Assessment 2: Report
Task description:
Examine strategies for building resilience in Aboriginal and Torres Strait Islander children. Consider Western notions of social justice as well as Aboriginal and Torres Strait Islander epistemologies and worldviews in your response.
Report on Australian early childhood education policy and practice developments over the past 20 years regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in early childhood education. Document key changes and make recommendations for further developments. Justify your
recommendations drawing on relevant academic literature, government reports and policy documents. Criteria:
Word count: 2500 (excluding references)
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.
Referencing: APA7 (please refer to this guide for referencing guidelines)
Due Date: Week 12
Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the date and require documentary evidence, such as medical certificates.
Grading Scale:
GDECE 101 Foundations of early childhood education Assessment 2: Report (2500 words, 50% weight)
Grade Criteria | High Distinction | Distinction | Credit | Pass | Does not meet minimum standard | ||
C1. Explain your understanding of Aboriginal and Torres Strait Islander epistemologies (15 marks) | Aboriginal and Torres Strait Islander epistemologies are clearly explained in detail, with critical reflection. | Aboriginal and Torres Strait Islander epistemologies are clearly explained in detail. | Aboriginal and Torres Strait Islander epistemologies are clearly explained. | Aboriginal and Torres Strait Islander epistemologies are clearly described. | Aboriginal and Torres Strait Islander epistemologies are clearly stated. | Aboriginal and Torres Strait Islander epistemologies are referred to but are unclear or misunderstood. | Aboriginal and Torres Strait Islander epistemologies are absent or inaccurate |
C2. Explain policy developments regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in ECE over the past 20 years (10 marks) | Policy developments regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in ECE over the past 20 years are explained in detail, with some critical analysis. | Policy developments regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in ECE over the past 20 years are explained in detail. | Policy developments regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in ECE over the past 20 years are clearly explained. | Policy developments regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in ECE over the past 20 years are clearly and accurately described. | Policy developments regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in ECE overthe past 20 years are outlined and accurate. | Policy developments regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in ECE over the past 20 years contains misunderstandings or significant gaps. | Policy developments regarding the inclusion of Aboriginal and Torres Strait Islander epistemologies in ECEover the past 20years is absent or inaccurate. |
C3. Recommend further changes / developments to policy and practice based on critical appraisal of current policies and practices (10 marks) | Relevant, specific recommendation of policy and practice clearly explained, with criticalreflection. | Relevant, specific recommendatio n of policy andpractice clearly explained. | Relevant, specific recommendation of policy and practice clearly presented. | Relevant, specific recommendation of policy or practice are clearly presented. | Relevant, specific recommendation of policy or practice provided. | Recommendation for policy or practice are provided but are incomplete or contain key misunderstanding. | Recommendation for policy or practice are not provided, are irrelevant or inaccurate. |
C4. Relevant academic literature is drawn upon to support explanations and arguments presented. (10 marks) | A broad range of academic literature is drawn upon to justify argument. | A broadrange of academic literature is drawn uponto clarify argument. | A rangeof academic literature is drawn upon to support argument. | A range of academic literature is drawn upon, but only superficially supports argument. | Minimal academic literature drawn upon. | Academic literature drawn upon, but irrelevant to target content. | No literature drawn uponor literature drawn upon is not from appropriate sources. |
C5. Assignment is formatted according to requirements and written clearly and cohesively. APA 7 referencing is used. Word limit is adhered to. | C5.1 The assignment is clear and free of typographical and structural features that hinder understanding. There is no confusion between author voice and that of sources. The assignment is formatted according to stated requirements. The assignment is formatted according to stated requirements. Accurate mechanics of in-text and end-of-text APA (7th Ed.) referencing style were used.
Word limit met. | C5.2 The assignment is clear with minor typographical and structural features that may hinder understanding. There is minimal confusion between author voice and that of sources. The assignment is mostly formatted according to stated | C5.3 The assignment is clear with typographical and structural features that may hinder understanding. There is minor confusion between author voice and that of sources. The assignment is partly formatted according to stated | C5.4 The assignment has typographical and structural features that significantly hinder understanding. There is confusion between author voice and that of sources. The assignment is minimally formatted | C5.5 The assignment has typographical and structural features that prohibit understanding. There is confusion between author voiceand that of sources, or author’s voiceis absent. The assignment is not formatted according to stated requirements. Mechanics of in-text and end-of-text APA (7th Ed.)referencing style werenot used appropriately. | ||
| (5 marks) | requirements. Accurate mechanics of in-text and end- of-text APA (7th Ed.) referencing style were used with minor inconsistencies (no more than 2 errors). Word limit met. | requirements. Mechanics of in- text and end-of-text APA (7th Ed.) referencing style were used with inconsistencies (no more than 4 errors). Word limitmet. | according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing contain several errors.
Word limit met. |
Word limit not met. |
"Achieve academic excellence with Punjab Assignment Help – your trusted partner for expert GDECE 101 Foundations of Early Childhood Education assignment assistance!"
Get original papers written according to your instructions and save time for what matters most.
