| EDECE3022 Assessment Task 2: Policy and practice review (1000 words) | ||
| Review completed by | List all stakeholders involved | Date |
| Guiding legislation and literature | Identify any guiding principles, legislation, and/or professional documents that have informed this review | |
| Policy review | What are the strengths/ limitations of the current policy? What are your suggestions for change? | |
| Curriculum context | What are the strengths/ limitations of the current curriculum? What are your suggestions for change? | |
| Daily Schedule | What are the strengths/ limitations of the current schedule? What are your suggestions for change? |
| EDECE3022 Assessment Task 2: Individual Child – Behaviour Guidance Plan (2500 words) | ||
| Plan developed by | List all stakeholders involved in the plan | Commencement Date |
| Name of Child | Child’s Age | |
| Background information | Include any relevant background information | |
| Behaviour of concern/Areas for growth | Identify and clearly communicate the challenges/ behaviours of concern and possible need/s the child is communicating | |
| Short term goals | What are three specific, measurable goals that you aim for in the short term? | |
| Long term goals | What are three goals that you aim for in the long term? | |
| Known antecedents | What, when, where and/or who might trigger the behaviour of concern? (What happens directly before the behaviour of concern? Consider objects, place, time, people that may contribute) | |
| Strategies for prevention | Develop strategies for prevention that would support the child’s self-esteem, belonging, autonomy and self-regulation Apply a solution-focussed approach (Porter, 2016). | Clearly identify roles of responsibility – who will do what? |
| Strategies during incidents | Develop strategies that would support the child’s positive sense of self, belonging, autonomy and self-regulation during incidents Apply a solution-focussed approach (Porter, 2016). | Clearly identify roles of responsibility – who will do what? |
| Strategies following incidents | Develop strategies that would support the child’s positive sense of self, belonging, autonomy and self-regulation after incidents Apply a solution-focussed approach (Porter, 2016). | Clearly identify roles of responsibility – who will do what? |
| Required resources | What do you need to support the child/implement the plan? | |
| Links to EYLF/VEYLDF, relevant NQS, Laws, Regs, Codes | List all that apply (not included in word count) | |
| Strategies for upholding rights, dignity and maintaining confidentiality | Explain how you aim to uphold rights, dignity and confidentiality of child and family in the creation, implementation and review of this plan | |
| Review process and dates | How will you assess if the plan is working/not working? When and how will the plan be reviewed and who will be involved in the process? How do you intend on communicating the revised plan with stakeholders? | |
| Additional support resources and professional learning | What might you need to support the child/family/educators in the long term? Research and identify possible support networks/organisations, further resources and professional development opportunities |
****Please remove all red text/prompts before submission
References
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