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Assessment Brief

TCHR3001: Early Childhood Matters

Title Assessment 1 – Critical Review

Type Reflective Analysis on a Contemporary Issue

Due Date March 28, at 11:59 pm AEST (end of Week 3)

Length 1500 – 2000 words

Weighting 50%

Academic Integrity GenAI may be used in this task

You may use Grammarly Premium to provide feedback and suggestions on

your writing for academic tone, written expression, grammar, Australian

English spelling, and punctuation. You must not use GenAI to generate ideas

for this assessment task.

Submission Word document submitted to Turnitin (Do not submit PDF documents)

Unit

Learning

Outcomes

This assessment task maps to the following ULOs:

ULO1: Students identify a range of issues important to early

childhood education and care

ULO2: Analyse a range of positions highlighted in authoritative

literature on contemporary issues related to early childhood

education and care

ULO3: Students critically reflect on their personal

approach/philosophy of learning, development and teaching within

early childhood education and care in relation to contemporary

issues

ULO 4: Argue a position on current issues in early childhood

education and care, in relation to the literature

Rationale

As an early childhood teacher, your understandings of issues that affect the early childhood

profession will influence your professional philosophy. This is why it is fundamental for pre- service teachers to be able to articulate a personal teaching philosophy, linking it to established

educational theories and current research and effective pedagogy. This assessment requires

you to demonstrate critical reflection skills and promote the integration of theory and practice.

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Assessment Brief

Task Description

Students will consider three of the contemporary issues explored in the unit in modules 1-3 and

write a short summary of each issue. These issues will help inform your personal philosophy

statement that will be supported by current research and relevant to professional practice.

Task Instructions

1. Issue Overview: Write a concise overview of three chosen issues, including key

debates, and relevance to the field. (250 words each)

2. Teaching philosophy statement: Write a philosophy statement that describes your

personal approach/philosophy of learning, development and teaching within early

childhood education, linking it to relevant literature and the three issues you have

outlined. (250 words)

3. Linking to practice: Describe what your teaching philosophy would look like in practice

Connect the issue to your teaching philosophy by reflecting on how it shapes your views

on learning, development, and teaching. Explain how understanding the three issues

influences your approach and describe specific strategies you would use in your

professional practice. (500 words)

Questions:

Question 1: Module 1

Scenario: Jack, a 4-year-old boy attends kindergarten for three days per week and likes to play

outside with his friends. Jack’s mother spends some time in the room when she comes to pick him up

and constantly asks him to be inside and read some books to developing his reading skills. One day,

his mother shared her concern with you by saying that she is very worried about Jack’s reading and

writing skills as most of the time Jack is playing outside with friends and there is no teaching and

learning sessions in this room. She thinks Jack will have lower academic results in primary school as

most of the time, he is busy to play with friends.

Drawing on literature:

a) Briefly outline the issue you have identified

b) Explain why this issue matters to the ECE profession

c) Outline how would you respond to Jack’s mother in this situation according to your

teaching philosophy.

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Assessment Brief

Question 2: Module 2

Read through the very recent data outlined in the ACECQA snapshots for 2024. Highlighted in

module 2.

From this data, identify one (1) issue that relates to the quality of early childhood

education and care.

a) Briefly outline the issue you have identified

b) Explain why this issue matters to the ECE profession

c) Link these to relevant literatures

Question 3: Module 3

Fatima, a 4-year-old child has recently moved from her country to Australia with her parents.

The family informed the service that Fatima has been diagnosed with Autism Spectrum

Disorder (ASD) and as they are new in the area, do not know about getting the support from

the community. They ask the educator of the room to provide some information about the

available services in the community. The educator was in a rush to finish her shift and replied,

“Sorry there is no service in the community for migrated people. You can ask your GP”.

Drawing on literature:

a) Do you agree/disagree that the educator responded to Fatima’s mother’s request

respectfully Briefly explain about your position.

b) Explain why this is an issue that needs to be addressed by you as an early childhood

professional.

c) Outline how you would respond to Fatima’s mother immediately to address this issue.

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Assessment Brief

Please note:

This task can be written in first person (“I” statements) or third person, however you need to be consistent over the task in the tense and person

you use for each section.

All areas of your responses to this task need to be supported by relevant and current scholarly literature. This means you need to cite relevant

and established literature that supports what you are saying throughout your writing.

Formatting and style

APA 7th formatting is required for this task.

Include the cover page provided in your assessment task folder at the start of your submission.

Include a title or the question at the start of each response.

Include one reference on a new page at the end of your task.

Referencing

APA 7th Referencing style is required to be used for this task.

Include one reference list for both responses on a new page at the end of task. Place the title References in bold in the centre at the top of

this page.

At a minimum, your sources for this task will include the EYLF (AGDE, 2022), the NQS (ACECQA, 2023), a range of unit literature,

and broader current scholarly literature.

Broader literature may include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for

example, the ABC, The Conversation, Early Childhood Australia)

You need to include at least 12 current scholarly references in your response to this task per the rubric outline.

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Assessment Brief

Resources

Academic Integrity – https://www.scu.edu.au/about/leadership/executive/academic- portfolio-office-apo/academic-integrity- framework/

SCU Student Learning Zone – https://www.scu.edu.au/current-students/learning-zone/

The Early Years Learning Framework – https://www.acecqa.gov.au/sites/default/files/2023- 01/EYLF-2022-V2.0.pdf

National Quality Standard – https://www.acecqa.gov.au/nqf/national-quality-standard

Guide to the National Quality Framework (including the National Quality Standards) – https://www.acecqa.gov.au/nqf/about/guide

Referencing Style Resource:

Please refer to the APA 7th Referencing Guide for this task – https://libguides.scu.edu.au/apa

Writing and Analysing Resources:

How to Incorporate Evidence into Your Writing – https://www.scu.edu.au/media/scu- dep/current-students/learning-zone/quick-

guides/how_to_incorporate_evidence_into_your_writing.pdf

Summarising and Paraphrasing – https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quick- guides/summarising_and_paraphrasing.pdf

Writing Paragraphs (PEEL method) – https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quick- guides/writing_paragraphs.pdf

Planning and Writing Body Paragraphs (using the PEEL method) – https://www.scu.edu.au/media/scu-dep/current-students/learning- zone/quick- guides/planning_and_writing_body_paragraphs.pdf

Task Submission

Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the

TCHR3001 Blackboard site, in the Assessment 1 folder.

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Assessment Brief

Please note:

It is your responsibility to ensure that you have submitted the correct file and the final version of your assessment for marking before the

due date/time.

When you have submitted your assignment to Turnitin it is essential you download the Digital Receipt.

If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them, so

you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the

due date.

Label the Word file with your surname and the assessment number, e.g., Simpson_A1.docx

You are strongly advised to undertake your own similarity check via Turnitin, prior to the due date, to identify and resolve any academic

integrity issues prior to submitting – see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity

match report immediately – after three attempts, you will need to wait 24 hours.

If Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at

the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital

receipt and store this with your assignment file.

Resubmission

As per SCU Rules Relating to Awards – Rule 3 – Coursework Awards – Student Assessment and Examinations: Section 6 – Assessment

Resubmission, there are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in

line with the SCU Assessment, Teaching and Learning Procedure – https://policies.scu.edu.au/view.current.php id=00255

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php id=140

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Assessment Brief

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php id=00255

Academic Integrity

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility,

and respect in relation to academic work. Please check the first page of this booklet for what types of GenAi may be used.

The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing

academic integrity across the entire University. For more information see the SCU Academic Integrity Framework

Note: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling,

misrepresentation, collusion, cheating, contract cheating, fabricating information.

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and

Feedback’ section on the Blackboard unit site. Please allow 7 days for marks to be posted.

Assessment Criteria

See the marking rubric for the marking criteria and grading standards.

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Assessment Brief

Description of SCU Grades

High Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching,

analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s

performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching,

analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s

performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and

applying

relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.

Pass:

The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the

subject area.

The student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

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Assessment Brief

Assessment Rubric

Marking Criteria

and % allocation

High Distinction

100% +

High Distinction

(85-99%)

Distinction

(75-84%)

Credit

(65-74%)

Pass

(59-64%)

Fail

1-49%

Absent

Fail 0%

Criterion 1:

Identification of

why these are

“issues” in early

childhood

education and

care. 10%

Achieves all the

criteria for a high

distinction to an

exemplary

standard with

outstanding

integration of

the unit content

and references.

Insightful, in- depth and

logical

discussion is

evident in

relation to

identifying

why the three

contemporary

issues are

important in

early

childhood

education and

care.

A well- developed,

clear and

concise

discussion is

evident in

relation to

identifying

why the three

contemporary

issues are

important in

early

childhood

education and

care.

A developing

discussion is

evident in

identifying why

the three

issues are

important in

early childhood

education and

care but require

further thought.

Satisfactory

identification of

why the three

issues are

important in

early childhood

education and

care

Little

identification

of why the

three issues

are important

in early

childhood

education

and

care

Not attempted.

Criterion 2:

Analysis of a

range of

positions on each

of the three

issues that has

been highlighted

in the literature.

10%

Achieves all the

criteria for a high

distinction to an

exemplary

standard, with

outstanding

integration of

the literature.

Excellent analysis

of a range of

positions on each

of the three

issues and

validated with a

wide range of

literature

sourced from

the unit and

A well- developed

analysis of a

range of

positions on each

of the three

issues with links

that have been

highlighted with

a wide range of

A developing

analysis of a

range of

positions on each

of the three

issues with links

that have been

highlighted in

literature but

required a more

Satisfactory

analysis of a

range of positions

on each of the

three issues with

links that have

been highlighted in

literature but

required greater

detail and an in- Poor analysis of

a range of

positions on

each of the

three issues

with links that

have been

highlighted in the

literature.

Not attempted.

10

Assessment Brief

independent

research.

literature

sourced from

the unit and

independent

research.

in-depth

connection with

a wide range of

literature

sourced from

the unit and

independent

research.

depth connection

with a wide range

of literature

sourced from the

unit and

independent

research.

Criterion 3:

Position on each

issue presented

and justified.

10%

Achieves all the

criteria for a high

distinction to an

exemplary

standard, with

outstanding

integration of

the unit

materials and a

deep knowledge

of the issues.

Demonstrates a

clear, insightful

and critical

position on each

issue with

excellent

justifications of

the impact on

early childhood

education and

care.

Demonstrates a

clear and

insightful position

on each issue

with well

justifications of

the impact on

early childhood

education and

care.

Demonstrates

a clear position

on each issue

with some

developing

justifications of

the impact on

early childhood

education and

care.

The student’s

position on each

issue has been

presented and is

satisfactorily

justified with

reference to the

impact on early

childhood

education and

care.

The student’s

position on

each issue has

not been

presented and

there is no

justification

with reference

to the impact

on early

childhood

education and

care.

Not attempted.

Criterion 4:

The critical

review/s of the

three issues

reflects deep

engagement with

the unit

materials,

current literature

and publications.

10%

Achieves all the

criteria for a high

distinction to an

exemplary

standard, with

outstanding

engagement

with the unit

materials and

current

literature.

The critical

review/s of the

three issues

reflects very

deep and

insightful

engagement with

the unit

materials,

current literature

and publications.

The critical

review/s of the

three issues

reflects deep

engagement with

the unit

materials,

current literature

and publications.

The critical

review/s of the

three issues

reflects

satisfactory

engagement with

the unit

materials,

current literature

and publications.

The critical

review/s of the

three issues

reflects limited

engagement with

the unit materials,

current literature

and publications.

The critical

review/s of the

three issues

reflects little or

no

engagement

with the unit

materials,

current

literature and

publications.

Not attempted.

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Assessment Brief

Criterion 5:

Standard of

writing and

presentation –

spelling,

punctuation,

grammar,

paragraph

structure, APA

7th referencing.

10%

Achieves all the

criteria for a high

distinction to an

exemplary

standard,

without any

errors.

Writing is clear,

insightful and

cohesive and

flows seamlessly

throughout so

that clear

connections

between sections

are evident.

Flawless use of

APA referencing

style is evident

and there are no

errors in spelling,

punctuation or

grammar.

In-depth and

clear writing

with minor errors

in spelling,

punctuation,

grammar,

paragraph

structure, and

APA

7th referencing

Good standard of

writing and

presentation

with some errors

in spelling,

punctuation,

grammar,

paragraph

structure, APA

7th referencing

Satisfactory

standard of

writing and

presentation with

many errors in

spelling,

punctuation,

grammar,

paragraph

structure, APA

7th referencing

Poor standard

of writing and

presentation

with many

errors in

spelling,

punctuation,

grammar,

paragraph

structure, APA

7th referencing

Not attempted.

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Assessment

Brief