Assessment One: Report
Assessment Brief
| Assessment name: | Report |
| Due Date: | Monday 24th March2025 @11:59pm (Week3) |
| Weighting: | 50% of final grade |
| Length: | 1500 words (10%leeway above and below) |
| Unit Learning Outcomes | You will demonstrate the following UnitLearning Outcomes on the successful completion of this task:
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| Task Description: | For this assessment, you are required to write a report of 1500 words. The report can include tables, charts,figures, and/or graphsto illustrate yourfindings where necessary.
Write a report thatresponds to the following three tasks.
The report mustinclude:
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| Rationale | As an early childhood educator, it is important you have an understanding aboutleadership and your role as a leader. |
| Referencing | APA 7th referencing formatis required in Faculty of Education assessment tasks – linkto SCU Libguide here: APA 7 Referencing. A minimum of 10 references mustbe included in this assessment task, including theunit material and MyReadings, National Quality Standard and the Early Years Learning Framework (V2.0). |
| Support Resources | Academic Integrity – SCU guidelines Learning Zone – workshops, QuickGuides, videos, studyhub |
| Submission | Submission of your assessment is via TURNITIN. The submission link canbe found in the Assessment Tasks and Submission Tab in the TCHR3004 Blackboard site.
Please note:
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| Late Submission/Extension | If you needto apply forspecial consideration you may do so HERE
If your special consideration application is approved you will needto include a copy of the approval in your assessment task. According to SCU Policy, late penalties apply. More information found HERE |
Academic Integrity
At Southern Cross University academic integrity meansbehaving with the values of honesty, fairness, trustworthiness, courage, responsibility and respect in relation to academic work. 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 GenAI May be Used
Generative Artificial Intelligence (GenAI) tools, such as Grammarly Premium, may be used for this Assessment Task. If you useGenAI tools, you must usethese ethically andacknowledge their use. To findout how to reference GenAI in your work consult the referencing style for your unit via SCU Library referencing guides and the Student Learning Zone Quick Guide on Acknowledging and referencing GenAI. If you use GenAI tools without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic andNon-Academic Misconduct Rules, Section 3. | |
| 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 mustnot use GenAIto generate ideasfor this assessment task. If you choose to use these tools, you must include an appendix to demonstrate your work prior to | |
using GenAI.
If youhave used GenAIin this task,you must include an acknowledgement of how and when youused these tools.
Pleaseuse the Assessment Task Coversheet provided under the assessment tasks link and indicate whether or not you have used GenAI. | |
| TCHR3004 Assessment 1 Rubric | ||||||
| Marking Criteria | High Distinction+ | High Distinction | Distinction | Credit | Pass | Fail |
| Identification and | Achieves all the criteria | Outstanding identification | Identification and | Identification and | Satisfactory identification | Unsatisfactory identification |
| explanation of the key | for a high distinction to | and explanation of the key | explanation of the key | explanationof the key | and explanation of the key | and explanation of the key |
| principles of a leadership | an exemplary standard, | principles of a leadership | principles of a leadership | principlesof a leadership | principlesof a leadership | principlesof a leadership style |
| style thatyou aspire to | without any errors. | style thatyou aspire to | style thatyou aspire to | style that you aspire to | style that you aspire to | that you aspireto follow. |
| follow 20% | follow. | follow is articulated very | follow is articulated | follow is articulated. | ||
| well. | clearly. | |||||
| Provide examples of how | Achieves all the criteria | Outstanding examples of | Very good examples of | Good examples of how | Satisfactory examples of | Unsatisfactory examples of |
| you aim to enact this | for a high distinction to | how you will enactthis | how you will enactthis | you will enactthis | how you willenact this | how you willenact this |
| leadership stylein | an exemplary standard, | leadership stylein practice | leadership stylein | leadershipstyle in | leadership style in practice | leadership style in practice |
| practice | without any errors. | practice. | practice | |||
| 20% | ||||||
| Knowledge of the | Achieves all the criteria | Outstanding | Knowledge of the | Knowledge of the | Satisfactory knowledge of | Unsatisfactory knowledge of |
| theoretical underpinnings | for a high distinction to | demonstration of | theoretical | theoretical underpinnings | the theoretical | the theoretical underpinnings |
| of thisleadership style | an exemplary standard, | knowledge of the | underpinnings of this | of this leadership style | underpinningsof this | of this leadership style has |
| 20% | without any errors. | theoretical underpinnings | leadership stylehas been | has been clearly | leadershipstyle has been | been demonstrated. |
| of this leadership style. | clearly identified and | identified. | demonstrated. | |||
| articulated very well. | ||||||
| Critically reviewhow this | Achieves all the criteria | Outstanding critical review | Critical reviewof how | Critical review of how this | Satisfactorycritical review | Unsatisfactory critical review |
| leadership style | for a high distinction to | of how this leadership | this leadership style | leadership style | of how thisleadership style | of how thisleadership style |
| influences management | an exemplary standard, | style influences | influences management | influencesmanagement | influences management in | influencesmanagement in an |
| in an early childhood | without any errors. | management in an early | in an early childhood | in an earlychildhood | an early childhood setting | early childhood setting in |
| setting in relation to | childhood setting in | setting in relation to | setting in relation to | in relation to children has | relation to children, families, | |
| children, families, staff | relation to children, | children, families and | children and families has | been demonstrated. | staff and community has been | |
| and community. | families, staffand | staff has been | been demonstrated. | demonstrated. | ||
| 20% | community has been | demonstrated. | ||||
| demonstrated. | ||||||
| Links to the literature on | Achieves all the criteria | Outstanding linksmade to | Very good links to the | Clear linksto the | Satisfactory linksmade to | Unsatisfactory or no linkshave |
| leadership, the EYLF | for a high distinction to | the literature on | literature on leadership, | literatureon leadership, | the literature, EYLFand | been made to the literature, |
| (AGDE, 2022)and NQS | an exemplary standard, | leadership, the EYLF and | the EYLFand NQS. | the EYLF and NQS have | NQS. | EYLF and NQS. |
| (ACECQA, 2020) | without any errors. | NQS. | been made. | |||
| 10% | ||||||
| Standard of writing and | Achieves all the criteria | Outstanding standard of | Very gooduse of | Clear and correct use of | Academic writingand APA | Poor academic writing |
| presentation - spelling, | for a high distinction to | academic writingincluding | academic writingand | academic writing and APA | 7 referencing is mostly | including APA 7 referencing. |
| punctuation, grammar, | an exemplary standard, | APA 7. No errorsevident. | APA 7 referencing. No | 7 referencing. No errors | correct. Very minorerrors | Errors are present. |
| paragraph structure, APA | without any errors. | errors evident. | evident. | are evident. | ||
| 7th referencing style | ||||||
| 10% | ||||||
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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