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:
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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: Tuesday 7th May 2024, 11:59 PM
As you're writing your report for Assessment Task 2, please ensure you are using respectful language when referring to the various Aboriginal and Torres Strait Island nations and language groups.
These terms are acceptable:
Please avoid acronyms or abbreviations such as ATSI, unless it is part of an organisation name like AIASTIS.
For further information:
Australian Government. (2023, July 5). Aboriginal and Torres Strait Islander people. Australian Government Style Manual. https://www.stylemanual.gov.au/accessible-and-inclusive-content/inclusive-language/aboriginal-and-torres-strait-islander-peoples
Australian Indigenous HealthInfoNet. (2022). The Australian Indigenous HealthInfoNet guidelines for Aboriginal and Torres Strait Islander terminology. https://healthinfonet.ecu.edu.au/healthinfonet/getContent.php?linkid=675466&title=The+Australian+Indigenous+HealthInfoNet+guidelines+for+Aboriginal+and+Torres+Strait+Islander+terminology&contentid=44676_1
Australian Public Service Commission. (2022, July 27). First Nations vocabulary – using culturally appropriate language and terminology. https://www.apsc.gov.au/working-aps/diversity-and-inclusion/diversity-inclusion-news/first-nations-vocabulary-using-culturally-appropriate-language-and-terminology
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 over the 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 ECE over the past 20 years 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 critical reflection.
| Relevant, specific recommendatio n of policy and practice 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 misunderstandings . | 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 broad range of academic literature is drawn upon to clarify argument.
| A range of 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 upon or literature drawn upon is not from appropriate sources.
|
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