| Title | Assessment1-CriticalReview |
| Type | ReflectiveAnalysisonaContemporaryIssue |
| DueDate | Friday,25July2025(11.59pm,AEST) |
| Length | 1500–2000words |
| Weighting | 50% |
| AcademicIntegrity | GenAImaybeusedinthistask You may use Grammarly Premium to provide feedback and suggestionson your writing for academic tone, written expression, grammar, Australian Englishspelling,andpunctuation.YoumustnotuseGenAItogenerateideas forthisassessmenttask. |
| Submission | WorddocumentsubmittedtoTurnitin(DonotsubmitPDFdocuments) |
| Unit Learning Outcomes | ThisassessmenttaskmapstothefollowingULOs:
|
Rationale
As anearlychildhoodteacher, yourunderstanding ofissues that theearlychildhood profession willinfluenceyourprofessionalpractice,whichisbasedonyourteachingphilosophy.Thisiswhy itisfundamentalforpre-serviceteacherstobeabletoarticulateapersonalteachingphilosophy, 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.
Studentswill considerthree ofthecontemporary issues exploredintheunit inmodules 1-3and writeaconciseoverviewofthreeissues.Theseissueswillhelpstudentstoinformtheirpersonal philosophy statement that will be supported by current research and relevant to professional practice.
Step 1: Critical analysis of issues in Modules 1 to 3: write a concise overview of the issue presented in each of the modules (250 - 300 words for each issue) - 40%
Step2:Teachingphilosophystatement:Writeyourpersonalteachingphilosophicalstatement that describes your personal beliefs, theoretical perceptions to children’s learning and development, and teaching approaches within early childhood education, linking it to relevant literature and the three issues you have outlined in step 1 (250 – 300 words) - 20%
Step 3: Linking philosophy and issues to practice: Describe what your teaching philosophy wouldlooklikeinpractice.Connecttheissuetoyourteachingphilosophybyreflectingonhowit shapes your views on children’s 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 - 600 words) - 20%
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Jack,a4-year-oldboyattendskindergartenforthreedaysperweekandlikestoplayoutsidewithhis friends.Jack’smotherspendssometimeintheroomwhenshecomestopickhimupandconstantly askshimtobeinsideandreadsomebookstodevelophisreadingskills.Oneday, hismothershared herconcernwithyoubysayingthatsheisveryworriedaboutJack’sreadingandwritingskillsas most ofthetimeJackisplayingoutsidewithfriendsandtherearenoteachingand learningsessions inthisroom.ShethinksJackwillhaveloweracademicresultsinprimaryschoolasmostofthetime, he is busyplaying withfriends.
Readthroughtheveryrecentdataoutlinedinthe ACECQAsnapshotsfor2025(Highlightedin module2).
Fatima, a 4-year-old child has recently moved from her country toAustralia with her parents. The family informed the service that Fatima has been diagnosed with autism spectrum disorder (ASD) andasthey arenew inthe area, they do not know about getting supportfrom the community. They ask the educator of the room to provide some information about the availableservicesinthecommunity.Theeducatorwasinarushtofinishhershiftandreplied, “Sorry there is no service in the community for migrant people. You can ask your doctor”.
Pleasenote:
Formatting,styleandreferencing:
Resources
ReferencingStyleResource:
PleaserefertotheAPA7thReferencingGuideforthistask-https://libguides.scu.edu.au/apa
WritingandAnalysingResources:
TaskSubmission
Pleasenote:
Resubmission
As per SCU Rules Relating to Awards - Rule 3 - Coursework Awards - Student Assessment and Examinations: Section 6 - Assessment Resubmission,thereareNO resubmissionsavailableforeitherofthetasksinthisunit.Requestsforresubmissionofeithertask willbedeclined in line with the SCU Assessment, Teaching and Learning Procedure - https://policies.scu.edu.au/view.current.php?id=00255
SpecialConsideration
Please refertotheSpecial ConsiderationsectionofPolicyhttps://policies.scu.edu.au/document/view-current.php?id=140
LateSubmissions&Penalties
PleaserefertotheLateSubmission&PenaltiessectionofPolicyhttps://policies.scu.edu.au/view.current.php?id=00255
AcademicIntegrity
At SouthernCrossUniversityacademicintegritymeansbehavingwiththevalues 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.
TheSouthernCrossUniversityAcademicIntegrityFrameworkaimstodevelopaholistic,systematic,andconsistentapproachtoaddressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
Note: AcademicIntegritybreachesincludepoorreferencing,not identifyingdirectquotationscorrectly,closeparaphrasing, plagiarism,recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
Grades&Feedback
AssessmentsthathavebeensubmittedbytheduedatewillreceiveanSCUgrade.Gradesandfeedbackwillbepostedtothe‘Gradesand
Feedback’sectionontheBlackboardunitsite.Pleaseallow7daysformarkstobeposted. Assessment Criteria
Seethemarkingrubricforthemarkingcriteriaandgradingstandards.
DescriptionofSCUGrades
HighDistinction:
Thestudent’sperformance,inadditiontosatisfyingallofthebasiclearningrequirements,demonstratesdistinctiveinsightandability inresearching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performancecouldbedescribedasoutstandinginrelationtothelearningrequirementsspecified.
Distinction:
Thestudent’sperformance,inadditiontosatisfyingallofthebasiclearningrequirements,demonstratesdistinctiveinsight andability inresearching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performancecouldbedescribedasdistinguishedinrelationtothelearningrequirementsspecified.
Credit:
Thestudent’sperformance,inadditiontosatisfyingallofthebasiclearningrequirementsspecified,demonstratesinsightandabilityinresearching,analysingand applying
relevantskillsandconcepts.Thestudent’sperformancecouldbedescribedascompetentinrelationtothelearningrequirementsspecified.
Pass:
Thestudent’sperformancesatisfiesallofthebasiclearningrequirementsspecifiedandprovidesasoundbasisforproceedingtohigher-levelstudiesinthe subject area.
Thestudent’sperformancecouldbedescribedassatisfactoryinrelationtothelearningrequirementsspecified.
Fail:
Thestudent’sperformancefailstosatisfythelearningrequirementsspecified.
AssessmentRubric
| MarkingCriteria and%allocation | HighDistinction 100% + | HighDistinction (85-99%) | Distinction (75-84%) | Credit (65-74%) | Pass (59-64%) | Fail 1-49% | Absent Fail0% |
| Criterion 1: Critical analysis of issues: a conciseoverviewofthe issue presented ineach of the modules (250 - 300 words for each issue) - 40% | Achievesallthe criteriaforahigh distinctiontoan exemplary standard with outstanding integration of theunitcontent andreferences. | Insightful, in- depthandlogical 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 identifyingwhy the three contemporary issues are important in earlychildhood education and care. | A developing discussion is evident in identifying why thethreeissues areimportantin earlychildhood educationand carebutrequire furtherthought. | Satisfactory identificationof why the three issues are important in earlychildhood educationand care | Little identificationof why the three issues are important in earlychildhood educationand care | Notattempted. |
| Criterion2:Teaching philosophy statementdescribes personal beliefs, theoretical perceptions to children’s learning anddevelopment, and | Achieves allthe criteriaforahigh distinction to an exemplary standard, with outstanding integrationofthe literature. | Excellentpersonal teaching philosophical statement that describespersonal beliefs, theoretical perceptions of children’s learning and development, and teaching approaches within early childhood education, linking it to relevant literatureandthe | A well-developed personalteaching philosophical statement that describes personal beliefs, theoretical perceptions of children’slearning and development,and teaching approaches withinearly childhood | Adeveloping personalteaching philosophical statement that describes personal beliefs, theoretical perceptions of children’slearning and development,and teaching approaches withinearly childhood | Satisfactory personal teaching philosophical statement that describes personalbeliefs, theoretical perceptions of children’s learning and development, and teaching approaches withinearly | Poorpersonal teaching philosophical statement that describes personalbeliefs, theoretical perceptions of children’s learning and development, and teaching approaches withinearly childhood | Notattempted. |
teaching approaches withinearlychildhood education,linkingitto relevantliteratureand thethree issues have outlined (250 – 300 words)- 20% | threeissueshave outlined | education,linking it to relevant literatureandthe threeissueshave outlined | education,linking it to relevant literature and the threeissueshave outlined | childhood education, linking it to relevant literature and thethreeissues have outlined | education, linking it to relevantliteratureandthe three issues have outlined | ||
Criterion3: Linkingphilosophyand issues to practice: Describewhatteaching philosophy would look like in practice. Connect the issue to teachingphilosophyby reflecting on how it shapesstudent’sviews on children’s learning, development, and teaching. Explain how understandingthe threeissuesinfluences the approach and describe specific strategies | Achievesallthe criteriaforahigh distinctiontoan exemplary standard, with outstanding integrationofthe unit materials and a deep knowledgeofthe issues. | Makesanexcellent, strongandin-depth link between philosophy and issues to practice: describes strongly and clearly what teachingphilosophy would look like in practice. It has made a strong connectionbetween the three issues to teaching philosophy by reflecting on how it shapes student’s view on children’s learning, development, and teaching. It demonstrates their understandinginan excellent way how thethreeissues influencethe | Makes a well- developed link between philosophy and issues to practice: a well-developed discussion on what teaching philosophy would look like in practice. It has made a well- developed connection between the three issues to teaching philosophy by reflectingonhowit shapes student’s view on children’s learning, development, and teaching. It demonstratestheir understandingina very good way | Makes a developing link between philosophy and issues to practice: a developing discussion on what teaching philosophy would look like in practice. It has made a satisfactory connection between the three issues toteaching philosophy by reflectingonhowit shapes student’s view on children’s learning, development, and teaching. It demonstratestheir understandingina goodwayhowthe | Makes some link between philosophy and issues topractice: satisfactory discussion on what teaching philosophy would look like in practice. It has made some connection between thethree issues to teaching philosophy by reflecting on how it shapes student’s view on children’s learning, development,and teaching. It demonstrates their | Poor or no link between philosophy and issues topractice: poor discussion on what teaching philosophy would look like in practice. It has made little or no connection between thethree issues to teaching philosophy by reflecting on how it shapes student’s view on children’s learning, development,and teaching. A very little or poor understandingof how the three | Notattempted. |
students would use in their professional practice(500-600 words)- 20% | approach and describes specific strategiesstudents would use in their professional practice. | how the three issues influence theapproachand describes very good strategies students would use in their professional practice. | three issues influence the approach and describessome goodstrategies students would use in their professional practice. | understanding in asatisfactoryway how the three issues influence theapproachand describes a few strategies students would use in their professional practice. | issues influence theapproachand describes irrelevant/ no strategies that students would use in their professional practice. | ||
Criterion 4: Standard of writing and presentation – writing standards, spelling, punctuation, grammar,paragraph structure, APA 7th referencing. 20% | Achievesallthe criteriaforahigh distinctiontoan exemplary standard, without any errors. | Writing is clear, insightful and cohesiveandflows seamlessly throughout so that clear connections between sections are evident. FlawlessuseofAPA referencing style is evident and there are no errors in spelling,punctuation or grammar. | In-depth and clearwritingwith minor errors in spelling, punctuation, grammar, paragraph structure, and APA 7threferencing | Goodstandardof writing and presentationwith some errors in spelling, punctuation, grammar, paragraph structure, APA 7th referencing | Satisfactory standard of writing and presentationwith many errors in spelling, punctuation, grammar, paragraph structure, APA 7threferencing | Poorstandardof writing and presentationwith many errors in spelling, punctuation, grammar, paragraph structure, APA 7th referencing | Notattempted. |
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ULO1: Students identify a range of issues important to early childhood education and care