| 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:
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Rationale
As an early childhood teacher, your understanding of issues that the early childhood profession will influence your professional practice, which is based on your teaching 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.
Students will consider three of the contemporary issues explored in the unit in modules 1-3 and write a concise overview of three issues. These issues will help students to inform their personal 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%
Step 2: Teaching philosophy statement: Write your personal teaching philosophical statement 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 would look like in practice. Connect the issue to your teaching philosophy by reflecting on how it 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, a 4-year-old boy attends kindergarten for three days per week and likes to play outside with his friends. Jack’s mother spends sometime in the room when she comes to pick him up and constantly asks him to be inside and read some books to develop 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 out side with friends and there are 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 playing with friends.
Read through the very recent data out lined in the ACECQA snap shots for 2025 (High lighted in module 2).
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, they do not know about getting 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 migrant people. You can ask your doctor”.
Please note:
Formatting, style and referencing:
Resources
Referencing Style Resource:
Please refer to the APA 7th Referencing Guide for this task-https://libguides.scu.edu.au/apa
Writing and Analysing Resources:
Task Submission
Please note:
Resubmission
As per SCU Rules Relating to Awards - Rule 3 - Coursework Awards - Student Assessment and Examinations: Section 6 - Assessment Resubmission, there are NO resubmissionsavailableforeitherofthetasksinthisunit.Requestsforresubmissionofeithertask 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
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, trust worthiness,courage,responsibility, and respect in relation to academic work. Please check the first page of this booklet for what types of Gen Ai may be used.
The Southern Cross University Academic Integrity Frame work 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 Black board unit site. Please allow 7 days for marks to be posted. Assessment Criteria
See the marking rubric for the marking criteria and grading standards.
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 performances at is fies 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.
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: Critical analysis of issues: a concise over view of the issue presented in each of the modules (250 - 300 words for each issue) - 40% | 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: Teaching philosophy statement describes personal beliefs, theoretical perceptions to children’s learning and development, and | Achieves all the criteria for a high distinction to an exemplary standard, with outstanding integration of the literature. | Excellent personal teaching philosophical statement that describes personal beliefs, theoretical perceptions of children’s learning and development, and teaching approaches within early childhood education, linking it to relevant literature and the | A well-developed personal teaching philosophical statement that describes personal beliefs, theoretical perceptions of children’s learning and development,and teaching approaches with in early childhood | A developing personal teaching philosophical statement that describes personal beliefs, theoretical perceptions of children’s learning and development,and teaching approaches within early childhood | Satisfactory personal teaching philosophical statement that describes personal beliefs, theoretical perceptions of children’s learning and development, and teaching approaches within early | Poor personal teaching philosophical statement that describes personal beliefs, theoretical perceptions of children’s learning and development, and teaching approaches within early childhood | Not attempted. |
teaching approaches with in early childhood education,linking it to relevant literature and the three issues have outlined (250 – 300 words)- 20% | three issues have outlined | education,linking it to relevant literature and the three issues have outlined | education,linking it to relevant literature and the three issues have outlined | childhood education, linking it to relevant literature and the three issues have outlined | education, linking it to relevant literature and the three issues have outlined | ||
Criterion 3: Linking philosophy and issues to practice: Describe what teaching philosophy would look like in practice. Connect the issue to teaching philosophy by reflecting on how it shapes student’s views on children’s learning, development, and teaching. Explain how understanding the three issues influences the approach and describe specific strategies | 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. | Makes an excellent, strong and in-depth link between philosophy and issues to practice: describes strongly and clearly what teaching philosophy would look like in practice. It has made a strong connection between 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 understanding in an excellent way how the three issues influence the | 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 reflecting on how it shapes student’s view on children’s learning, development, and teaching. It demonstrates their understanding in a 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 to teaching philosophy by reflecting on how it shapes student’s view on children’s learning, development, and teaching. It demonstrates their understanding in a good way how the | Makes some link between philosophy and issues to practice: satisfactory discussion on what teaching philosophy would look like in practice. It has made some connection between 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 | Poor or no link between philosophy and issues to practice: poor discussion on what teaching philosophy would look like in practice. It has made little or no connection between the three 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 understanding of how the three | Not attempted. |
students would use in their professional practice(500-600 words)- 20% | approach and describes specific strategies students would use in their professional practice. | how the three issues influence the approach and describes very good strategies students would use in their professional practice. | three issues influence the approach and describes some good strategies students would use in their professional practice. | understanding in a satisfactory way how the three issues influence the approach and describes a few strategies students would use in their professional practice. | issues influence the approach and 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% | 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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ULO1: Students identify a range of issues important to early childhood education and care