| Course Code and Name | |
| EDM8018 Leading in Early Childhood | |
| Assessment Item Number and Name | AssessmentItem Type |
| Assignment 2: Portfolio of Work | Portfolio |
| Due Date& Time | Length |
| Week 13: 22 August2025 11.59pm | 3000 words |
| Marks and Weighting | Assessed Course Learning Outcomes |
| Marks out of 50; Weighting 50% of 100. | CLO 3, 4, 5 &6 |
| Rationale | |
Description: Critically reflect on leadership practices ThisPortfolio of Work consists of four interrelated items which requires you to engagewith leadership practices.
| |
| Task Instructions | |
Portfolio Item1: Digital presentation for staff (1350words) Inyour leadership role,create a 10-minute presentation for yourstaff outlining therelevance of continued professional learning for their practice.
Format:
Portfolio Item 2: Critically reflect on professional development (1350 Words) Building on your leadership perspective of Portfolio Item One identify learning opportunities focused on developing knowledge and respectfor Aboriginal and Torres StraitIslander histories, cultures and languages from a varietyof sources including external community representatives and professionals. Provide a description of at leasttwo learning sources and the learning opportunities. Critically reflect upon theeffectiveness of thelearning opportunities and the roleof the professionals/community representatives play in contributing to the continued professional development of early childhood educators. | |
Based on the information gained from the learning sources provide strategies for working effectively, sensitively, and confidentially with parents and carers to strengthen your reflection. Support your discussion withauthoritative literature. (APST: 2.4, 7.3, 7.4) Format: WORD
Reflect on your portfolio tasks and highlight leadership practices and strategies. Theassessment related directly to APSTs: 2.4,6.1, 6.2, 6.4,7.3, 7.4 (referto https://www.aitsl.edu.au/teach/standards for further information on these standards). |
| AcceptableAI Use Level |
For thisAssessment Item, acceptable AI use is set at: Level 0: No AI to be Use: Description: Artificial intelligence (AI) is not to be used in this Assessment Item beyond basic editing features (spelling, grammar and text prediction) in Microsoft Word, Apple Pages, Grammarly and similar tools. There are many websites and apps that use AI text generation. Some websites willmake small changesto ensure your grammar is correct, however, use of any websites or applications to re-write or paraphrase your work for you is poor academic practice and is an inappropriate and unauthorised use of AI. Additional Information Required: It is good practice to regularly save drafts of your Assessment Items as you work on them, as these can be used by you to support any claims that you have not used AI beyond what is permitted for this level. |
| AcademicIntegrity |
| Students should be familiar with, and abide by, UniSQ’s policy on Academic Integrity and the definition of Academic Misconduct. Penalties apply to students found to havebreached these policies and procedures. Please ensure you have completed the mandatory Academic Integrity training and have familiarised yourself with Academic Integrity at UniSQ. |
| Relevant Information andResources |
| Referencing and presentation:https://www.unisq.edu.au/library/study-support/start-toolkit/referencing-academic-integrity |
| Assessment Marking Criteria |
| Knowledge and comprehension: 40% / Critical analysis and evaluation: 50% / Communication and referencing: 10% |
| Refer to the Rubric/ Marking Guide/ OSCE for this Assessment Item below. |
| SubmissionInformation |
| Submit your assignment via the Submit Assignment 2 link under the Assessment tab on the study desk. Submit all three portfolio items individually by 11.55 pm on the due date. As you submit each Portfolio Item individually keep the submission at DRAFT. When you have uploaded all documents for EDM8018 Portfolio of Work Assign 2 click Final Submission. Name your assignment with your last name, coursecode and assignment number eg TurnerEDM8018 A1. Turnitin is activated for this course |
| Return of Assessment Items and Feedback for Learning |
| Markers have 3 weeks fromthe published due date to complete the marking and provide resultsto students. All feedback and results are returned to students via the Submission space on the study desk.It is the student's responsibility to retain copies of their original assignment documents. |
| Extensions and Penalties for Late Submission |
| Information on extensions canbe found here here, and late penalties here. |
Rubric for this Assessment
EDM8018 | Leading in Early Childhood | Assessment 2 | Portfolio of Work | Rubric
Student Name: Possible marks: /50
| Evidence in student work/cognitions | HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F <50% |
| Portfolio Item1: Create a Presentation | |||||
Provide a rationale for broadening teacher’s professional knowledge to improve practice and children’s engagement | Comprehensive rationale for broadening teacher’s professional knowledge to improve practice and children’s engagement | Advanced rationale for broadening teacher’s professional knowledge to improve practice and children’s engagement | Sound rationale for broadening teacher’s professional knowledge to improve practice and children’s engagement | Satisfactory rationale for broadening teacher’s professional knowledge to improve practice and children’s engagement | Limited rationale for broadening teacher’s professional knowledge to improve practice and children’s engagement |
| /5 | 5 | 4 | 3 | 2.5 | 0 |
Identify professional learning needs through interrogating practice in relation to the APST’s and NQS | Succinct, insightful identification of professional leaning needs | Critical, insightful identification of professional leaning needs | Sound identification of professional leaning needs | Satisfactory identification of professional leaning needs | Limited identification of professional leaning needs teaching practice. |
| /5 | 5 | 4 | 3 | 2.5 | 0 |
Highlight the importance of evaluating relevant and appropriate sources for professional | Succinct, insightful evaluation of relevant and appropriate sources for professional learning including links between learning and | Critical, insightful evaluation of relevant and appropriate sources for professional learning including links between learning and | Sound evaluation of relevant and appropriate sources for professional learning including links between learning and | Satisfactory evaluation of relevant and appropriate sources for professional learning including links between learning and | Limited evaluation of relevant and appropriate sources for professional learning including links between learning and |
learning (provide examples) Link learning to professional practice (provide examples) | professional practice with examples | professional practice with examples | professional practice with examples | professional practice with examples | professional practice with examples |
| /5 | 5 | 4 | 3 | 2.5 | 0 |
| Portfolio Item 2: Critically Reflect on Professional Development | |||||
Research appropriate learning opportunities with a clear focus on Aboriginal and Torres Strait Islander cultures | Evidence of comprehensive and focused research. Identification of highly appropriate and wide rangeof sources from a variety of formats (contemporary literature, government/not for profit agencies, community leaders, peers and professionals) | Evidence of focused research. Provides a clear understanding of the issue andidentifies a wide range of appropriate sources from a variety of formats (contemporary literature, government/not for profit agencies, community leaders, peers and professionals) | Sound demonstration of research undertaken. Sound understanding of the prescribed focus. Identifies a range of sources from a variety of formats (contemporary literature, government/not for profit agencies, community leaders, peers and professions) | Satisfactory demonstration of research undertaken. Adequate focus or understanding of the prescribed topic. A rangeof sources used and identified. | Evidence of a limited understanding of research. No focus on the prescribed topic, very limited numberof sources used. |
| /5 | 5 | 4 | 3 | 2.5 | 0 |
Critical reflection and analysis of professional development opportunities identified and the role of agencies | Response demonstrates a comprehensive reflection and analysis of the identified opportunities and the role of agency contributions. Viewpoints and interpretations are insightful and well supported. Clear detailed examples are provided as applicable. | Response demonstrates a well-developed reflection and analysis of the identified opportunities and the role of agency contributions. Viewpoints and interpretations are provided and supported. Clear detailed examples are provided as applicable. | Response demonstrates a good levelof reflection and analysis of the identified opportunities identified and the role of agency contributions. Viewpoints and interpretations are broadly provided with support. Broad examples provided. | Response demonstrates satisfactory reflection and analysis of the identified opportunities and the role of agency contributions. Viewpoints and interpretations are unsupported. Examples, where applicable are not clearly provided. | Response demonstrates a lack of reflection and analysis of the identified opportunities, and the role of agency contributions is not clear. Viewpoints and interpretations are unclear and/or missing andunsupported. Examples, where applicable are not provided. |
| /5 | 5 | 4 | 3 | 2.5 | 0 |
Strategies for working effectively, sensitively, and | Comprehensive description of strategies for working effectively, sensitively, and confidentially with parents and carers. | Well-developed description of strategies for working effectively, sensitively, and confidentially with parents and carers | Clear description of strategies for working effectively, sensitively, and confidentially with parents and carers | Description of the strategies for working effectively, sensitively, and confidentially with parents and carers | Limited description of strategies for working effectively, sensitively, and |
| confidentially with parentsand carers | confidentially with parents and carers | ||||
| /5 | 5 | 4 | 3 | 2.5 | 0 |
| Portfolio Conclusion: Personal Reflection – Leadership practices | |||||
| Personal reflection | Comprehensive evidence of critical awareness of own leadership practices demonstrated across the portfolio tasks. Evidence of explicit linksbetween personal leadership philosophy and practice. | Evidence of critical awareness of own leadership practices demonstrated across the portfolio tasks. Evidence of links between personal leadership philosophy and practice. | Adapts or applies knowledge to portfolio tasks showing analysis and recognition of the worth or exploring further personal leadership philosophy and practice. | Response is descriptive and observational of how the individual approached the portfolio tasks. Surface understanding of the relationship between tasks and personal leadership philosophy. | Limited/no understanding of reflective practice or connections between tasks and personal leadership philosophy. |
| /10 | 10 | 8 | 6 | 5 | 0 |
| Engagement with literature | Referencing (in text and reference list) and presentation conforms to APA style and is error free. | Referencing (in text and reference list) and presentation conforms to APA style with occasional minor formatting errors. | Referencing (in textand reference list) and presentation mostly conforms to APA style withsome errors or inconsistencies | Referencing (in text and reference list) and presentation is recognisable as APA style, but contains many errors and inconsistencies | Referencing (in text and reference list) consistently missing essential information and/or non-APA styleapplied. Format is not APA style and does not meet the standard for use of current & correct APA referencing. |
| /5 | 5 | 4 | 3 | 2.5 | 0 |
| Structure, references, and written quality and integrity | Purposeful, well integrated andsuccinct academic writing which clearly conveys key points. No errorsin vocabulary, grammar, punctuation, word choice, spelling or organisation. | Well integrated writing and succinct academic writing which clearly conveys key points. Very minor errors in vocabulary, grammar, punctuation, word choice, spelling or organisation which | Writing is generally academic in tone, but may occasionally lack some focus, integration and/or succinctness. May have minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling and/or organisation. | Several errors and instances of ineffective use of vocabulary, grammar, punctuation, wordchoice, spelling, academic tone, and/or organisation which obscure meaning. | The degree or errors in vocabulary, grammar, word choice, academic tone, spelling and/or organisation is such that it is difficult to know what the writing it is trying to express. The work does not meet the standard foracademic literacy skills. |
| do not affectcomprehension and readability | Overall comprehension and readability are good. | ||||
| /5 | 5 | 4 | 3 | 2.5 | 0 |
| Total /50 |
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