Valerie

= toc Title of assignment and task: HDHET, Assignment 1: Work Integrated Learning for students completing the ND Agriculture/Agricultural Management course =

Context of your assignment, e.g. discipline, students, level of studies
This assignment was created for 3rd year students in Agriculture who have completed two years of theoretical study and have to apply their knowledge in the workplace. These students are exposed to authentic learning in multiple ways as they have to reflect back to their theoretical knowledge in verious disciplines and apply it in the workplace, and at the same time they also learn more about farming in the real life scenario of the agricultural field. The disciplines handled in the theoretical work are addressed in projects which students prepare while they are in real life situations. This result into critical cross disipline engadement of the students. Students have to refer back to what they have learned in class constantly and implement their theoretical knoledge in order to compile the projects which have to be handed in on specific dates. The final assessment consists of five projects, linked to course outcomes for the different disciplines. For the purpose of this HDHET assignment I will focus on the first project which entails an Environmental Scanning of the farm where the student find employment. In this project students will have to link and implement their knowledge from disciplines inclyding: Soil Science, Soil Surveys, Agricultural Mechanisation, and meny more, depending on their workplace scenario. There are currently 62 students involved in WIL and they work in farming environments verying from feedlots (animals), dairy farms, fruit production to grape farms and wine cellers. The design of the projects and assignments have to be compiled in such a way that all the students will be able to answer the quetions. The students completing WIL in Agriculture are initially confronted with the idears of WIL while they are at level 5, but the actual implementation of WIL takes plase when students have progressed to level 6.

= Full task description including title of assignment and formative tasks leading up to summative task =

Task description:
The task description is handed to the student before they leave CPUT. During reflection of the information and feedback received from the students during the previous year and by means of discussions with the employers and students, the task descriptions are adapted and restructured in order to suit the students and industry better. This will also ensure that learning takes place optimally and gaps or shortcomings can be identified. This helps us to conceptialise and to build our assessment tool around all the aspects of the context taught in the theory. When setting up these task descriptions the objectives that needs to be reached are clearly stated and grouped together. The task description and task assessment are allighned constructively with the theoretical work done during the previous two years of study.

TITLE: Work Integrated Learning for students completing the ND Agriculture/ Agricultural management course
**EXPERIENTIAL TRAINING FOR AGRICULTURAL STUDENTS** The Cape Peninsula University of Technology (CPUT) offers the National Diploma in Agriculture / Agricultural management since 1998. Successful training in agriculture demands not only sound academic training, but also calls for “hands-on” experience and exposure to practice. After four semesters of academic training, two semesters are allocated for experimental training where students have to gain practical experience on a farm or in an agricultural business. This should commence under the guidance of an established leader farmer, agriculturist or expert in the agricultural industry. The objective of experiential training is to offer the student the opportunity to evaluate the application of theories and principles of the different disciplines in practice, and to gain experience and skills necessary for successful management. At the same time the students have the opportunity to work with experienced people who serve as role models and mentors for broadening perspectives and establishing an own value system. The emphasis of training during this period is on a broad exposure to practical management of a business. Students are expected to investigate the practical situation in a structured way and to draft comprehensive written reports, with emphasis on results, conclusions and recommendations towards the success of the enterprise. The experiential training period must be a period of learning, training and development of the student as a young agricultural entrepreneur and is therefore viewed as an integral part of training which will be assessed. Using the agricultural industry as classroom and the employer as tutor is of the utmost importance for high level authentic training in agriculture. The success of this initiative is, however, dependent on the continuous support of the agricultural sector. Within the due considerations of the business, the following guidelines are offered as to the interaction between the employer and the student: The Role of the employer should include:
 * Create opportunities for the student to be exposed to as many of the various facets of your business as possible
 * Aim to structure a scheduled program of exposure in conjunction with the student.
 * Provide leadership, but create opportunity for development of their own initiative.
 * Share your experience and knowledge with him/her. Students might have a lot of questions which should be seen as a growth process.
 * Provide challenges so that the student can get fully involved in the business.
 * Aim towards limiting singular routine tasks.
 * Provide opportunities for continues communication and constructive feedback.
 * Sign the students’ logbook on a weekly basis.
 * Complete the students’ progress report at the end of each training period.
 * Support the student with his/her training program.
 * Monitor the students’ progress with regard to the training program.
 * Allow the student to obtain information from other sources, for instance by attending farmers days.

To benefit optimally from this training opportunity, it is expected of the student to submit to the following: It is expected that students continuously ask questions in order to obtain critical and important information. Please share your knowledge and experience with the student. It is important, however, to note that no confidential or financial information is required. If such information is presented in any way, it will be handled by CPUT with the strictest confidentiality. In cases where the employer deems information to be highly sensitive, he and the student can use indexed information to illustrate the particular point in the report. The employer should confirm the use of this practice. Your role as mentor during this experiential training period is of immense value in achieving a high level of training. Your support in this regard is highly valued. After completion of the experiential training period, students will participate in an event where their work during the past year will be illustrated as part of their evaluation. The Department of Agriculture, CPUT, is planning to have an Open day to which the industry and employers are invited. Power-point presentations will be selected for this event. Students should compile material for their presentations throughout the year. The Agricultural program of the Cape Peninsula University of Technology will gladly assist you by offering support and advice needed. I will visit the students and will try to reach all the students during the course of the year. Should you have any questions or needs concerning the students, feel free to contact us. 1.1 INTRODUCTION Students enrolled for the National Diploma: Agriculture/Agricultural Management at CPUT undergo this distinct period of Work Integrated Learning (WIL). This period of practical training is an important constituent of the University’s education curriculum. The requirement for completion of the practical period is that the student must proof his/her ability to integrate theoretical training with practices in the workplace. This ability of the student is measured by means of a summative assessment of the comprehensive projects, structured according to the guidelines and tasks prescribed in this document. Due to the nature of their employment, students will have to continue working after hours to complete the requirements of this study period. Students will also have to consult external sources, such as Internet and written literature in order to find information to support their findings. The acid test for successful WIL training is the ability of the student to generate complete and comprehensive reports of management information crucial for the success of the particular enterprise. 2.2 OBJECTIVES The objectives of experiential training is to offer the student the opportunity to gain skills and experience in the work place, necessary for a successful trainee manager in an agricultural enterprise. The success of this period of practical training will be measured by the student’s ability to compile complete and comprehensive projects on the analysis and evaluation of a number of management activities. These projects will accommodate three-fold communication, including: written projects, logbook recordings and reports completed by the employer. This form of experiential training expects of the student to become aware of his surroundings, to demonstrate an analytical approach to things, to be inquisitive and ask questions where necessary, in order to better understand the farming and associated industries. The student should react on what he experience and make recommendations for improvement where possible. 2.3 TRAINING GUIDELINES The experiential training period is aimed at a broad exposure to all the different activities within the agricultural business. The onus is on the student to ensure that, in conjunction with the employer, a scheduled program is followed which will facilitate maximum exposure to all facets of the business. It is expected of the student to gain substantial practical knowledge and skills in order to be able to identify the critical aspects which are important for the successful functioning of the business. An authentic approach is followed where knowledge gained during the previous two years of theoretical training should be applied in practice. Management theories should be analyzed and evaluated in order to stimulate growth and development of the student. It is expected of the student to evaluate a number of management theories. The student should continuously strive towards developing his/her skills and gaining knowledge. Simultaneously, the student has the opportunity to work with experienced people in an agricultural enterprise. These people, who include the employer, serve as role models and mentors from whom the student can establish perceptions and values for success in and quality of life. The investigations done by the students should focus on the business where the student is employed and comprehensive projects must be submitted on the aspects as mentioned under 1.4. 1.4 DEADLINE DATES The different projects need to be handed in on the dates indicated: Project 1 - ENVIRONMENTAL SCAN 5 March 2012 Project 2 - MANAGEMENT PROGRAMME 11 May 2012 Project 3 - LABOUR PRACTICE 23 July 2012 Project 4 - MANAGEMENT INFORMATION SYSTEM 3 Sept 2012 Project 5 - CRITICAL DISCUSSION 15-19 October 2012
 * A commitment to doing a good job in order to broaden his/her knowledge and experience.
 * Demonstrate an analytical and critical approach to a situation and show a creative and innovative interest.
 * A positive attitude and contribution towards the successful functioning of the business.
 * To get involved in order to gain maximum experience in the business.
 * To gather information critical to the successful management of the business.
 * To undertake small self driven projects and compile reports where applicable.
 * Submit written projects and reports on certain fixed dates.
 * To keep a daily logbook of all tasks and experiences (to be submitted to the employer on a weekly basis).
 * To complete projects on his/her training experience during the training period based on the guidelines provided by CPUT).
 * 1. TRAINING GUIDELINES**

1.5 ADMINISTRATION
 * It is the responsibility of the student to supply his/her contact information and the contact information of their employer to the WIL Coordinator as soon as service is accepted and as soon as possible after change of employer**.**
 * Students are responsible for finding employment which will enable them to meet the requirements for the completion of the practical training period.
 * Students must register for the period of practical training on the dates determined by the Faculty Office.
 * Projects, logbooks and reports, signed by the employer, must be handed in on the dates indicated for the various projects. Marks will be subtracted if projects are handed in late.
 * Acceptance or rejection of written reports - Students will be informed within 21 days as to the acceptance or rejection (in parts or in whole) of their reports. No marks will be made known at this stage.
 * All corrections and alterations are to be done by the student at own cost and time. Reports must be re-submitted for the purpose of re-examination on the date of submition of the next project.
 * Students who do not meet the requirements for successful completion of the practical year, will have to repeat the year at their own cost and time.
 * The semester report must be read and signed by the employer.

1.6 GENERAL
 * It is important that the projects will be of value to the employer too.
 * Reports must conform to the requirements provided. Technical presentation of the report is important.
 * The title page of the project should only reflect the title of your project, your name and student number. The last page of the report should contain your work address, telephone number and fax or e-mail address.
 * Attempt to use correct language and good writing style.
 * Avoid the direct copying of literature. Where literature is used directly, it should be used as a quotation, with acknowledgment to the author.
 * The two compulsory annexures regarding comments on the academic and practical training (4.3) must not be bound in your report. Label these and hand them in separately, together with your report.
 * It is important that the progress reports be returned in time to meet the deadline dates.
 * The logbook must be submitted, discussed and signed by the employer on a weekly basis.

1.7 SUMMARY
 * A successful report will reflect the capability of the student as a trainee manager in an agricultural enterprise.
 * Success is also dependent on the student’s enthusiasm, commitment to get involved and continuous communication between employer and student.
 * It is important for the student to maintain communication with the Agricultural Department of the University on a regular basis in order to keep abreast of the work schedule.

**2. STRUCTURE PROPOSED FOR COMPILING ALL THE PROJECTS** 2.1 PROJECT Introduce the reader to the report, i.e. the reasons and motivations for the aspects studdied, description of the work done, the business and the different enterprises concerned. The introduction is expanded on by means of a discussion of the different aspects studied. Give a full explanation and description of the results of the investigation. Use information in a logical way and refer in the text to literature and other sources cited, with proper acknowledgement to sources. Use graphs, tables, photos and diagrams as a means to complement the discussion. The main results of each project are contained in this section. Show the golden thread leading to success in this operation. Acknowledge those who have contributed towards successful completion towards each project. Be courteous, but avoid personal messages. Make a list of literature sources and other sources referred to in the text correctly.
 * Cover page
 * Title page
 * Index
 * Objective
 * Introduction
 * Discussion
 * Conclution
 * Acknowlegements
 * Literature sources

The purpose of using annexure is to remove detailed statistics, tables and volumes from the text in order to enhance legibility. Only information relevant to the report should be contained in the annexure and reference must be made in the text as to information contained therein . 2.2 LOG BOOK The purpose of the logbook is to keep daily records of exposure to verious activities during the period of experiential training. Time spent per activity needs to be catagorised in order to do a sensible self evaluation. A logbook will be provided to each student. All work situations and activities must be described in the logbook. -Identification of activities -Motivation for relevant activities -How were activities completed? -Time spend on each activity -Categorizing of time -Meaningful summary of time with regard to this practical period (most important aspect of logbook) These activities must be categorized (on the time spent on each) for the purposes of self-evaluation, as follows: A - Physical work B - Supervision C - Planning D - Organizing E - Leading F - Record keeping and control G - Evaluation and replanning H - Doing work I should have delegated I - Computer time (specify which activities) J-Z - Specify your categories Upon completion of the practical period, the categorized data should be tabulated on the form provided (SUMMARY OF TIME CONSUMPTION). The student should keep the logbook daily. The employer is required to countersign the logbook on a weekly basis. The information written in the logbook should be a short, precise descriptive record of the particular activity. Where activities are engaged for the first time, provide the necessary motivation for the activity. Use the counter-page in the logbook for drawings, sketch plans and other valuable notes relevant to the particular activities. Completed logbook records must be submitted together with each project on the dates indicated.
 * Annexures

2.3 PROGRESS REPORT ** IMPORTANT ** : On this document the employer should comment on the student’s progress with the training programme. Each student is responsible for reporting his/her progress by means of a progress report. The progress reports should accompany the projects and should be limited to a condensed explanation of the aspects already investigated. The purpose of these reports is to serve as a means of communication between the student, the employer and the Department of Agriculture, CPUT. It also provides the opportunity for the student to request more specific information relevant to the particular problem or task, but also for the lecturer to assess the relevancy of progress and to timously suggest corrective measures. Evaluation of the progress report will be done with regard to the feedback received on the progress with each specific project; the quality of feedback; timeliness of feedback. Remarks given by the employer will serve as a measure of communication between the student and the employer and will be evaluated by an impression mark.

2.4 SIGNATURE OF EMPLOYER The employer should **read** and **sign** the report on the administrative page to confirm that he is in agreement with the content thereof. The employer should comment on the report as a whole . **3. EVALUATION OF ALL PROJECTS** Successful experiential training is determined by the ability of the student to successfully apply knowledge, skills and techniques in the workplace. It is of utmost importance that the student makes a meaningful contribution to the success of the business by means of his/her work activities and reports. Experiential training will be evaluated as a whole, assessing the projects, logbook and progress reports and the presentation which will give an indication of the student’s performance. A confidential report by the employer will be used as a means of subjective evaluation of the student’s performance. A pass mark of 50% must be achieved on average in order to be credited for experiential training. Marks for each project will be allocated according to the rubrics supplied. Rubrics for the first project will be included in the set of notes and those for the following projects will be **mailed to the address supplied by the student.** The final mark will be compiled as follow: Meeting with the lecturer, site visits and logs 15% Projects 65% Oral presentation, progress reports 20% TOTAL = 100%
 * PROJECT 1 – ENVIRONMENTAL SCANNING** to be handed in on 6th March 2012

Objective The objective of this study is to investigate the internal environment of the business in order to reveal the nature and structure of the business, how it functions and its position in relation to the natural environment within which it operates. This should give the reader a clear idea of the location, surroundings, weather, and natural and physical resources available and its implications on the enterprise. A structure is provided that serves as a guideline for the project. Students should discuss the implicalios that each of these aspects have towards the farming industry as a whole. 1. DESCRIPTION OF THE ENTERPRISE AND THE PHYSICAL ENVIRONMENT 2. COMPOSITION OF THE ENTERPRISE
 * Introduction
 * Area description and size
 * Location of the business
 * Identification and qualifying of resources and production factors
 * Topography, soil, veldt types, vegetation and potential
 * Hydrology (river and catchment/drainage systems; surface/undersurface water; sustainability of water sources)
 * Climate (rainfall; temperature, minimum and maximum; wind; frost; snow). Supply weather data over time and explain the impact of weather over the past season
 * Resource status (status of physical resources, veldt condition, occurrence of erosion, conservation, pollution)
 * Subdivision of the land (arable; irrigation; dry land; orchards; plantations; cultivated pastures; natural vegetation; wasteland)
 * Description and utilization of the internal infrastructure(fixed improvements, machinery and equipment, electricity and water, roads, fences and dams)
 * Description and utilization of the external infrastructure (input suppliers, markets, agents, advisory services, road-, rail- and airways, agricultural associations)
 * Inventory and inventory items
 * How is the business compounded and how does the business function
 * Strengths and weaknesses in the production systems (Opportunities and threats)
 * Compare this business to other businesses in the industry and make recommendations.
 * Summary with reference to the opportunities and threads that might exist in the business
 * Literature and resources (Students can supply maps/ortho photographs of the farm or production area or flow charts of the industry where they work)

3. LOG BOOK ( template provided to students)

4. PROGRESS REPORT ( template provided to students)

Title of Assignment: Environmental Scanning Formative Assessment: The students should be guided by the lecturer by means of verious forms of formative assessment in order to prepare them for summative assessment. Some of the formative assessments include the following: The formative assessments are planned and developed to give the student the knowledge and enable them to face problems and deal with it when applying for a job and problems in the workplace. Students have to rely on all the knowledge and skills that they have once they find themselves in the workplace, not only on the theoretical knolige that they have learned in the different disiplines.
 * Group projects - Students are confrunted with verious scenarios they might come across when applying for a job, or while they are in the workplace. Groups of students are given topics on which they have to report back in front of the class. After their presentation the topic is open to the class for discussion.
 * Students have to attend work preparedness classes
 * Sessions on compiling a CV and interview sessions are presented.
 * CV's and job placement are discussed with the students individualy.
 * Site visits takes place where the lecturer have a short interview with the employer and the student.
 * Portfolios, logs and e-mail corespondance are constantly received from the students.

= Marking grid/rubric = = = = = = = = = = Rationale for design based on theoretical educational literature =
 * RUBRIC 1 || PROJECT 1 A ||  ||   ||   ||   ||
 * || Discussion of the busyness and physical environment ||  ||   ||   ||   ||
 * || Clear introduction || Introduction states || Gives an || Short and || Very short ||
 * INTRODUCTION || stating detail of location || where the || introduction || basic || and basic ||
 * || and kind of farming the || student finds him/her ||  ||   ||   ||
 * || student will be involved || self and which kind ||  ||   ||   ||
 * || in || of farming is involved ||  ||   ||   ||
 * || Detailed discussion || Mention size and || Mention size and || Mention size and || Mention the size ||
 * AREA/SIZE || on the area || discuss area || discuss area || discuss the || of the farm ||
 * || and the || and implications || in detail || area in short ||  ||
 * || implications thereof || on busyness ||  ||   ||   ||
 * || on the business ||  ||   ||   ||   ||
 * || Discuss the locality || Discuss the locality || Provides info || Provides info || Locality ||
 * LOCATION || of the busyness and || and functioning || on the locality || on the locality || mentioned, but ||
 * || how it functions || of the business in || and gives a vague || so that I am sure || I will not be able ||
 * || according to the specific || detail || explenation on || where the student || to find the farm ||
 * || environment in detail ||  || functioning || is ||   ||
 * || Detailed discussion || Name and discuss || Name and discuss || Name and || Name resources ||
 * RESOURCES/ || on the number and || resources and || number and || quantify || and production ||
 * PRODUCTION || availability of || production factors || availability of || resources and || factors ||
 * FACTORS || resources and production || and their impact || resources and || production factors ||  ||
 * || factors and their implica- || on the business || production factors ||  ||   ||
 * || tion on the business ||  ||   ||   ||   ||
 * || Discuss the soil, || Discuss soil, || Discuss soil, || Refer to soil || Refer to soil ||
 * TOPOGRAPHY || topography, vegetation, || topography and || topography || topography || topography ||
 * VELDT || and their potential in || vegitation || and vegetation || and vegetation || and vegetation ||
 * VEGETATION || detail and explain || and their potential || and refer to their || and mention the ||  ||
 * || their implication || according to the || potential || verious types ||  ||
 * || on the business || business ||  || in the area ||   ||
 * || Detailed discussion on || Name and discuss || Name and discuss || Name and discuss || Name the main ||
 * HYDROLOGY || all available sources of || various water || various water || various water || water source ||
 * || water according to their || sources according to || sources according to || sources ||  ||
 * || sustainability and their || sustainability and || their ||  ||   ||
 * || implications to || their implications to || sustainability ||  ||   ||
 * || the business || the business ||  ||   ||   ||
 * || Name and discuss || Name and discuss || Name and discuss || Name common || Name common ||
 * CLIMATE || all weather occurrences || all weather occurrences || all weather || weather || weather ||
 * || supply detailed weather || supply detailed weather || occurrences and || occurrences || occurrences ||
 * || data and discuss the || data and discuss the || supply detailed || and supply ||  ||
 * || impact of the weather || impact of weather || weather data || weather data ||  ||
 * || during the past season ||  ||   ||   ||   ||
 * || Clear explanation || Clear explanation || Clear explanation || Discuss the || Mention the ||
 * SUBDIVISION || of the sub-division || of the sub-division || of the sub-division || sub-division || sub-division ||
 * || of the land || of the land || of the land || of the land || of the land ||
 * || Reasons included || Reasons included ||  ||   ||   ||
 * || Discuss the impact ||  ||   ||   ||   ||
 * || it has on the business ||  ||   ||   ||   ||
 * || PROJECT 1B ||  ||   ||   ||   ||
 * |||||| Compilation and infrastructure of the business ||  ||   ||
 * || Discuss all aspects || Discuss the || Discuss the || Infrastructure || Infrastructure ||
 * INTERNAL || of the infrastructure || availability and || availability and || discussed || mentioned ||
 * INFRA || and its || functioning of the || functioning of the ||  ||   ||
 * STRUCTURE || function towards || infrastructure || infrastructure ||  ||   ||
 * || the business || in detail ||  ||   ||   ||
 * || Explain in detail || Name and discuss the || Discuss the || External || External ||
 * EXTERNAL || all aspects of the || external || availability and || infrastructure || infrastructure ||
 * INFRA || external infrastructure || infrastructure and || functioning of the || discussed || mentioned ||
 * STRUCTURE || and its function || its functioning || external ||  ||   ||
 * || towards the business || in detail || infrastructure ||  ||   ||
 * || Name inventory items || Name inventory items || Name inventory || Name || Give an ||
 * INVENTARY || in detail and explain || and their purpose || items in detail || inventory || indication of ||
 * || their importance to ||  ||   || items || inventory items ||
 * || the business ||  ||   ||   ||   ||
 * || Explain how the || Explain how the || Explain the || Mention how the || Mention ||
 * FUNCTIONING || busyness function || busyness || functioning of the || busyness || Shortly how ||
 * || in order to || function in || business || functions || the busyness ||
 * || be productive || order to be ||  ||   || functions ||
 * || optimally || productive ||  ||   ||   ||
 * || Evaluate strong and || Evaluate strong || Evaluate strong || Identify || Name strong ||
 * EVALUATE || weak areas in the || and weak areas || and weak areas || stong and weak || and weak ||
 * PRODUCTION || production system and || in production system || in the production || areas in the || areas in ||
 * SYSTEMS || reffer to possibilities and || efficiently and || systems || production || the production ||
 * || constraints of || explain the || effectively || systems || systems ||
 * || importance to || possibilities and ||  || efficiently ||   ||
 * || the business || constraints ||  ||   ||   ||
 * || Evaluate the business || Evaluate the business || Evaluate the || Compare the || Evaluate the ||
 * EVALUATE || in detail and || in detail and || business and || business || busyness ||
 * THE || compare to others || compare with other || compare it to || with other in ||  ||
 * BUSINESS - || in industry- || in the industry- || others in || the industry ||  ||
 * PROVIDE RECO- || make detailed || make recommendations || the industry ||  ||   ||
 * MENDATIONS || recommendations ||  ||   ||   ||   ||
 * || Compile an outstanding || Compile an expanded || Compile a || Summary || Vage summary ||
 * SUMMARY || summary with refference || meaningful || sensable ||  ||   ||
 * || to possibilities and || summary || summary ||  ||   ||
 * || limmitations ||  ||   ||   ||   ||
 * || Good compilation || Mention sufficient || Few sources || Sincle source || No sources ||
 * SOURCES || of sources || sources ||  ||   ||   ||
 * || Extremely detailed log || Detailed log report || Fairly sufficient || Few pages of log || Single page log ||
 * LOG BOOK || report ||  || log report || reports || report ||
 * || Coplete, contact || Completed with || Complete || Incomplete || Not ||
 * PROGRASS || detail and || contact ||  ||   || completed ||
 * REPORT || signed by employer || detail ||  ||   ||   ||
 * || limmitations ||  ||   ||   ||   ||
 * || Good compilation || Mention sufficient || Few sources || Sincle source || No sources ||
 * SOURCES || of sources || sources ||  ||   ||   ||
 * || Extremely detailed log || Detailed log report || Fairly sufficient || Few pages of log || Single page log ||
 * LOG BOOK || report ||  || log report || reports || report ||
 * || Coplete, contact || Completed with || Complete || Incomplete || Not ||
 * PROGRASS || detail and || contact ||  ||   || completed ||
 * REPORT || signed by employer || detail ||  ||   ||   ||
 * PROGRASS || detail and || contact ||  ||   || completed ||
 * REPORT || signed by employer || detail ||  ||   ||   ||

=Peer review= Name of peer reviewer: Ambrence Fisher / Nuraan Liebenberg Comments: A guideline on structure of the assessment task would be beneficial for the student, also reminding the student to use the assessment criteria to assist them in meeting the required outcomes. There is continuous feedback during the whole process of formative and summative assessments. Weighting for each criterion would be beneficial to assessor and student to gauge level of performance. Summarize background and prior activities to an explanation of what will be covered previously so that you may focus on just the one assessment. You can possibly motivate, in the introduction why you are focusing on the first assessment. This will allow more room for reflection and drawing on evidence. =Changes implemented after peer review=