CHCECE018 Nurture creativity in children

Unit Assessment Guide

Unit Details

Unit codeCHCECE018
Unit nameNurture creativity in children      
Unit purpose/applicationThis unit describes the skills and knowledge required to nurture creativity in children. The unit applies to educators who work with children in a variety of education and care services.
For further information about this unit go to: http://training.gov.au
Unit outcomeThis unit is graded. Your result will be recorded as: not competent (NC), achieved competence (AC), competent with credit (CC), competent with distinction (CD). You must meet the criteria for competence but are not obliged to attempt the grading criteria. Your TAFE transcript will indicate the unit is graded and show your result but will not indicate whether you chose to attempt the grading criteria or not.
For more information on assessment see you Course Assessment Overview.

Assessment Plan

To demonstrate competence in this unit, you must successfully complete each of the following assessments:

Assessment 1Written responsesDue:Refer to individual learning plan
Assessment 2Planning and Implementing Learning EnvironmentsDue:Insert due date/week

Assessment Conditions

ItemConditions
Student is required to provide materials and equipmentStudents will need to take photos Assessment 2 Part A
Teacher is required to provide material and equipmentN/A
Additional resourcesStudents may need to source resources if unavailable within the work place when implementing Assessment 2
Submission instructionsSubmission by uploading to Moodle.
LocationOff and on the job requirements.

 

Assessment 1:   Written Responses

Context: Off the job

Assessment Information:

When selecting resources to support and nurture creativity in children there is a range of things you need to consider.  To complete this task you will need to demonstrate your knowledge and skill in nurturing children’s creativity by completing the following.

  1. Complete the table below addressing open ended- natural and found (recycled or upcycled) resources across the six (6) curriculum areas.
Curriculum AreaOpen Ended Natural ResourceOpen Ended Recycled/Found ResourceHow would the use of these resources foster creativity, improvisation and offer opportunities for children to express themselves?  Identify what age and stage of children’s development (e.g. linking to theory Piaget’s stages of cognitive development,  art stages, play stages etc.) you would offer these resources to.
E.g Performing arts-musicDrift wood Pebbles/stonesPlastic bottles with lidsMaking musical instruments using the resources. Children can invent and decorate each item as they desire introducing paints etc.The drift wood could be used to explore sounds and beat (tapping sticks)-movement to music. Place the pebbles into the bottles and become shakers. Children can continue to explore sound and experiment with different stones/pebbles to create an array of sounds whilst beating and singing to music.Jean Piaget emphasises the importance of maturation and the provision of a stimulating environment for children to explore. He explores the sensory-motor stage (0-2yrs) where children use their physical-motor skills and their senses to explore their world and develop their cognitive understanding-then moving towards the Pre-operational stage (2-7yrs), using speech during play to convey their understanding and learning.  
Performing arts-music, dance and drama              
Construction              
Visual Arts              
Architecture-Planning and Design                
Inventions                
Literacy              
  1. Exploring Techniques with Children

Part a) Consider Van Gogh’s The Starry Night

Discuss three ways you would use this art work in an early childhood setting to teach children new creative art techniques and  expand their knowledge which they can use to creatively represent their ideas. Justify your responses with clear links to the National Quality Standards (NQS) and the Early Years Learning Framework (EYLF).

Part b) Providing Clay Experiences to Children

(Picture source: www.google.com.au)

Experiences such as clay may extend over several days/weeks as you provoke and support children’s creativity, techniques and skills.

  • Describe two(2) skills/techniques that children may aquire over a few days when working with clay (you may use images to support your response/s)
  • Describe two(2) practices educators can adopt to encourage children to take responsibility for the clay, equipment and materials?
  1. Outcome 4 in the EYLF (page33-34) discusses dispositions of learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

 How do each of these dispositions of learning develop through music and dance experiences?  Complete the table below.

Dispositions of LearningExplanation of how this disposition of learning develops through music and dance experiences
Curiosity     
Cooperation     
Confidence     
Creativity     
Commitment     
Enthusiasm     
Persistence     
Imagination     
Reflexivity     
  1.  The Sydney Harbour Bridge is one example of architecture that could be explored with a group of children.

(Picture source: www.google.com.au)

a)Provide a list of three (3) open ended resources you could provide to a group of 3-5 year old children who are interested and inspired to recreate the Harbour Bridge. Use images to support resources.

  •  
  •  
  •  

 b)Describe how the children will explore creative expression and work collaboratively during the recreation of the Harbour Bridge.  Justify your response with clear links to the EYLF and NQS.

  1. Access and navigate the Education and Care Services National Regulations  and provide at least one(1) regulation (number and title)that supports the creative child to become a confident and involved learner within the educational program.
  1. Construction activities can take place in both the indoor and outdoor learning environments and are ideal opportunities to extend children’s development and learning. Provide three(3) construction ideas/resources for the following age groups and discuss the learning opportunities and skills which may occur. Justify your response with links to developmental theory and theorists.
Age groupsConstruction idea/resourceLearning opportunities and skills with links to developmental theory and theorists.
0-2 years              
2-3years              
3-5years              

CHCECE018 Nurture creativity in children

Task 1 of 2- marking guide

Teacher Name:  ____________________________  Student’s Name: _________________________ 

To successfully complete this task the learner must achieve a tick for each of the evidence criteria listed below.  A cross indicates that this criterion is missing, incomplete or incorrect. To achieve a competent with credit (CC) or a competent with distinction (CD) the student must receive a tick in all criterion for each grade.

Evidence Criteria

CompetentCompetent with CreditCompetent with Distinction
1.Lists six (6)age/stage appropriate natural resources that are open ended with appropriate explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves1. Lists six (6) age/stage appropriate natural resources that are open ended with innovative explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselvesLists six (6) age/stage appropriate natural resources that are open ended with highly innovative explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves
Comments/Feedback  
1.Lists six (6) age/stage appropriate recycled/found resources that are open ended with appropriate explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves. 1.Lists six (6) age/stage appropriate recycled/found resources that are open ended with innovative explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves.1.Lists six (6) age/stage appropriate  recycled/found resources that are open ended with highly innovative  explanations of how the resource fosters creativity, improvisation and opportunities for children to express themselves.
Comments/Feedback  
2a)Discusses three(3) ways to use art work in an early childhood setting to teach new techniques, expand knowledge and creatively represent ideas with clear links to the NQS and the EYLF 2a)Discusses three(3)innovative ways to use art work in an early childhood setting to teach new techniques, expand knowledge and creatively represent ideas with detailed links to the NQS and the EYLF2a)Discusses three(3) highly innovative ways to use art work in an early childhood setting to teach new techniques, expand knowledge and creatively represent ideas with highly detailed links to the NQS and the EYLF
Comments/Feedback  
2b)Describes two(2) skills/techniques that children may aquire over a few days when working with clay 2b)Describes two(2)detailed skills/techniques that children may aquire over a few days when working with clay2b)Describes two(2) highly detailed skills/techniques that children may aquire over a few days when working with clay. Uses images to support responses.
Comments/Feedback  
2b)Describes two(2) practices educators can adopt to encourage children to take responsibility for the clay, equipment and materials 2b)Describe two(2) detailed practices educators can adopt to encourage children to take responsibility for the clay, equipment and materials? 2b)Describe two(2) highly detailed practices educators can adopt to encourage children to take responsibility for the clay, equipment and materials?
Comments/Feedback  
3.Discusses how the following dispositions of learning develop through music and dance experiences: curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. 3.Discusses in detail how the following dispositions of learning develop through music and dance experiences: curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. 3.Discusses in high detail how the following dispositions of learning develop through music and dance experiences: curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
Comments/Feedback  
4a)Provides a list of three (3) appropriate open ended resources to inspire architecture to recreate the Harbour Bridge. Use images to support resources. 4a)Provides a list of three (3) innovative open ended resources to inspire architecture to recreate the Harbour Bridge. Use images to support resources.4a)Provides a list of three (3) highly innovative open ended resources to inspire architecture to recreate the Harbour Bridge. Use images to support resources.
Comments/Feedback  
4b)Describes how the children will explore creative expression and work collaboratively during the recreation of the Harbour Bridge,  with clear links to the EYLF and NQS.4b)Describes in detail how the children will explore creative expression and work collaboratively during the recreation of the Harbour Bridge,  with detailed links to the EYLF and NQS. 4b)Describes in high detail how the children will explore creative expression and work collaboratively during the recreation of the Harbour Bridge,  with high detailed links to the EYLF and NQS.
Comments/Feedback  
5.Demonstrates the ability to access and navigate the Education and Care Services National Regulations  by providing at least one(1) regulation (number and title)that supports the creative child to become a confident and involved learner within the educational program. □  
Comments/Feedback  
6.Provides an appropriate construction idea/resource for 0-2 year olds, discussing learning opportunities and skills with links to developmental theory and theorists. 6.Provides an appropriate construction idea/resource for 0-2 year olds, discussing detailed learning opportunities and skills with detailed links to developmental theory and theorists.6.Provides an appropriate construction idea/resource for 0-2 year olds, discussing highly detailed learning opportunities and skills with high detailed links to developmental theory and theorists.
Comments/Feedback  
6.Provides an appropriate construction idea/resource for 2-3 year olds, discussing learning opportunities and skills with links to developmental theory and theorists.6.Provides an appropriate construction idea/resource for 2-3 year olds, discussing detailed learning opportunities and skills with detailed links to developmental theory and theorists.6.Provides an appropriate construction idea/resource for 2-3 year olds, discussing highly detailed learning opportunities and skills with high detailed links to developmental theory and theorists.
Comments/Feedback  
6.Provides an appropriate construction idea/resource for 3-5 year olds, discussing learning opportunities and skills with links to developmental theory and theorists.6.Provides an appropriate construction idea/resource for 3-5 year olds, discussing detailed learning opportunities and skills with detailed links to developmental theory and theorists.6.Provides an appropriate construction idea/resource for 3-5 year olds, discussing highly detailed learning opportunities and skills with high detailed links to developmental theory and theorists.
Comments/Feedback  

Assessment 2: Planning and Implementing learning environments

Context:              On the job

Assessment Information:

Part A)  Planning, implementation and evaluation is to be delivered in a regulated education and care service.

Students will be required to plan and implement the following three (3) active learning environments, using the template provided.

  1. creative approaches to routines or transitions
  2. Dramatic/ Imaginary play
  3. opportunities for each child to develop self expression and skills
  • Ensure that each of the three(3) plans are discussed with your centre supervisor and signed by him/her at least 24 hours prior to the implementation of the plan. (This document with original signature MUST be scanned and submitted)

Part B) Students are required to complete a reflection journal (using template provided)

Part A- Planning, implementation and evaluation:

(Submit three (3 ) completed Learning experience plans – template attached-you will need to copy the template x3)

Students are required to plan and implement three (3) learning opportunities (see above) linked to three (3) children (other children may participate in these environments).

Documentation should include a brief, yet accurate plan, which lists rationale, materials/resources needed, organisation and educator practices and learning opportunities, implementation photos and reflection/evaluation (table).

Part A) Learning environment experience plan template:

Signed by Supervisor:

Plan (prior to implementing)

Type of Play:                                                                       Date:

Experience Name: (type of experience that it will be e.g. paper making. This will allow you to cross reference)

Age of Child/ren:

Rationale/ Reasons for your experience: Briefly describe what you have seen or know about the child/ren OR an educator practice of intentional teaching etc. that justifies the experience.

ADD: Children are showing interest through dance before meal transition

Identify  developmental domains and links to the  EYLF:

Detail of the creative development that you are intending to support and/or the concepts that you want the children to learn from this experience. These priorities/opportunities should indicate the main focus of the experience, but not predetermine or limit the learning opportunities children may experience.

ADD:Physical- For the children to move theoir body through the dance activity

Cognitive- For them to think about and make choices and move their body.

  • Listening to directions

Outcome 1: Children have a strong sense of identity

Outcome 4: Children are confident and involved learners

     Provide links to the EYLF principles, practices and outcomes, outlining ways you will achieve these.

ADD:

EYLF: Outcome 1: Children have a strong sense of identity.

                                  1:1 Children feel safe, secure and supported

Practice- Responsive to Children

Describe how you will set up the learning environment for this experience

List resources/materials and consider safety measures and how you will present them in an attractive and creative way, where are you setting up this space?

ADD: Inside in the starfish room

Move kitchen coner to make room

Big open space

CD player

What is the music going to be? Classic

Nut Cracker/ Bubble bee

Move their body through the rhytem.

     Educator Practices

     How will you introduce the experience to the children?

ADD:

1.Invite the children to come and sit on the mat.

2. Tell the children that we are going to play freeze game.

3.Play the music and press pause and encourage the children to freeze and to this multiple times though the end of the piece of music

4.Im going to dance how I will stop and freeze abd demonstrate the children when stop or freeze.

5. using words to encouraging children “ move your bodies in different ways’ ‘Can you move for body in certain way”

6. Giving them ideas how to move their body “Can you move your body fast” “Can you move or move your body slow”

7. Verabal praise “I really like how you are moving your body”

8.gather the children to sit back on the mat.

Staying in the creative plan and slowly send the children to bathroom. Asking each child to move their move while going to the bathroom eg, they will choose a friend and move like a duck or fly like an aeroplane.

    Describe educator practices you will use to facilitate this learning experience (e.g. demonstrating,    questioning, scaffolding, modelling, intentional teaching, discussions). How and why will you use these strategies?

ADD- The use of scaffolding method wil be considered for the children. This will help in breaking down the steps into simpler one to enable faster learning for the kids. It will also help the children in getting required support to execute the task in a competitive manner.

Outline how you will support and extend children’s creativity and their appreciation of the creative arts.

ADD: By praising te children for their acivities

By allowing their choices and addressing to their concerns

By taking out time to help resolve their issues and concerns.

Outline strategies to promote exploration, choice and collaboration with the children.

(This page MUST be signed before implementation)
Implementation (post plan):

Upload photos/images with descriptions of the learning environments that you created- resources,  materials and if possible children engaged in the experience (students need to adhere to service policy and procedures e.g. confidentiality in relation to use of photos which include children. You may need to consider using images of children’s hands, bodies etc. with no identifiable features).

Reflection/evaluation: Complete the following table.

Evaluation methodsReflection/Evaluation-outline what happened?Ongoing modifications made to the curriculum to stimulate interest from the evaluations. (what instigated the change?)How did you respond to children’s interests as they arose?
Written evaluation   
Verbal feedback-this may include from children, educators and families  
Spontaneous  
(Credit Grade) Digital documentation     
(Distinction Grade) Critical reflection with justification(links to frameworks and developmental theory/ists.)   

Part B: Reflection Journal –

During work /placement you are required to complete a Reflection Journal. These reflections may be from spontaneous interactions and/or from the three(3) implemented experience plans.

You are required to complete the template and reflect on the following:

To achieve a competent grade:

Give two(2) examples of each of the following:

  1. How did you role model creativity by improvising with equipment and materials?
  2. How did you encourage children to pursue their own original ideas, interpretations and expressions ?
  3. How did you invite children to ask questions and assist them to find their own answers?
  4. How did you engage children in talking about their creations and ask them open-ended questions?
  5. How did you share enthusiasm for creative work with children?
  6. How did you encourage children to respect and appreciate the creative effort of their peers?
  7. How did you involve children in critical reflection and solving real problems?
  8. How did you display children’s artwork in meaningful ways?
  9. How did you implement organisational standards, policies and procedures in relation to creative arts?

To achieve a Credit grade:

The examples for each of ‘a’ to ‘i’ above include links to the National Frameworks.

To achieve a Distinction grade:

The examples above include justification of educator practices in relation to current developmental theories and theorists.

Part b) Reflection Journal Template

Reflection JournalHow did you role model creativity by improvising with equipment and materials? (two (2) examples)
Date/s:             
 How did you encourage children to pursue their own original ideas, interpretations and expressions ? (two (2) examples)
Date/s:                 
 How did you invite children to ask questions and assist them to find their own answers? (two (2) examples)
Date/s:             
 How did you engage children in talking about their creations and ask them open-ended questions? (two (2) examples)
Date/s:             
 How did you share enthusiasm for creative work with children? (two (2) examples)
Date/s:           
 How did you encourage children to respect and appreciate the creative effort of their peers? (two (2) examples)
Date/s:           
 How did you involve children in critical reflection and solving real problems? (two (2) examples)
Date/s:           
 How did you display children’s artwork in meaningful ways? (two (2) examples)
Date/s:             
 How did you implement organizational standards, policies and procedures in relation to creative arts? (two (2) examples)
Date/s:           

CHCECE018 Nurture creativity in children

Task 2 of 2- marking guide

Teacher Name:  ____________________________  Student’s Name: _________________________ 

To successfully complete this task the learner must achieve a tick for each of the evidence criteria listed below.  A cross indicates that this criterion is missing, incomplete or incorrect. To achieve a competent with credit (CC) or a competent with distinction (CD) the student must receive a tick in all criterion for each grade.

Evidence Criteria

Part A Planning, implementing and evaluation
Experience Plan 1- creative approaches to routines or transitions □ Experience Plan 2- Dramatic/ Imaginary play Experience Plan 3-Opportunities for each child to develop self expression and skills Each plan is sighted and signed by supervisor □□□ Each plan briefly describes a rationale/reason that justifies the planned experience □□□  
CompetentCompetent with CreditCompetent with Distinction
Identifies  developmental domains and links to the  EYLF □□□Identifies  developmental domains with detail to creative development and learning concepts with clear links to the  EYLF □□□Identifies  developmental domains with supportivedetail to creative development and learning concepts with detailed  justification to the  EYLF principles, practices and outcomes □□□
Comments/Feedback  
Lists appropriate resources/materials □□□  List innovative resources/materials and considers; safety measures, aesthetics and location □□□  List highly innovative resources/materials and considers; safety measures, aesthetics and location □□□  
Comment/Feedback
Plans appropriate educator practices □□□  Plans appropriate educator practices that provide detailed strategies to support, extend creative arts, promote exploration, choice and collaboration □□□Plans appropriate educator practices that provide highly detailed strategies to support, extend creative arts, promote exploration, choice and collaboration □□□  
Comments/Feedback
Provides photos/images with descriptions of the three (3) creative learning environments □□□
Comments/Feedback
Evaluates and reflects using a variety of methods, addressing modifications and responses to children’s interests as they arise □□□Evaluates and reflects using a variety of methods including digital documentation, addressing modifications and responses to children’s interests as they arise □□□Critically evaluates and reflects using a variety of methods including digital documentation, addressing modifications and responses to children’s interests as they arise with detailed justification to frameworks and developmental theory/ists □□□
Comments/Feedback
Part B Reflection Journal
Documents two(2) appropriate examples for each questionDocuments two(2) appropriate examples for each question with links to the National Frameworks. Documents two(2) appropriate examples for each question with links to the National Frameworks and justification of educator practices in relation to current developmental theories and theorists.  
Comments/Feedback
Order Now

Get expert help for CHCECE018 Nurture creativity in children and many more. 24X7 help, plag free solution. Order online now!

Universal Assignment (September 25, 2022) CHCECE018 Nurture creativity in children. Retrieved from https://universalassignment.com/chcece018-nurture-creativity-in-children/.
"CHCECE018 Nurture creativity in children." Universal Assignment - September 25, 2022, https://universalassignment.com/chcece018-nurture-creativity-in-children/
Universal Assignment September 4, 2022 CHCECE018 Nurture creativity in children., viewed September 25, 2022,<https://universalassignment.com/chcece018-nurture-creativity-in-children/>
Universal Assignment - CHCECE018 Nurture creativity in children. [Internet]. [Accessed September 25, 2022]. Available from: https://universalassignment.com/chcece018-nurture-creativity-in-children/
"CHCECE018 Nurture creativity in children." Universal Assignment - Accessed September 25, 2022. https://universalassignment.com/chcece018-nurture-creativity-in-children/
"CHCECE018 Nurture creativity in children." Universal Assignment [Online]. Available: https://universalassignment.com/chcece018-nurture-creativity-in-children/. [Accessed: September 25, 2022]

Please note along with our service, we will provide you with the following deliverables:

Please do not hesitate to put forward any queries regarding the service provision.

We look forward to having you on board with us.

Get 45%* OFF on Assignment Help

Popular Assignments

Find the Greatest Ancient History Assignment Help Instantly

Ancient History Assignment Help Benefits Student Performance! Ancient History assignment help uplifts student understanding and interest in the area. Ancient history can often become confusing for students because it involves understanding events that are hardly relatable to us in the present generation! Universal Assignment is the perfect platform for the

Read More »

Australia’s Best Aboriginal Studies Assignment Help Online

Upgrade your knowledge with the best Experts:  Quick Aboriginal Studies Assignment Help The world’s most rich research on Aboriginal studies takes place at the top educational institutions in Australia. This field involves rich socio-historical research on the Aboriginal indigenous community of Australia. Aboriginal Studies assignment help online can help students

Read More »

Physical Education Assignment Help: Expert Guidance to Boost your Career

Order Physical Education Assignment Help Instantly! Are you a Physical Education student, struggling to submit assignments on time? Universal Assignment Help Service is the perfect place for all your solutions. With expert guidance available from the best professionals, all your assignments will be top-quality. Physical Education involves a strict and

Read More »

Assignment Help in South Africa

5 Ways to Make Your Assignments Error-Free Assignments are a crucial part of every student’s life as they help them to enhance knowledge about the subjects and also improve academic grades, writing skills, time management skills, research skills, etc. Usually, due to internships, part-time jobs, and other co-curricular activities, students

Read More »

Instant Engineering Assignment Help in Ukraine

Engineering is a vast field of study that consists of several branches. While studying various branches of engineering in the best Ukraine universities, students are required to compose several types of assignments to improve their academic scores. There are many different reasons due to why students seek engineering assignment help

Read More »

[SOLVED] AHS205: The Australian Healthcare System within a Global Context

AHS205: The Australian Healthcare System within a Global Context Part A 1. Healthcare professionals include registered nurses, physicians, dentists, physician assistants, and veterinarians. Registered nurse: The key function which the nurses play in treating the patient with depression include monitoring the clinical progress, improving the compliances of treatment, assessment for

Read More »

[SOLVED] Assignment: Pressure ulcer in ICU in UK

1- Critique different types of evidence ( the area I’ve chosen is pressure ulcer in ICU)2- Analyse what constitutes Best Evidence for practice in the UK3- Critically reflect on the BENEFITS and LIMITATIONS of evidence based practice (EBP) within nursing practice. Using Randomised Controlled Trial (RCT)Student will critique a qualitative

Read More »

[SOLVED] Assignment The lasting negative impact of Colonialism within contemporary Indian Economy and Industry

The lasting negative impact of Colonialism within contemporary Indian Economy and Industry Famine in India and colonialism During the period of colonialism, root causes of famine within India include government policies, population imbalance, crop failure, inflation and war. Increased mortality, epidemic, starvation and regional malnutrition follow and accompany famine within

Read More »

[SOLVED] OSQs: The Psychology of Competition: A Social Comparison Perspective

The Psychology of Competition: A Social Comparison Perspective OSQs Outlines Competitiveness and Social Comparison – The passage is all about reducing differences in the society and developing factors to do social comparison – Situational and individual factors have been highlighted to increase competitiveness The framework highlighting situational and individual factors

Read More »

 [SOLVED] Letter of advice 5126LAW: ASSESSMENT ITEM 3

Law Letter of Advice 25 January 2022 Ms. Amelia Hart 4 Cornet Street, Yeronga Re: Domestic Violence and parenting matter- Hart & Hart Dear Amelia, We do confirm that we have been asked to provide you with advice regarding the parenting and domestic violence matter during the appointment on 24

Read More »

5126LAW: ASSESSMENT ITEM 3  Letter of Advice Problem

5126LAW: ASSESSMENT ITEM 3  Information about this assignment:  This assessment piece requires you to prepare:  1. An initial letter of advice;  2. A draft Application for a Protection Order (Form DV1); and  3. Draft Written Submissions.  Initial letter of advice  Ensure that the initial letter of advice is addressed to

Read More »

HC1021 INTERPERSONAL AND E-COMMUNICATION Assignment T3 [SOLVED]

Student Number: (enter on the line below) Student Name: (enter on the line below) HC1021INTERPERSONAL AND E-COMMUniCATION final assessmeNt Trimester 3, 2021 Assessment Weight: 50 total marks Instructions: All questions must be answered by using the answer boxes provided in this paper. Completed answers must be submitted to Blackboard by

Read More »

COMM1001 Communication in Organisations

Assessment 4 – Written report (1200 Words) 50% Due Week 14 – By 5pm Friday Sept 27th Your full recorded interview from Assessment 3, becomes the basis of your report for Assessment 4 Drawing on the content from your interview and the academic literature related to the three communication topics

Read More »

MBA703 – The Economic Environment – Trimester 2 2022 Assessment Task 2

DUE DATE AND TIME:                        Friday, 23 September 2022, by 8:00pm (AEST) PERCENTAGE OF FINAL GRADE:                                                            40% WORD COUNT:                                   2000 words Description This assignment is based on an article published in the AFR titled “Australia must have a new macroeconomic framework”. Please read the article and answer the following questions (using

Read More »

IT510 Systems Analysis and Design Module Preview

This guide contains a preview of the materials for all module courses in this series: IT510M1: Systems Planning, Analysis, and Logic Processes IT510M2: Data Organization Process IT510M3: System Physical Attributes IT510M4: Written Proposals for System Analysis and Design Be sure to follow the detailed directions found within the actual module

Read More »

BULAW5915 Assignment

Information about the Assignment:   Due date   Sunday, 23:59, 18 September 2022 (Week 9) How to submit   The assignment must be submitted in word format through the submission link on Moodle.   Topics covered by Assignment Topic 4   Maximum word limit   2500 words   Total marks

Read More »

Biomedical Physiology and Engineering assignment

Stent grafts for coronary arteries were first used in the mid 1980’s.  I want you to review the developments in stent graft technology since that time and discuss the natural response of the body to angioplasty and stent placement and how biomedical engineers have responded to the adverse events encountered

Read More »

NRSG374 Assessment Task 1, 2022

ASSESSMENT TASK 1 Professional Development Resource: Narrated PowerPoint Due date: Thursday 15th September 2022 at 4pm Weighting: 50% Length and/or format: Narrated PowerPoint equivalent to 1500 Words +/- 10%8-10 Slides Including Title Page and ReferencesDiagrams and images can be used please include references as per APA7No longer than 8 mins

Read More »

2110AFE – PROBLEM-SOLVING ASSIGNMENT (T 2, 2022)

WEIGHT:          This assessment is worth 30% of the total marks for this course. WORD LIMIT: Your answer to Question 1 (Hypothetical ILAC Question) must be no longer than 1000 words. Your answer to Question 2 & 3 must be no longer than 1000 words. INSTRUCTIONS TO STUDENTS: Students may refer

Read More »

HRM 4801 Managing and Developing People

The following table provides an example of the overview of the assessment requirements. Assessment 1 : Individual reflexive review The following table provides an overview of the assessment requirements. Assignment brief : Individual reflexive review Module code HRM 4801 Module title Managing and Developing People Submission date, time 01.12.2020 :

Read More »

BUS4023 BUSINESS ETHICS

Course/ Module: BUSINESS ETHICS SEGI Course Code: BUS4023 UCLAN Module Code: (if applicable) Lecturer name: William Tan Coursework Submission Date:                         Individual Assessment 1: Week 7 Individual Assessment 2: Week 9 ASSESSMENT METHODS Number of Assessments Form of Assessment     % weighting Size of Assessment/Duration/ Word count Category of

Read More »

Human Subjects Case Studies

Case Study 1 – Research involving adults with terminal illness Dr. Abbott, an oncologist at a major teaching hospital, has been asked to put forward a number of her patients for participation in a clinical trial of a new cancer treatment. Mr. Day is a terminally ill patient with a

Read More »

BA Stage 3 Level 7 Special Education and Differentiation

Assignment Brief and Marking Scheme Programme: Module: Semester: Date of Title Issue: Assignment Deadline: Assignment Submission Details:   Module Credits: Weighting for this Assignment: BA Stage 3 Level 7 Special Education and Differentiation 1 05/10/20 26/11/20 Submit both the essay and the completed IEP in electronic format (PDF) to Moodle.

Read More »

PART II: Media Analysis and Reflection Submission

Students are also required to submit a Media Analysis and Reflection in relation to the media segment (see below) for the Media Discussion Forum. In approximately 350 to 500 words, please expand the synopsis you have provided as a Leader on the Discussion Forum. In this expanded version, you should

Read More »

Philosophy227 Take Home Essay Questions

Philosophy227 Take Home Essay Questions Carel argues that one can be happy – that one’s life can be meaningful – even if one is terminally ill. What is her argument? Do you agree? Is death harmful? Articulate a reason for thinking that death is harmful. Identity an argument against the

Read More »

General Psychology Assignment

Question Mark Travers in his article posted by Psychology Today dated 8th Sept, 2020 posed a question; “Are dating apps a breeding ground for dark personality?” in which new research suggests that the answer is likely yes (Johannes Kepler University). Dark personality triad comprises personality traits of Narcissism, Machiavellianism and

Read More »

Portfolio Planning Tool

Planning for a Target Position: Use this sheet to identify your Key Skill Areas. Add more Key Skill Areas or additional rows if needed.  Within each key skill area, indicate your skills, knowledge, and abilities along with the work samples/evidence you have to prove it, the skill type, source and

Read More »

Can't Find Your Assignment?

Open chat
1
Free Assistance
Universal Assignment
Hello 👋
How can we help you?