysis – Assignment 2 Summer 2024
Business and Law
INF30035 Business Processes Analysis
Summer, 2024
Assignment 2 due – Monday, 12th Feb. @ 10:00 am AEDST
Assignment 2 weight = 40%
Group assignment can be completed individually or within a group (up to 4 members in each group). Your
submission should include:
• Submit one copy of the report per group.
• Submit your group report via Canvas Assignment 2 on INF30035 Canvas
Assignment Assignment 2 Report Submission Links.
• Submit the modelling file (by using process modelling software, e.g. Bizagi file) through the
modelling submission link on the Canvas Assignments Assignment 2 Submission links.
• The Contribution Form MUST be included in the report appendix, and it must be signed by
all members. If you have any issue to complete it, members should make an appointment
with your tutor or convenor to discuss before the submission. Without the contribution form,
we will not mark your assignment (if you have any issues with the contribution, please
contact the teaching staff).
• Team Charter has to be submitted through the team charter submission link on the
Canvas Assignments Assignment 2 team charter Submission links.
Please read the ‘Submission Requirements’ section for details. If you have any queries, you may address
them in the discussion threads or with teaching staff.
Assessment 2 Requirements
If students need more detail either about the business or the assignment, they should talk to the
instructor, preferably before starting the task.
As a team, you need to review the proposals (Assessment 1) that each member puts forward for submission.
You need to discuss each proposal on its merits and decide which one will be best suited to use as your
foundation for this assessment (Assessment 2)*.
*Note that forming an assignment 2 group should be made before the results for Assessment 1 are released
so that the selecting group members is not biased by results and feedback from the INF30035 marking
(this does not include those students who have not submitted assignment 1). If you did not submit
assignment 1, then we will delete your name from the groups.
Assignment Two
Analysing and Designing To-Be Process Modelling
INF30035 Business Process Analysis – Assignment 2 Summer 2024
©Swinburne University of Technology Dr. Xuemei Tian 2
Outline
Assignment 2 will continue with the assignment 1 case (case description can be found in assignment 1
specification appendix). Focus on analysis and redesign the current business processes.
This assignment requires you to continue working on the models for assignment 2. As mentioned in the
case description, the current process does not work efficiently, and management is considering improving
the process. The purpose of this assignment is to improve the process in a way that addresses the issues.
Firstly, the project team needs to consider the key problems faced by the business and the process. Based
on the issues mentioned in your assignment 1, now is the time for you to attempt to solve all that you believe
to be the most important problems/issues by using the best practices, methodologies and
technologies/automation. Please keep in mind that technology and automation do not suit for all business
and also they cannot solve all problems; sometimes, the best practices can also improve the efficiency of
the processes. To make sure that management agrees with your decisions, you need to explain why your
solutions can solve the problems. You have to be realistic and need to consider business capabilities when
you provide suggestions and solutions.
Your Tasks
Your work should include three parts.
Part 1: Level 2 Business Process Modelling (please note that all models and
tables will be in appendix):
Model the current process using the Level 2 BPMN diagram(s). Correct, as needed, the Level 1 BPMN
diagram(s) selected from one of your group members.
• Correct the Level 1 AS-IS BPMN diagram(s) you drew in the previous assignment based
on the feedback (You don’t need to re-submit level 1 AS-IS models, but it is an
important step before you transfer models to level 2).
• Convert Level 1 AS-IS BPMN diagram(s) from assignment 1 into Level 2 AS-IS BPMN
diagrams. This time you should add all features which you were not able to present by
using level 1 BPMN in assignment 1 (A set of level 2 AS-IS models should be in the
report appendices).
• Design new process(es) (TO-BE models) using BPM level 2 modelling which addresses
the problems you have identified, and you suggest can feasibly be implemented. (A set of
level 2 TOBE models should be in the report appendices).
• All level 2 models should be labelled correctly in the model file (for example, a Bizagi
file include all models).
Advice on modelling format:
The following requirements are for the as-is and to-be model(s).
• Model the process in BPMN using the modelling software. You have to copy all models
into your report appendix. The original modelling file also required to submit through the
modelling submission link.
INF30035 Business Process Analysis – Assignment 2 Summer 2024
©Swinburne University of Technology Dr. Xuemei Tian 3
• Each diagram should occupy no more than one page, Landscape!!!.
• All models in the file must be printable as they are, within margins and all diagram elements
legible. Layout your diagrams to ensure all contents are readable when your submission is
printed on A4 paper. Check the final result is readable. Indecipherable content cannot
be assessed and will attract a mark of zero.
• The models must be formatted logically and elegantly. The models should adhere to the
qualities mentioned in lectures.
• You must have a clear layer of processes which should include main and a set of
subprocesses.
• The process modelled should match what you have described in your analysis report. If
the suggested solutions do not impact how your models look, you need to provide a brief
explanation.
• The views of models must be consistent with each other, enabling the whole analysis to
make sense.
Part 2: Business Process Improvement Recommendation
You are required to provide recommendations for the possible changes to the business process or to the
way they are managed which you consider will add value to their business and why they are more efficient
and effective compared with the existing model.
You should carefully read the diagrams and link them to the key issues and consider if there are possibilities
to alter the diagrams based as a result of your recommendations for solving problems (for example,
combine the tasks, reduce double handling…). If so, you should provide the new to-be process diagram(s).
If not, then should indicate why they do not affect.
For solving problems/issues, you also need to consider the resources and performance. For example:
1. Where is the process bottleneck?
2. How to better organize staff and allocate jobs to achieve 80% utilization?
You don’t need to provide accurate numbers; general discussion and analysis will be efficient.
For each issue/problem selected, state the Best Practices (these can be selected from Appendix 1) you will
apply (if one exists). For each Best Practice, describe how it is applied and explain how your solution solves
or improves the issue identified. Document your analysis can be summerized in a table using the following
format:
a) The issue being considered.
b) Best Practice employed. Choose from the Best Practices discussed in the lectures.
c) Please describe how the Best Practice is applied to the process and how it addresses the problems.
d) Describe the possible advantages and any other issues addressed at the same time. e) Any
disadvantages.
INF30035 Business Process Analysis – Assignment 2 Summer 2024
©Swinburne University of Technology Dr. Xuemei Tian 4
a. Issue b. Best
Practice/
c. Application
Description
and/or Solution
Explanation
d. Advantages e. Disadvantages
Note: This table should only be used to summarize your discussions. The table can be put in an
appendix. Detailed discussion should be in the report.
You also need to consider approaches (methodologies), Lean, Six Sigma & Lean Six Sigma. Which of them
is best suited for substantially improving the case business Process(es), and why? You will also need to
provide a discussion summarising how the case business Processes will be impacted and changed,
after adopt the methodology, how the processes be operated.
Advice on Best practices:
• Of the Best Practices mentioned in the lesson overview, only the Customer, BP Operation
and Behaviour Best Practices affect the BPMN diagram. The other Best Practices,
especially the Organization/Resources Best Practices, have little or no effect on the
diagram. Therefore it is advisable to apply Customer, BP Operation and Behaviour Best
Practices before Process Automation, and the rest after. However, you should do this in
the interests of simplifying the process and therefore, the diagram.
• Many of the Best Practices apply to a specific part of the process. It must be clearly stated
how and where the Best Practice is applied in the process, preferably in column c. For
example, if applying the Activity Elimination Best Practice, it must be clear what activity is
being eliminated.
• Your applications of cited Redesign Best Practices form a set of recommendations for
process improvement. Your recommendations must be consistent as a whole. That is, they
must all be able to be applied together to obtain a consistent and coherent To-Be process.
• To address a single problem, it might be necessary that more than one Best Practice will
be required. Also, once a Best Practice is applied potentially more than one problem will
be addressed.
Part 3: Logical Automated Business Processing:
In the report part, you need to discuss if automation is one of the solutions for the current business process’
problems/issues. You should include key advantages, disadvantages, challenges and limitations and how
important it is to consider automation in the long-term business process improvement practices.
In the modelling part, you should transform one of the current BPMN level 2 AS-IS model(s) into a logical
automated model that shows how the process can be automated by a process engine (BPMS). It should
clearly show how each participant communicates with the process engine and what data is transmitted. For
this assignment, to present a logic automation model, you only need to consider the ‘happy’ path when
everything goes smoothly or a sub-process.
INF30035 Business Process Analysis – Assignment 2 Summer 2024
©Swinburne University of Technology Dr. Xuemei Tian 5
Advice for logical Automated Design
• The automated design model must contain one Executable pool (for the process engine).
In the executable pool, you may have service or script tasks, gateways and intermediate
message events. It will require BPMN Level 2 elements (BPMS lane).
• The automated logical design model will, in general, have many non-executable pools, one
for each internal participant, generally human. Non-executable pools may contain just
process fragments. Level 1 BPMN is acceptable. For the non-executable pools, it is not
necessary to include start event and end events.
• A non-executable pool interacts with the executable pool (BPMS) by Message Flows. A
Message flow will connect with a Message Event in the executable pool and a task in the
non-executable pool.
• The logical automated design model will also have many white-box pools, one for each
external participant. An external participant may interact with either an internal participant
in a non-executable pool or directly with the process engine in the executable pool via a
user interface, such as a website.
Group Assignment Submission Requirements
Just submit a single MSWord. Archives with multiple files and subfolders will not be accepted.
• A word-processed report of around 2500 +/- 10% words which includes:
o Executive Summary (not included in the word count) o Table of Contents (not
included in the word count) o Introduction o The main body which includes:
? Your analysis of identified solutions for the key problems
? Your recommendations (as described in Part 2)
? A summary is providing a holistic picture of how you have approached the
problems or opportunities and of how the All You Need Office Supplies Ltd.
Order Handling Process will be improved if your recommendations are
implemented.
? Discuss if automation is a future solution, why or why not (part 3).
? Assumptions and limitations.
? A change management plan (how you manage changes).
o Conclusion
o References (not included in the word count)
You MUST use the Harvard Referencing style throughout your report and include an
accurate list of references at the end of the report. You can access the correct style from
the library: Harvard System (http://www.swin.edu.au/lib/guides/harvard_system.pdf )
o Appendices: All models and model explanations (not included in the word count)
• Pages of the report should have appropriate headers and footers and should include printed page
numbers and the number of pages in the document (i.e. page number/total number of pages) ?
Size 12 and 1.5 line space
• The cover sheet which includes:
o All members’ full names and student IDs
o Your tutor’s name and time of the tutorial class.
o Unit code and name, assessment number, due date and % weighting
Late assignments may result in a lower grade for the assignment in terms of the University’s
Extensions and Late Penalties policies. Please refer to the unit guide for further details.
INF30035 Business Process Analysis – Assignment 2 Summer 2024
©Swinburne University of Technology Dr. Xuemei Tian 6
Any request for an extension must be directed to the convenor before the assignment due date. You must
include appropriate supporting documentation such as a doctor’s certificate or a letter from your employer.
These forms may be scanned and emailed to the convener.
INF30035 Business Process Analysis – Assignment 2 Summer 2024
©Swinburne University of Technology Dr. Xuemei Tian 7
Appendix 1
Business Process Redesign Best Practices (please read more details in the lecture
notes, lesson overviews)
Activity Elimination Extra Resources
Activity Composition Generalist-specialist
Activity Automation Empower
Re-sequencing Foster asynchronous communication
Knockout Integration
Control Relocation Outsourcing
Parallelism Interfacing
Triage Present a standard interface to integration partners
Prioritization Separation of Duties
Case Manager Buffering (subscription)
Case Assignment Trusted Party
Customer Teams Job Types
Flexible Assignment Technology
Resource Centralization Exception
Split Responsibilities Case-based Work
Numerical Involvement Batch-based Work
You should also check the lesson 3-4 and adopt industry best practices.