Assessment Workbook 10: Children's Behaviour and Inclusion, CHC50113

This document is an assessment workbook designed for the CHC50113 Diploma of Early Childhood Education and Care, focusing on children's behaviour and inclusion. The workbook includes both knowledge-based assessments with short-answer questions and project-based assessments requirin...Read More

CHC50113
Diploma of Early
Childhood Education
and Care
Children’s Behaviour and
Inclusion
Version 2.4 Produced 19 March 2018
Copyright © 2018 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
prior written permission of
Compliant Learning Resources
Assessment Workbook 10

Version control & document history
Date Summary of modifications made Version
16 May 2014 Version 1 final produced following
assessment validation. 1.0
16 October 2014 Revised question – Q7, 9
Mapping to Learner Guide 1.1
13 February 2015 Version 2 final produced following
second assessment validation 2.0
25 July 2016 Minor updates made throughout
document 2.1
9 March 2017 Intranet links and logins updated;
minor changes to wording 2.2
23 March 2017 Updated Sparkling Stars Link 2.3
19 March 2018
 Minor changes made to wording
and formatting
 Updated links for document in Q4
 Updated response requirements for
Q12a
2.4
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TABLE OF CONTENTS
INTRODUCTION.....................................................................4
WHAT IS COMPETENCY-BASED ASSESSMENT.....................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING.......................................................6
THE DIMENSIONS OF COMPETENCY...................................7
REASONABLE ADJUSTMENT.................................................8
THE UNITS OF COMPETENCY...............................................9
CONTEXT FOR ASSESSMENT..............................................10
ASSESSMENT REQUIREMENTS...........................................11
ASSESSMENT METHODS.....................................................12
RESOURCES REQUIRED FOR ASSESSMENT.......................12
ASSESSMENT WORKBOOK COVER SHEET.........................13
PROJECT ASSESSMENT.......................................................14
Project 3: Planning the inclusion of children with additional needs.............14
END OF DOCUMENT..................................................................20
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INTRODUCTION
The questions in this workbook are divided into two (2) categories: Knowledge
Assessment, and Project Assessment.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Project Assessments. You must answer all
questions using your own words. However, you may reference your
Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a workplace.
Ideally, you should be able to answer these questions based on the processes
that are currently in place in your workplace. However, if you do not currently
have access to a workplace, then answer the questions based on processes
that should be implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages
and or external links. These intranet pages and external links are formatted in
Blue Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key
for Mac users while clicking on these links.
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WHAT IS COMPETENCY-BASED ASSESSMENT
The features of a competency-based assessment system are:
 It is focused on what learners can do and whether it meets the criteria
specified by the industry as competency standards.
 Assessment should mirror the environment the learner will encounter
in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is, it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment, a learner receives one of only two
outcomes: competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In
a competency system, knowledge for the sake of knowledge is seen to
be ineffectual unless it assists a person to perform a task to the level
required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly
stated for the trainer and learner. Assessable outcomes are tied to the
relevant industry competency standards where these exist. Where such
competencies do not exist, the outcomes are based upon those
identified in a training needs analysis.
Definition of Competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to
support the judgement on whether competency has been achieved. Skills and
knowledge (developed either in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence
required by industry, rather than compared with the skills and knowledge of
other learners.
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THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducting assessment, in an Australian vocational
education and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
- Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
- Assessment must include the combination of knowledge and skills
with their practical application.
- Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
- Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
- Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners through a
variety of delivery modes so they can proceed through
modularised training packages to gain competencies.
- Assessment must be mutually developed and agreed upon
between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
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(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
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The rules of evidence
When collecting evidence, there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current:
 Valid
Evidence gathered should meet the requirements of the unit of
competency. This evidence should match, or at least reflect, the type of
performance that is to be assessed, whether it covers knowledge, skills
or attitudes.
 Sufficient
This rule relates to the amount of evidence gathered. It is imperative
that enough evidence is gathered to satisfy the requirements that the
learner is competent in all aspects of the unit of competency.
 Authentic
When evidence is gathered the assessor must be satisfied that evidence
is the learner’s own work.
 Current
This relates to the recency of the evidence and whether the evidence
relates to current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance and not only narrow task skills. The four (4) dimensions of
competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 The same learning opportunities as learners without a disability, and
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 Customising resources and assessment activities within the training
package or accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrollment and during the
course
 Monitoring the adjustments to ensure learner needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed by
the relevant unit(s) of competency. For example, if the assessment were
gathering evidence of the candidate’s competency in writing, allowing the
candidate to complete the assessment verbally would not be a valid
assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.
THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit(s) of competency from
CHC50113 Diploma of Early Childhood Education and Care:
CHCECE020 – Establish and implement plans for developing
cooperative behaviour
1. Establish and apply limits and guidelines for behaviour
2. Identify and review behaviour as required
3. Develop a plan to guide a particular child’s behaviour where
required
4. Implement and monitor behaviour plan
CHCECE021 – Implement strategies for the inclusion of all children
1. Promote inclusion
2. Respect diversity
3. Identify children with barriers to learning
4. Develop a plan for support and inclusion
5. Implement strategies to meet the child’s additional needs
6. Monitor and review strategies
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CHCECE026 – Work in partnership with families to provide appropriate
education and care for children
1. Provide families with opportunities to be involved in the service
2. Provide information to families about their child
3. Provide information to families about the service
4. Provide information about community services and resources
For complete copies of the above units of competency:
Download them from the TGA website:
CHCECE020
CHCECE021
CHCECE026
CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students need to have access
to their learning materials and the Internet. The Knowledge Assessment may
be completed wholly at the student’s home or chosen place of study. The
Project Assessment must be completed in a workplace.
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ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to understanding the
tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be
conducted under
The associated assessment method in this kit covers all of these components
as detailed in the matrix below:
Units of Competency
Assessment Activities
CHCECE020
CHCECE021
CHCECE026
Knowledge Assessment   
Project Assessment  
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ASSESSMENT METHODS
This workbook uses the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace questions
testing the student’s general knowledge and understanding of the
general theory behind the unit.
2. Project Assessment – A set of tasks or activities completed according to
set instructions and guidelines to meet the requirements of the relevant
units. These tasks and activities require you to have access to a
workplace.
RESOURCES REQUIRED FOR ASSESSMENT
Candidate will need access to:
 Computer with Internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 Forms and templates, provided in the Projects as needed
 A workplace that will allow you access to:
 A workplace supervisor
 One (1) child requiring support, including their parent and/or
guardian
 Two (2) people from the centre who are involved in the care of
the child requiring support
 One (1) early childhood educator
 Children enrolled in the service, and their families
 The service’s philosophy, policy and procedures relevant to
inclusion, equity and diversity
 One (1) child who requires additional needs, including their
parent and/or guardian
 At least one (1) professional who can provide advice relevant to
the additional needs of the child
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ASSESSMENT WORKBOOK COVER SHEET
To the Student: Print this coversheet and complete it by filling in all the required
information and affixing your signature in the space provided. Use the filename:
Class Number_Student Name_Student Id_Unit Code_Assessment
Number_Trainer Name_Date Submitted.
Example: 1050_JoeBlog_9991234_Sub10_A6_Surinder_021282
WORKBOOK: WORKBOOK 10
TITLE: Children’s Behaviour and Inclusion
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Student Declaration below and if you agree to the
terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment Student, and
choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I
can make for each assessment, and I am submitting all documents
required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided, and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of qualification or Statement of
Attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name: Signature: Date:
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PROJECT ASSESSMENT
Project 3: Planning the inclusion of children with additional needs
For this project, you will need to develop and implement one (1) Inclusion
Support Plan for a child attending your vocational work placement.
Before beginning this project, discuss with your supervisor which child
with additional needs would be best to observe and to develop an
inclusion support plan for.
Discuss with your supervisor whether a “Permission to Observe” form
will be necessary. If it is, ensure you complete the form from the service
with the parent/guardian of the child before starting with the project.
Submit this requirement to your assessor together with your assessment.
Is there a need for a Permission to Observe form from the
child’s parent/guardian?
☐ Yes
☐ No
If yes, submit the form together with the rest of the requirements for this
project. Provide the file name of the uploaded Permission to Observe
form:
Filename:
Important:
 There may be steps in each of the tasks below that require the
consent of the child’s parent/guardian, as well as the staff in the
centre. Coordinate with your supervisor to ensure that consent is
provided by relevant people as necessary.
 Names of the child and his/her parent/guardian and/or the staff
may be changed to protect their privacy and maintain
confidentiality of the child, his/her family and/or the centre’s staff.
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Task 1: Develop a plan for support and inclusion
Before commencing this task, consult your supervisor regarding children
having additional needs attending your vocational work placement.
Additional needs include any of the following:
 Children having additional needs may include needs due to:
o Language difficulties
o Physical, sensory or developmental disability
o Health problems
o Behavioural or psychological disorders
o Family circumstances and needs
o A child recently arrived in Australia from a different culture
o A child whose culture is different from the culture at the
centre
o Child at risk
o Unknown diagnosis
o Known diagnosis
o Cultural/religious practices
o Communication difficulties
o Giftedness
 Children experiencing communication difficulties which may be
due to:
o Trauma, violence and crises
o Disabilities (e.g., hearing, visual, speaking)
o Health problems and disorders
o Learning problems
o Deprivation of sensory stimulation
 Additional needs relating to behaviour and emotions
o Level and type of social interaction with adults and other
children
o Anxieties and aggression
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Download the Inclusion Support Plan template in Sparkling Stars
website:
CHC30113 and CHC50115 Skills Workbook Templates and Forms
(Username: skillsaustralialearner Password: SkillsAustralia@123)
A. Investigate a child’s barrier to learning
Step 1: Investigate the child’s barrier(s) to learning. Barriers include
environmental, attitudinal and individual challenges that the child
faces. Review relevant files and conduct short interviews with people
in the centre who are involved in the care of the child to be able to
gather relevant and current information and establish the child’s
background, which may include:
 Family information, including cultural background
 Health needs
 Services accessed by the child
 Child’s strengths, interest and abilities
 Additional needs
Step 2: Use data gathered to form an accurate and holistic
understanding of the child’s barrier to learning and his or her needs.
Summarised the information gathered in the Background
Information section of the Inclusion Support Plan and fill out the sub-
sections.
Also, include a brief description of the investigation you have
undertaken, i.e., Who are the people consulted? What are the files
reviewed? Etc.
B. Develop a plan for support and inclusion
Step 1: Based on the background information you have gathered, set
at least two (2) goals that are realistic and achievable within the time
the child is in the service. In setting the goals, consider the child’s
abilities, his or her personal goals, interests and health status in the
context of the child’s cultural values, needs and requirements.
Step 2: Once you have set the goals, consult with other professionals
and the family in designing strategies to meet the child’s needs,
address the identified barriers and achieve the goals. Each goal must
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have a set of strategies to be implemented.
Determine who should be responsible for the implementation of the
strategies. Follow the service’s policy and procedure with regard to
consultation with family members.
All throughout the consultation ensure that communication occurs
within a culturally and linguistically responsive framework.
Step 3: Identify the resources available in the service, as well as
additional resources needed for the implementation of strategies.
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C. Review and suggest adaptations to service delivery to meet the
needs of the child
Step 4: Describe how the service adapt its environment and routines
to provide inclusion and support of children. Review the service’s
procedures and/or practices on inclusion and suggests how these
procedures and/or practices can be made more specific to ensure the
inclusion of the child.
Include in your suggestions additional resources or sources of
information that will assist early childhood educators in developing
and adapting the centre’s curriculum to meet the child’s additional
needs.
Guidance: Additional resources or sources of information are those
that cannot be provided within the existing resources available to the
centre and may be sought from other support service providers or
inclusion support funding programs.
Complete the Inclusion Support Plan section of the template.
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Task 2: Implement strategies to meet the child’s additional needs
Implement the strategies in your inclusion support plan. During
implementation, examine strategies that may or may not work and trial
strategies that may address the barriers.
In implementing the strategies ensure that you:
 Support the child’s entry into the service
 Respond to the daily needs of the child with additional needs
and seek assistance as required
 Communicate with and provide support to others to implement
the strategies
 Encourage others to adopt inclusive attitudes and practices
 Closely monitor new strategies and the impact of these on the
child
Make sure your vocational work placement supervisor is able to witness
and observe you complete this project as you will be requesting his or
her signature to confirm your successful completion this task in the
workplace.
To document your supervisor’s confirmation, have your supervisor
complete the Project 3: Observation Form, you can download a copy of
the form from this link.
CHC30113 and CHC50115 Skills Workbook Templates and Forms
(Username: skillsaustralialearner Password: SkillsAustralia@123).
Request him or her to sign off the supervisor declaration after you have
completed this task.
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Task 3: Monitor and review strategies
Step 1: Monitor and review the strategies that are in place by identifying
issues of concern and any barriers to the strategies being implemented.
All throughout the implementation until the review of strategies,
constantly reflect on the effectiveness of the plan and its impact on the
child. Think about the level of support provided to the child, respond and
adjust accordingly if the support being provided is not yet satisfactory.
Step 2: Identify whether there is an urgent need to contact a
professional and/or a specialist for consultation and referral. This
urgency should be based on the progress of the child. Report this
urgency to your nominated supervisor as you need to seek and gain the
family permission prior to consulting with others regarding the child.
Step 3: Record your monitoring in the Monitoring and Review section
of the template. Answer all the questions as specific as you can.
Step 4: Share information about the child’s progress among all those
concerned by presenting and discussing with at least one (1) staff in the
centre that cares for the child and your supervisor. Ask them to sign off
the plan after the discussion.
Step 5: Answer the follow-up questions below and submit your
completed Inclusion Support Plan together with this workbook.
Task 3 Follow up Questions
1) An early childhood educator, describe how you can establish and
maintain constant information exchange with family and appropriate
community members about the child’s needs and care strategies?
While the the parents, community and family members are expected
to asssume some of the specific roles as the child is enrolled into
education. As example we can consider the volunteers in the
classroom. The parents act as the primary resource in the education of
the their children. it can be exemplified in the process of home
learning. Effective communication with the parents and the members
of the community help in building a trust and understanding filled
relationship. A situation when the parents and the educator
understand each other well, it can help in building a better working
relationship, which shall help in the well being and development of the
child. This is the reason why effective communication is very much
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needed to establish and maintain a positive partnership with the
parents. The positive partnership means ways of haring knowledge
and experience regarding the child with the parents as well any other
community partner. This positive buildup would further help in
developing plans to support the child together. For professionals
working with the parents, the positive partnership of sharing and
understanding knowledge to understand a child's condition in a
better way can further lead to rise of many ideas. Listening to the
parent might become the foundation of the rise of an effective
communication. When the parents are listened to perfectly, the
information that is derived regarding the children and their familie
are vast in number. The benefit of the parents's in knowledge are
alsways in depth regarding their child. As known the parents are
known tovalue loads of experiences, opinions, ideas with their
children. The ideas for listening well to the parents involve with
making the parents feel comfortable to share information about the
child. the parents should be assured that whatever information is
being shared by the parents are being listened to and that they are
acknowldged by making "uh huh" sounds. The parents should be
allowed to speak and completeand then should be talked to. Post
completeing the coversation, the conversation should be summarised
back t the parents so as to make sure that all the points are covered.
The feeling as well as the content of whatever the parents had spoken
about need to be asked in the form of questions so as to make sure of
all the informations asked. Open ended questions need to be posed as
well so as to make sure that the information asked are totally valid.
understanding the perspective and point of view of the aprent is also
very important, even if there is a disagreement, but putting oneself
into the shoes of the parents might help in understanding the point of
view of the parents. With each one of the interactions with the
parents, the main aim should be to strengthen the partnership with
them. Achieveig such a goal can be easily done by speaking to the
parents in clear and respectfull and considerate way. Finding and
sharing the positives about the learnig prospectives of the child's
education and learning can help in taking a big step forward. Raising
concerns with the parents as a professional, might be problamatic at
some of the times. The concerns that are raised are mainly in related
to the child's wellbeing and development. The main steps involve with
the identification of the problem and brainstorming as many
resolutions to help the child with. Calculating the pros and cons of the
problem that has been aroused along with deciding on a solution to
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help the child should be discussed. Putting the solution into further
action and discussing wit the parents can help in reviewing the
situation later after a period of time. One of the keys to find a better
way to approach the parents incldue talking about concerns whenever
they come up. The problems usually are not resolved by themselves
and thereby, the problems should not be left for it to get difficult to be
repaired beyond capacity. Solving the issue is very important and so is
establishing a link with a possible community partner. This is to ehibit
respect and emit a willingnesss to share the power, information and
resources. It has become very vital to become aware of any kind of
community that coexists along with their complexities and help in
understanding the sets of beliefs, rules and the needs to follow a
certain table. The development of the awareness, helps in making the
partner become aware of their own and each of the other cultural
viewpoints. This also helps in taking into account the possibility of
believing the diveristy in values, practices, lifestyles and further helps
in the process of problme of solving problems. The process of building
knowledge can also help in creating awareness regarding the
differnces is not enough and that knwoing about he historcal, political,
religious influences are need to acknowledged as well. This might help
in influencing everyone's viewpoint. In order to develop effective
interpersonal relationships, there is a need to form a straightforward
give and take of various ideas and education. The information might
help in identifying their personal culture and develop relationship with
cultural influences.
2) Describe how you can you ensure that communication occurs within a
culturally and linguistically responsive framework.
The communication are known to be taking many kind of forms. it can
either be consdered as verbal or can be considered as non verbal. The
communication with respect to others is regarded just as important as
any other preffered communication methods that are used for any
other means. Some of the main communication strategies that are
followed are listed can be considered as such as use of the non-verbal
communication along with the use of verbal communication. The non
verbal communication can be in the form of body language, letters,
photographic displays, or in the form of notice boards. One should be
aware of the body languages and also aid in observing the body
language of other people of the community. Accepting and valuing
other language and other stules of communication through the words
and actions are also one way of ensuring proper way of
Document Name: CHC50113_S10_A6_PRO(1) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 26 of 28

communication. learning to greet people or using key words in other
languages can also help in including many of the Aboriginal languages
that are existing even today. In order to ensure the communication
further, along with the families and not setting up any kind of cultural
or linguistic barriers can be coninued ith the help of some strategies
such as using interpreters that might help whenever, necessary to
interpret the information exchanged. Rembering some of the some
Aboriginal and Torres Strait Islander families the extended family has
as much responsibility for the raising of the child as the mother and
father so may want to be included in the communication. The research
of the culture that is involved in should be performed. Becoming
aware of the individual culture, family roles and accepting their body
languages need to be performed as well in order to ensure better way
of communication. Few things should kept in deep consideration that
the staff shouldnot be racist and should be always apprachable with a
possitive attitudes. The services provided need to be impersonal and
the people should know to make the community aboriginal people to
feel comfortable.
Assessment 6 Feedback Sheet
Student Name: Student ID:
Unit Code And
Name: Subject 10 Children’s Behaviour and Inclusion
Class Number
Assessment Outcome: ☐ Satisfactory ☐ Not Satisfactory
Task 1 Outcome ☐ Satisfactory ☐ Not Satisfactory
Task 2 Outcome ☐ Satisfactory ☐ Not Satisfactory
Task 3 Outcome ☐ Satisfactory ☐ Not Satisfactory
Assessor’s Feedback:
Document Name: CHC50113_S10_A6_PRO(1) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 27 of 28

Has the student been informed of the assessment outcome and the reason for the decision?
☐ Yes ☐ No
How was the student informed of the assessment outcome?
Date:
☐ In Person (Student to sign) ☒ Via Email (Copy of email to be kept)
Student’s Signature: Date:
Trainer/Assessor Signature: Date:
END OF DOCUMENT
Document Name: CHC50113_S10_A6_PRO(1) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 28 of 28