Introduction: Provide Experiences To Support Children’s Play And Learning
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Introduction: Provide Experiences To Support Children’s Play And Learning
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This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.
CHCECE036 Provide experiences to support children’s play and learning
Elements
- Create environments for play
- Support children’s agency through play and learning
- Review and evaluate play opportunities
How students participate in assessment
You are required read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation.
Assessment conditions
Assessment responses must demonstrate a capable understanding and consistent application of knowledge and skills in a workplace setting.
- You MUST provide responses to tasks and questions to a Satisfactory level
- Assessment responses MUST demonstrate consistent performance in a real-world setting
- You should rely on the information gained through implementation of tasks and the referenced learning materials to guide responses
Authenticity requirements
You must make a genuine attempt to answer each task appropriately in this assessment activity. Intentionally or unintentionally presenting answers to assessment questions that are another individual’s work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. Refer to the Student Handbook for further information.
Authenticity declaration
It is important that you sign and date the Authenticity Declaration on the next page to confirm that the responses to tasks and questions presented for assessment are your own work.
Supervisor confirmation of authenticity
A supervisor (usually a Workplace Supervisor or assessor) should acknowledge the authenticity of your work prior to submission. By completely this declaration, the supervisor is authenticating these tasks as having been completed in an appropriate setting, under supervision and to an acceptable standard for Early Childhood Education and Care workplace.
Student and Supervisor Declaration Form
| ATTENTION You must include your name and SIGNATURE on this page Your signature is required to verify authenticity of your work.[cite: 18] |
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| Student declaration By making this declaration:[cite: 18] |
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| □ | I understand the assessment conditions and how to effectively participate[cite: 18] | |
| □ | I understand my responsibility to provide assessment responses that are my own.[cite: 18] | |
| □ | I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked.[cite: 18] | |
| □ | I understand I must gain the approval of the assessor and/or Workplace Supervisor before and/or after implementation of these tasks.[cite: 18] | |
| Name:[cite: 18] | Signature:[cite: 18] | Date:[cite: 18] |
| You must include the name of your supervisor and collect an authenticating SIGNATURE on this page.[cite: 18] | ||
| Supervisor declaration[cite: 18] | ||
| □ | I confirm the workplace assessment tasks were completed by the named student in a regulated children’s service in Australia.[cite: 18] | |
| □ | I confirm that I have discussed and provided specific feedback in relation to: • Workplace Task 1: Experiences for babies (0-23 months) • Workplace Task 2: Experiences for children (over 24 months) • Workplace Task 3: Group time experiences • Workplace Task 4: Experience over multiple days • Workplace Task 5: Support learning in routines • Workplace Task 6: Reflecting on your practices and children’s learning[cite: 18] |
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| Supervisor Name:[cite: 18] | Signature:[cite: 18] | |
| ECEC Name:[cite: 18] | Date:[cite: 18] | |
| Optional comment/feedback:[cite: 18] | ||
Record of Assessment
| SUMMARY RECORD OF ASSESSMENT |
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| Assessor declaration | |
| □ | Assessment tasks were completed in a regulated children’s service in Australia. |
| □ | Assessment tasks are authentic and supported by a student and Workplace Supervisor declaration |
| □ | Assessors satisfy the Standards for RTOs’ requirements for assessors |
| This assessment activity has been assessed as: □Satisfactory □Not Yest Satisfactory □Incomplete For work deemed “Not Yet Satisfactory” or “Incomplete”, the student has been provided with written feedback below. The assessment may be re-submitted for reassessment. |
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| Assessor Name: | Signature: |
| Date Received: | Date Marked: |
| Assessor comment/feedback: | |
| Resubmit instructions: (for Not Yet Satisfactory or Incomplete assessment outcomes only). | |
Assessment instructions
You are required to discuss, plan, coordinate and implement a range of tasks and respond to questions to demonstrate understanding and skill application. To facilitate the appropriate learning and developing skills, practical tasks MUST be completed within a regulated Early Childhood Education and Care setting or an approved simulated workplace setting.
Attempting assessment tasks
You are required to respond to each task and question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses.
Assessment outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. Where you are assessed as ‘Not Yet Satisfactory’, the assessor will provide you with feedback regarding what needs to be re-attempted and the resubmission process.
Reasonable adjustment
You may apply for reasonable adjustment to this assessment activity. You should refer to the Student Handbook for further information.
Submitting tasks
Once you have provided responses to ALL tasks and questions, submit your assessment for assessor marking. Refer to the Student Handbook for information on how to submit assessment activities.
Student appeals
Students have the right to appeal an unfavourable decision or finding during assessment. Students should refer to the RTO Student Handbook for further information.
Learning materials and required readings
Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment.
| Textbook reference: Kearns, K. (2020)The Business of Child Care, 5th ed., Cengage Learning Australia, Melbourne.Chapters 1, 7 |
- Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, Being & Becoming. The Early Years Learning Framework for Australia.
- https://www.acecqa.gov.au/sites/default/files/2020-05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
| Readings |
Workplace tasks planning table
This tool provides you with a summary of the workplace tasks for this unit. It indicates:
- the approximate time frame needed to complete each task
- the preparation required for each task.
Use this tool with your Workplace Supervisor to plan the completion of your tasks.
| This symbol indicates that the task can be completed either in your allocated workplace study time, or at home. |
| This symbol indicates that your workplace supervisor must observe you as you complete this task, or sign to confirm they have reviewed your responses. |
Tasks Schedule
| Task | Time frame (mins) | Preparation for task | Target completion date | Complete |
|---|---|---|---|---|
| Task 1 | 120 | Experiences for babies (0-23 months) • Read through the prefilled experience plans and choose at least one. • Plan your own experience if you choose to. • Discuss the two |
24 Feb, 2023 | □ |
| Task 2 | 120 | Experiences for children (over 24 months) • Read through the prefilled experience plans and choose at least one. • Plan your own experience if you choose to. • Discuss the two experiences you would like to implement with your Workplace Supervisor |
24 April, 2023 | □ |
| Task 3 | 60 | Grouptime experiences • Read and select from the pre-filled experience plans provided, or create your own plan • Reflect on the implemented experience • Discuss with your Workplace Supervisor |
24 May 2023 | □ |
| Task 4 | 120 | Experience over multiple days • Read the partially completed experience plans • Complete the planning for days 2 and 3 |
24 May 2023 | □ |
| Task 5 | 60 | Support learning in routines – Must be outdoors • Choose a prefilled experience plan • Alternatively, plan an experience of your own choice |
24 April, 2023 | □ |
| Task 6 | 60 | Reflecting on your practices and children’s learning • Refer to the experience plans you used in previous tasks • Set aside some quiet time to complete the reflection • Discuss your reflection with your supervisor |
25 May 2023 | □ |
| Supervisor notes and/or suggestions: | ||||
Task 1: Experiences for babies (0-23 months)
The purpose of this task is to demonstrate that you can:
- create environments for play.
- support children’s agency through play and learning
Preparation
- You are going to implementtwo experiences(one indoor and one outdoor) that supportsbabies (birth – 23 months) play and learning.
- One experience must be for two babies, the other must be for an individual baby.
- You have been provided with a set of prefilled You must use one of these plans. For your second activity you may choose another of the prefilled plans,or you may plan one of your own using the blank template provided.
- In consultation with your Workplace Supervisor discuss theexperiences you would like to implement.
- Refer to service standards, policies and procedures relating to children’s health and safety, educational program and practice, physical environment, relationships with children.
Task 1 Plan 2 Baby Play
| Task 1:Experiences for 1 baby (0-23 months) Plan 2: Baby play[cite: 15] | |||
| Supervisor approval | Experience Plan Approved: o Yes oNo[cite: 15] | ||
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| Baby's name | Baby's age/Age group[cite: 15] | 0-12 months[cite: 15] | |
| Goal |
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| Date | Planned from[cite: 15] |
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| Experience plan[cite: 15] | |||
| Location |
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Timing:
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Preparation
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ensure the social and sensitive development of the children. Rayal is22 month old, observing her alerted the educators that she is introverted and she is not as social as other kids. This observation made the educators develop some group goals that can help Rachel to be more upfront and mingle more with her age group.[cite: 15] | ||
| Student tip Use your knowledge about the baby's interests, likes and dislikes[cite: 15] |
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| Equipment/Safety Requirements No equipment needed[cite: 15] |
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Middle (How will you support the baby)[cite: 15]
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End (How will you conclude the experience?)[cite: 15]
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| Evaluation of the experience Was the goal achieved? Describe what you saw and heard the baby/babies say and do during the experience relating to the goal.[cite: 15] Give the support to the child.[cite: 15] |
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Links to the Early Years Learning Framework (EYLF)[cite: 15]
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Developmental domains[cite: 15]
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| Future planning (Follow up activity and description)[cite: 15] |
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| Suggested follow-up[cite: 15] Children mind[cite: 15] |
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| Reflection on your role as an educator in the experience (Which strategies did you use with the baby during the experience?)[cite: 15] |
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Pinterest
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Instructions
- Indicate your choice of two experiences (one indoor and one outdoor) in the table below.
- Complete the planning format for each experience. This includes the following information for the pre-planned experiences:
- Evaluation of the experience
- Links to the Early Years Learning Framework (EYLF)
- Developmental domains
- Future planning
- Suggested Follow-up
- Reflection on your role as an educator in the experience
- Discuss your plans with your Workplace Supervisor and have the plans approved prior to implementation.
- To capture these experiences, you may like to take photographs to show and discuss with your assessor.
| Experiences |
Outdoor experience (choose one)
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Indoor experience (choose one)
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Task 1 Experience Plan
| Task 1: Experiences for 2 babies (0-23 months)[cite: 18] Plan 1: Ball game under 23 months |
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| Supervisor approval: | Experience Plan Approved: Yes / No | ||
| Group size: | □ Individual baby | □ Two babies | □ Larger group |
| Baby’s name: | Ryal | Baby's age/age group: | Under 23 months |
| Goal: | • Develop eye hand co-ordination and grasping skills • Develop gross motor skills of rolling and torso balance |
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| Experience plan | |||
| Location: | □ Indoors □ Outdoors | Timing: | □ Free play □ Group time □ Routine time |
| Preparation • I will prepare a small ramp for a ball to roll down e.g., toddler slide, car ramp and determine a place to set up experience. • I will choose a ball that is age-appropriate and that the children can pick up and roll send it by rolling it down the slope. |
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| Equipment/Safety Requirements Ball, ramp slide, table if necessary. |
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| Experience description – What I will do Beginning: How will the baby/babies be introduced to the experience? • I will invite babies to come and join me at the slide and tell them I need their help rolling the ball down the hill. • I will demonstrate going to the top and then fun go to the bottom. • I will be aware that the ball may not make it to the bottom before rolling off (according to the skills of the baby). • I will give the ball to the baby at the top and ask them to roll it down to the bottom and ask the other baby to watch it step-in action. • Once the baby has sent the ball, they will walk around the slide and hand the ball back to their friend at the top. • I will ask the babies to swap roles after a few turns so the other baby has a chance to roll and watch the ball. • I will observe the skills of each baby and praise their efforts. |
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| Middle: How will you support the baby/babies: • I will demonstrate the rolling action. • I will talk about the properties of the ball, how they roll down quickly and bounce up and down, try to keep still and stay very fast. • I will talk about how they are using strong muscles in their arms and hands to lift, carry and roll the ball. • I will praise all attempts and cheer when I see their eyes tracking how the ball moves, chasing the ball. • I will extend vocabulary by verbally tracking the ball and saying: "It is active, up is going down, down, down." • I will respond respectfully to the baby's vocalisation and conversation. |
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| End: How will you conclude the experience? • I will respond to the interests of the babies and invite them to choose another activity or ask them other ways they can use the ball. |
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| Evaluation of the experience Was the goal achieved? Remember what you saw and heard the baby/babies say and do link to the goal/outcome referring to the plan For the development of children, different classes of observation are used. Ryal is 22 months baby, observing her help in the detection of her strengths, area of interest, abilities, background, and culture. Observing Ryal helped the educators to know about her thoughts and her goals, based on the needs of Ryal. Ryal I was playing with toys do not observed by his educator, the observation helps them to ask the question of who is he playing with. |
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| Links to Early Years Learning Framework (EYLF) • LO1: Children are connected with and contribute to their world • LO2: Children have a strong sense of wellbeing • LO4: Children are confident and involved learners • LO5: Children are effective communicators |
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| Developmental domain □ Cognitive □ Social □ Emotional □ Physical □ Language |
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| Future planning (Follow up activity and description) |
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| □ Extend the interest □ Repeat the experience |
□ Vary the experience □ Work on a new skill |
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| Suggested follow-up: The planned program is realized with the help of the results of the desired result. Planning, ensuring the feedback loops, monitoring the progress, and classifying the holdup and challenges regarding the planned program. The planned program is applied with the help of the determination of the desired result. Planning, applying the feedback loops, tracking the progress, and identifying the holdup and challenges regarding the planned program. |
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| Reflection on your role as an educator in the experience (Which strategies did you use with the baby during the experience?) |
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| □ Role model | □ Play partner □ Mediator | □ Collaborator | □ Provisioner/facilitator |
| □ Information giver | □ Advocate □ Evaluator | □ Supervisor | □ Supporter/encourager |
| (Comment on your role as an educator, what went well, what you found challenging, what equipment you needed/strategy you need to develop) The influence to the program by individual educators can help the package to be more swift and easier to achieve. The goals set by the database can be easily attained if there is input from each of the individual educators. The challenges that were present in the process of the preparation program were lack of educators with the trend for the child prospectus. The educators who are part of the program were plain less fond of the package as it was time-consuming for them. |
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Task 1 Plan 2 Baby Play
| Task 1: Experiences for 1 baby (0-23 months) Plan 2: Baby play | |||
| Supervisor approval | Experience Plan Approved: o Yes o No | ||
| Planned for | ☑ Individual baby ☑ Small group | ☑ Large group | |
| Baby's name | Baby's age/Age group | 0-12 months | |
| Goal | ☑ To support verbal and non-verbal communication through smiling, babbling, eye contact and to mimic sounds. ☑ To develop self-identity by becoming aware of their own bodies through touch and movement. |
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| Date | Planned from | ☑ Child's interests ☑ Educator (Intentional teaching) | |
| Experience plan | |||
| Location | ☑ Indoors ☑ Outdoors | Timing: ☑ Free play ☑ Group-time ☑ Routine task | |
| Preparation ☑ I will prepare a quiet and peaceful space or move into where the baby is engaged in play. ☑ I will be aware of the time of day and that the baby is alert and ready for play. ☑ I will research 2 to 3 baby games/rhymes e.g., peek-a-boo, round and round the garden. |
The group goal of the room program is to provide a healthy environment and ensure the social and sensitive development of the children. Rayal is 22 month old, observing her alerted the educators that she is introverted and she is not as social as other kids. This observation made the educators develop group goals that can help Rachel to be more upfront and mingle more with her age group. | ||
| Student tip Use your knowledge about the baby's interests, likes and dislikes. |
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| Equipment/Safety Requirements No equipment needed |
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| Experience description – what you will do Beginning (How will the baby be introduced to the experience?) ☑ I will connect to the baby's individual routine and choose the time that they are alert and ready to play. ☑ I will make eye contact and smile at the baby greeting them and telling them we are going to play a game. ☑ I will place the baby on my lap or position them to play the game. ☑ I will commence playing the game, going through each sequence using verbal and non-verbal communication cues. ☑ I will repeat my actions according to the responses and cues from the baby. |
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| Middle (How will you support the baby?) ☑ I will use non-verbal and verbal communication, such as tone of voice, smiling, eye contact, position of body to support engagement. ☑ I will exaggerate my movements and speech where necessary. ☑ I will mimic the baby's movements. ☑ I will be alert to the baby's needs and when to continue to complete the experience. |
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| End (How will you conclude the experience?) ☑ I will move the baby to another safe play space/routine and stay with them until they are settled |
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| Evaluation of the experience Was the goal achieved? Describe what you saw and heard the baby/babies say and do during the experience relating to the goal. Give the support to the child. |
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| Links to the Early Years Learning Framework (EYLF) ☑ LO1: Children have a strong sense of identity ☑ LO2: Children are connected with and contribute to their world ☑ LO3: Children have a strong sense of wellbeing ☑ LO4: Children are confident and involved learners ☑ LO5: Children are effective communicators |
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| Developmental domains ☑ Cognitive ☑ Social ☑ Emotional ☑ Physical ☑ Language |
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| Future planning (Follow up activity and description) |
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| ☑ Extend the interest ☑ Repeat the experience |
☑ Vary the experience ☑ Work on a new skill |
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| Suggested follow-up Children mind |
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| Reflection on your role as an educator in the experience (Which strategies did you use with the baby during the experience?) |
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| ☑ Role model | ☑ Play partner | ☑ Mediator ☑ Collaborator | ☑ Provisioner/Facilitator |
| ☑ Information giver | ☑ Advocate | ☑ Evaluator ☑ Supervisor | ☑ Supporter/Encourager |
Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).Improve the write skill.
Student tip
- When planning your own experiences, you must complete all the sections of the experience plan template. Use the experience plans provided as a guide. You may also like discuss your plans with your assessor if you need extra assistance.
Task 1 Experience Plan Template
| Task1: Experiences for babies (0-23 months) Experience plan template (Student’s own choice) |
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| Supervisor approval | Experience Plan Approved: o Yes o No | ||
| Planned for | □ Individual child □ 2 babies | ||
| Baby’s name | Baby’s age/Age group | ||
| Goal | |||
| Date | Planned from | □ Child’s interests □ Educator (Intentional teaching) | |
| Experience plan | |||
| Location | □ Indoors □ Outdoors | Timing: □ Free play □ Group-time □ Routine task | |
| Preparation Good or bad |
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| Equipment/Safety Requirements Not every were |
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| Experience description – what you will do Beginning (How will the baby/babies be introduced to the experience?) |
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| Middle (How will you support the baby/babies) | |||
| End (How will you conclude the experience?) | |||
| Evaluation of the experience Was the goal achieved? Describe what you saw and heard the baby/babies say and do during the experience relating to the goal. the observation helps them to set the question of who is he playing with |
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| Links to the Early Years Learning Framework (EYLF) □ LO1: Children have a strong sense of identity □ LO2: Children are connected with and contribute to their world □ LO3: Children have a strong sense of well-being. □ LO4: Children are confident and involved learners □ LO5: Children are effective communicators |
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| Developmental domains □ Cognitive □ Social □ Emotional □ Physical □ Language |
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| Future planning (Follow up activity and description) |
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| □ Extend the interest □ Repeat the experience |
□ Vary the experience □ Work on a new skill |
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| Suggested follow-up connected with and contribute to their world |
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| Reflection on your role as an educator in the experience (Which strategies did you use with the baby during the experience?) |
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| □ Role model | □ Play partner | □ Mediator □ Collaborator | □ Provisioner/facilitator |
| □ Information giver | □ Advocate | □ Evaluator □ Supervisor | □ Supporter/encourager |
| Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop). children’s agency through play and learning |
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Task 2: Experiences for children (over 24 months)
The purpose of this task is to demonstrate that you can:
- create environments for play
- support children’s agency through play and learning
Preparation
- You are going to implement two experiences (one indoor and one outdoor) that supports children’s play and learning.
- You have been provided with a set of prefilled experiences. You must use one of these plans. For your second experience you may choose another of the prefilled plans,or you may plan one of your own using the blank template provided.
- In consultation with your Workplace Supervisor discuss theexperiences you would like to implement.
- Refer to service standards, policies and procedures relating to children’s health and safety, educational program and practice, physical environment, relationships with children
Student Tip Table
| Student tip[cite: 17] When planning consider:[cite: 17]
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Visit the KearnsPinterest page for more ideas to help you with this task. |
Instructions
- Indicate your choice of two experiences (one indoor and one outdoor) in the table below.
- Complete the planning format for each experience. This includes the following information for the pre-planned experiences:
- Evaluation of the experience
- Links to the Early Years Learning Framework (EYLF)
- Developmental domains
- Future planning
- Suggested Follow-up
- Reflection on your role as an educator in the experience
- Discuss your plans with your workplace supervisor and have the plans approved prior to implementation.
- To capture these experiences, you may like to take photographs to show and discuss with your assessor.
Task 2 Experiences for Children - Plan 1: Clay
| Task 2: Experiences for children (over 24 months) Plan 1: Clay |
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| Supervisor approval | Experience Plan Approved: o Yes o No | ||
| Planned for | □ Individual child | ☑ Small group (4 children) | □ Large group |
| Child's name | Child's age/Age group | 2-5 years | |
| Goal | • To experience cause and effect • To develop creativity and imagination |
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| Date | Planned from | □ Child's interest ☑ Educator (Intentional teaching) | |
| Experience plan | |||
| Location | ☑ Indoors □ Outdoors | Timing: □ Free play ☑ Group time □ Routine task | |
| Preparation • Prepare table, setting out 5 boards (one for yourself) with one piece of clay on each board with spray bottle and clay tools. • Research properties of clay, where, how, why. • Find photos of children using clay. Student tip: Give a creative-like introduction to start/invitation. |
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| Equipment/Safety Requirements • Clay and clay boards • 5 small spray bottles or water containers • Water • A table and 5 chairs • Aprons • Mat for storage • Tray for pieces being kept for display • Photos of children using clay |
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| Experience description – what you will do Beginning (How will the children be introduced to the experience?) • I will invite a group of 4 children to explore the clay tools. • Once gathered, I will take them to the table and ask them to put on an apron and discuss with them the contents of the table and their uses, water, (aware of spraying) the properties of clay and how to use the clay tools. • I will discuss with the children to never put clay into our mouths and be careful around our eyes. |
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| Middle (How will you support the children?) • I will discuss properties of clay. • I will talk about how the water is used to join the pieces together (like glue). • I will demonstrate how we can use our fingers or tools to make marks or patterns. • I will ask the children what they think could happen if I manipulate the clay. • I will talk to the children about their creations. |
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| End (How will you conclude the experience?) • I will assist each child to pack away their materials and praise each effort. |
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| Evaluation of the experience Was the goal achieved? Describe what you saw and heard the children say and do during the experience relating to the goal. The main purpose of the project was to develop the creativity of the children, and also to step up the imagination level of the participants. However, with the help of this game the creativity of the children can be developed. |
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| Links to the Early Years Learning Framework (EYLF) □ LO1: Children have a strong sense of identity □ LO2: Children are connected with and contribute to their world □ LO3: Children have a strong sense of wellbeing □ LO4: Children are confident and involved learners □ LO5: Children are effective communicators |
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| Developmental domains □ Cognitive □ Social □ Emotional □ Physical □ Language |
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| Future planning (Follow up activity and description) |
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| □ Extend the interest □ Repeat the experience |
□ Vary the experience □ Work on a new skill |
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| Suggested follow-up: Communication with the children is effective in scouring their minds, however with the help of the continuous follow up of the children the plan can be succeed. |
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| Reflection on your role as an educator in the experience (Which strategies did you use with the child during the experience?) |
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| □ Role model | □ Play partner | □ Mediator □ Collaborator | □ Provisioner/facilitator |
| □ Information giver | □ Advocate | □ Evaluator □ Supervisor | □ Supporter/encourager |
| Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop). In this project I was ok performing with the role, which are play partner and information giver. |
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Task 2 Indoor Experience Plan 2 Creativity
| Task 2: Indoor experience Plan 2: Creativity |
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| Supervisor approval | Experience Plan Approved: o Yes o No | ||
| Planned for | □ Individual child | ☒ Small group | □ Large group |
| Child's name | Child's age/Age group | 2-6 years | |
| Goal | □ To develop self-expression and creativity □ To develop language by making choices and engaging in discussions □ To develop appreciation of own and other's efforts NOTE: Tick your chosen goal/s based on the stage of development of the children who will participate |
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| Date | Planned from | ☒ Child's interests ☒ Educator (Intentional teaching) | |
| Experience plan | |||
| Location | ☒ Indoors □ Outdoors | Timing: ☒ Free play □ Group-time □ Routine task | |
| Student tip For this experience plan, you will need to think about and complete blank areas of the plan e.g., beginning, middle and end. |
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7 Years | PhD
