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TCHR2003 Curriculum Studies in Early Childhood Education Assignment Help

Summary

TitleAssessment 1TypeCritical ReviewDue DateMonday, 31 March2025, 11:59 pm AEST/AEDT (startof Week 4)Length1500 wordsWeighting50%SubmissionWord document submitted to TurnitinUnit Learning Outcomes

This assessment taskmaps to the following ULOs:

ULO1: describe and justify curriculum in early childhood education and care services.

ULO2: understand and demonstrate conceptual knowledge relatedto key learning areas for children from birth to five years.

ULO3: argue, with reference to the literature, how curriculum key learning

areas can be appliedto support children’s learning.

ULO4: createand analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early childhood educator

Rationale

This unit develops conceptual knowledge of the holistic approach to curriculum in the early childhood setting. There is a focus on an integrated and holistic approach of learning domains for children aged from birth to five years. Students develop children’s conceptual knowledge of these domains, with links made to the Early Years Learning Framework [EYLF] (AGDE, 2022), National Quality Standard [NQS] (ACECQA, 2018) theory and literature.

Task Description

Assessment 1 invites you to step into the role of a curriculum architect for a new early childhood service, “Southern Cross Early Learning”. The task requires you to demonstrate your understanding of how to design a vibrant and engaging curriculum and learning environment for children aged birth to five, drawing on your understanding of play-based learning as described in the Early Years Learning Framework and the National Quality Standard. This task encourages you to critically analyse your curriculum choices, provide justification based on theoretical perspectives, and ensure that learning areas and experiences foster holistic child development. The importance of aligning theory, curriculum standards, and practical pedagogical decisions in early childhood education are emphasised.

Task Instructions

Use the template (including the cover page) provided in the Assessment 1 folder on the TCHR2003 Blackboard Site.

In this task, you are the curriculum architect for a brand-new early childhood centre: “Southern Cross Early Learning”. You will unleash your creativity and expertise to develop a vibrant, engaging curriculum and design learning spaces that inspire curiosity, wonder, and development for children aged birth to five. This project allows you to step into the shoes of an early childhood educator, crafting unique learning areas while grounding your ideas in research and evidence-based practices.

Part 1.

Instructions: Write a 500-word document in full paragraphs (not dot points) for the service’s

Educational Leader explaining your vision for the service’s curriculum.

Create a lively, persuasive piece that includes:

Curriculum definition: Describe what “curriculum” means in early childhood education

Curriculum vision. Explain how the service can incorporate play-based learning, and the approaches that can be used.

Use an engaging scenario or anecdote to illustrate your point.

Justification: Share how a curriculum framework benefits children, educators, and families.

Use relatable examples to show how the curriculum ensures every child thrives.

Links to the Early Years Learning Framework [EYLF] (AGDE, 2022), National Quality Standard [NQS] (ACECQA, 2018) theory and literature (as appropriate).

Part 2.

Use the templates to create 2 (two) different learning environments at “Southern Cross Early

Learning” that could support thinking and learning: 1 (one) indoor environment and 1 (outdoor) environment.

Both of your 2 learning environments must integrate the following learning domains: Science, Numeracy/Maths, Technology.

Each learning environment should be approximately 550 words (this does not include headings).

You are required to demonstrate how each environment supports integrated learning across multiple (maximum 3) developmental domains (physical/cognitive/language/social and emotional/creative) by:

Describing the physical layout and resources you will include in the learning environment (e.g., furniture, materials, displays)

Providing a rationale/justification for the learning environment. Explain how the elements included in the environment support the developmental domains. Make direct links to theory and relevant literature

Analysing your learning environment. Reflect on the strengths and potential limitations. Discuss adaptations to ensure inclusivity for children with disabilities or developmental delays. Explain how you would make the environment culturally responsive (e.g., including artifacts or materials representing various cultures).

Making 2 (two) connections to the EYLF v2.0

Making 2 (two) connections to the NQS

Providing examples of resources that can be found in the learning environment

Images of the learning environment (these can either be images that you have taken yourself, or ones that you have sourced *these images do not need to be referenced)

Part 3

Referencing

APA Referencing style is required to be used for this task

Include one reference list for all responses on a new page at the end of task

A minimum of 10 (ten) academic sources are to be included in the reference list

At a minimum, your sources for this task will include the EYLF v2.0 (AGDE, 2022), NQS (ACECQA, 2018), and a range of broader authoritative literature. Broader literature may include contemporary textbooks, peer reviewed articles, and other authoritative sources

Resources

National Quality Standard Quality https://www.acecqa.gov.au/nqf/national-quality-standard

Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022- V2.0.pdf

Unit materials to support your submission

The unit workshops will feature guest speakers and will support you to break down the requirements of the assessment task. Ensure that you either attend these live or watch the recordings as these will set you up for success.

An example of a completed task can be found in the Assessment task folder on the unit Blackboard sire and will be addressed in workshops.

Suggested readings:

Module 1:

Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings. Cengage Learning Australia.

McLachlan, C., Fleer, M., & Edwards, S. (2018). Early Childhood Curriculum: Planning, Assessment, and Implementation (2nd ed.). Cambridge University Press.

Module 2:

Blaise, M., Edwards, S., & Brooker, L. (2014). Theoretical perspectives on play and learning. 10.4135/9781473907850

Boyd, W., Green, N. & Jovanovic, J. (2021). Learning and Teaching in early childhood: Pedagogies of inquiry and relationships. Cambridge University Press.

Fleer, M. (2021). Play in the Early Years. Cambridge University Press.

Taylor, M.E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s

Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal. 48, 127–133.

Module 3

McLachlan, C., Fleer, M., Edwards, S. (2013). Content knowledge: The sciences, maths and numeracy. [online]. pp.141–160) Chapter 9

Referencing Style Resource

About APA 7th — APA 7th Referencing Guide — Library guides at Southern Cross University (scu.edu.au)

Task Submission

Assessment 1 should be submitted using Turnitin in the Assessments Tasks & Submission section of the Blackboard TCHR2003 site.

You must label your submission with your surname and initials and the Assessment Task’s name. You must label your submission with your surname and initials and the assessment task’s name, e.g.: JSmith_TCHR2003 Assessment 1.docx

You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to the due date, to identify and resolve any academic integrity issues prior to submitting — see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately — after three attempts, you will need to wait 24 hours.

It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.

Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.

If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them, so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.

Please note that re-submissions for the assessment tasks for this unit are not permitted as per SCU policy.

Academic Integrity

At Southern Cross University academic integrity means behaving 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

NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

For this task:

GenAI May be Used

Generative Artificial Intelligence (GenAI) tools, such as Grammarly, may be used for this Assessment Task. If you use GenAI tools, you must use these ethically and acknowledge their use. To find out how to reference GenAI in your work consult the referencing style for your unit via SCU Library referencing guides. If you are not sure how to, or how much you can use GenAI tools in your studies, contact your Unit Assessor. If you use GenAI tools without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3

Please ensure you write in your own words and provide appropriate references (APA 7). Then, to further refine your assessment you are allowed to use AI tools such as Grammarly and Copilot to check your grammar, spelling and punctuation, however, you must acknowledge that you have used AI for this purpose and provide relevant evidence (e.g., screen shots) in an appendix.

Under the Rules — Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their My Enrolment page as early as possible and prior to the original due date for that assessment task, along with any

accompanying documents, such as medical certificates.

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

Except when special consideration is awarded, late submission of assessment tasks incurs a late penalty. Penalties will be incurred as soon as the deadline for task submission is reached.

A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date

A further penalty of 5% of the available mark will be deducted from the actual mark on each subsequent calendar day until the mark reaches zero.

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 Blackboard unit site. Please allow 7–10 days for marks to be made available.

Resubmission

Resubmission is not permitted for this unit, as per the Rules Relating to Awards — Rule 3 —

Coursework Awards — Student Assessment and Examinations

Assessment Criteria

… continued on next page

Assessment 1 Rubric (TCHR2003) (50%)

Marking Criteria and & allocation

High Distinction

+ (100%)

High Distinction (85–99%)Distinction (75–84%)

Credit

(65–74%)

Pass

(50–64%)

Marginal Fail (35–49%)

Fail

(0–49%)

Not

addressed

(0%)

Criterion 1 Clarity,

Persuasiveness, and Relevance of Curriculum Vision Effectively communicates the curriculum vision, including a definition, rationale, and justification. The use of relatable language, compelling examples or anecdotes, and age-appropriate, innovative

activities are included.

Additionally, the integration of theory and literature is considered to enhance credibility and demonstrate a thorough understanding of early childhood education (30%)

Demonstrates exceptionally clear, engaging, and persuasive content throughout. The curriculum definition is excellent.

Rationales and justifications are compelling, with strong connections to real-life examples or anecdotes. The content is highly innovative, showing exceptional creativity in presenting

activities and approaches. Theory and literature areseamlessly integrated, enriching the

overall narrative and adding credibility to the vision.

Clear, engaging, and persuasive, with well- developed explanations, rationales, and justifications. Examples or anecdotes effectively

illustrate key points, helping to support the vision and approach.

Activities and content are relevant, appropriate, and

engaging. There is strong integration of theory and literature to support claims and enhance the

quality of the content.

Delivers strong content that is engaging and well- structured but may lack minor depth in some

areas. Examples and justifications are effective but could be more compellingor detailed. While theory and literature are integrated, the connections may be slightly less sophisticated or thorough.

Basic

requirements have been met, with adequate explanations and examples. The content is

generallyclear and understandable but lacks depth, creativity, or innovation.

Limited

engagementmay be present, and the integration of theory and literature is present but minimal.

Minimal or generic content.

Explanations, examples, and justifications are limited and do not effectively persuade or

engage the audience. There is minimal effort to demonstrate the vision clearly.

References to theory and literature are superficial or missing.

The content is vague, incomplete, orunclear.

Explanations and examples are weak or poorly developed, failing to engage the audience. There is little to no integration of theory and literature, and the content lacks coherence.

The content irrelevant, or off-topic, with no clear content or persuasive effort.

Definitions, examples, and justifications are missing or unrelated to the taskrequirements.

Not attempted

Criterion 2 Design,

Implementation, and Inclusivity of two learning environments (one indoor and one outdoor) The effectiveness of thedesigns, including layout, resources. A

clear and thoughtfulrationale for each design choice is

highlighting how the elements contribute to children’sdevelopmental progress.

Inclusivityof all children considered.

Examples of, suggested

activitiesand materials along with a balanced analysis of

strengths and potential

challenges.

Links to the Early Years Learning Framework

(EYLF), National

Exceptional descriptions of learning

environments, showcasing innovative layouts, high- quality resources, inclusivity, and cultural responsiveness. Activities and materials are creative, developmentally appropriate, and diverse.

Strong analysis of strengths and limitations.

Detailed and thoughtful descriptions of learning

environments, with very well- chosenresources, inclusivity, and cultural responsiveness. Activities and materials are very engaging and appropriate.

Strong

descriptions of learning

environments, though some elements may lack innovation or depth. Inclusivity, and cultural responsiveness have been considered well. Activities and materials are

engaging and appropriate.

Adequate descriptions oflearning

environments and activities, with some attention to inclusivity and culturalresponsiveness. Activities and materials are appropriate.

Basic descriptions of learning

environment, resources, and activities, with

minimal attention to inclusivity or cultural responsiveness. Activities and materials are somewhat appropriate.

Vague or incomplete descriptions of learning

environments, with weak resources and/or activities and little attention to inclusivity.

Learning environments resources, and/or

activities are not described or are

inappropriate/irrelevant.

Not attempted

Quality Standard (NQS), and relevant

theory/research (30%)

Criterion 3 Alignment with EYLF, NQS, and

contemporary literature

(25%)

Exceptional integration of the EYLF, NQS,

and

authoritative literature across all sections.

Links are precise, relevant, and enhance the submission

significantly.

Clear and effective integration of the EYLF, NQS, and

literature, with strongrelevance to the content.

Good integration of the EYLF, NQS, and literature, though links may be less detailed or sophisticated.

Adequate integration of the EYLF, NQS, and

literature but lacks depth or precision.

Minimal or general references to the EYLF, NQS, or

literature, with limited integration.

Weak or unclear links to the EYLF, NQS, or literature.Limited references to the EYLF, NQS, and/or literature.Not attempted

Criterion 4 Referencing and Academic

Integrity Academic Literacy

including correct word count,

correct writing conventions, use ofprofessional language and

academic referencing (APA 7th style).

A minimum of 10 academic references included.

(15%)

Flawless use of academic

writing conventions and APAreferencing with a comprehensive range of high- quality,

authoritative sources. All references are accurately formatted and seamlessly integrated into the content. Word count within +/- 10% of the set word

count.

Accurate academic writing and APA referencing with a strong range of relevant sources. Very minor formatting errors may be present. Word countwithin

+/- 10% of the set word count.

Good academic writing and APA referencing with a range of

appropriate sources, though there may be some errors or inconsistencies informatting.

Word count within

+/- 10% of the set word count.

Adequate

academic writing and referencing with some relevant sources. Some minor and inconsistent errors with formatting. Word count within

+/- 10% of the set word count.

Basic academic writing and referencing with limited sources. Some errors and inconsistencies with formatting.

Word count within

+/- 10% of the set word count.

Poor standard of academic writing and referencing with consistent errors in most/all areas

Word count significantly under or over +/- 10% of the set word count for the task

Significant improvement needed in academic

writing and referencing. Referencing is absent, incorrect, or irrelevant

Not attempted

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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TCHR2003 Curriculum Studies in Early Childhood Education Assignment Help

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TCHR3001 Early Childhood Matters A1 Assignment Help

TitleAssessment 1 — Critical ReviewTypeReflective Analysis on a Contemporary IssueDue DateMarch 28, at 11:59 pm AEST (endof Week 3)Length1500–2000wordsWeighting50%Academic Integrity

GenAI may be usedin this task

You may use Grammarly Premium to provide feedback and suggestions on your writing for academic tone, written expression, grammar, Australian English spelling, andpunctuation. You must not use GenAI to generate ideas

for thisassessment task.

SubmissionWord document submitted to Turnitin (Do not submitPDF documents)Unit Learning Outcomes

This assessment task maps to the following ULOs:

ULO1: Students identify a range of issues important to early childhood education and care

ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care

ULO3: Students critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues

ULO 4: Argue a position on current issues in early childhood education and care, in relation to the literature

Rationale

As an early childhood teacher, your understandings of issues that affect the early childhood profession will influence your professional 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.

Task Description

Students will consider three of the contemporary issues explored in the unit in modules 1–3 and write a short summary of each issue. These issues will help inform your personal philosophy statement that will be supported by current research and relevant to professional practice.

Task Instructions

Issue Overview: Write a concise overview of three chosen issues, including key debates, and relevance to the field. (250 words each)

Teaching philosophy statement: Write a philosophy statement that describes your personal approach/philosophy of learning, development and teaching within early childhood education, linking it to relevant literature and the three issues you have outlined. (250 words)

Linking 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 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 words)

TitleAssessment 1 — CriticalReviewTypeReflective Analysis on a Contemporary IssueDue DateMarch 28, at 11:59 pm AEST (endof Week 3)Length1500–2000wordsWeighting50%Academic Integrity

GenAI may be usedin this task

You may use Grammarly Premium to provide feedback and suggestions on your writing for academic tone, written expression, grammar, Australian English spelling, andpunctuation. You must not use GenAI to generate ideas

for thisassessment task.

SubmissionWord document submitted to Turnitin (Do not submitPDF documents)Unit Learning Outcomes

This assessment task maps to the following ULOs:

ULO1: Students identify a range of issues important to early childhood education and care

ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care

ULO3: Students critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues

ULO 4: Argue a position on current issues in early childhood education and care, in relation to the literature

Rationale

As an early childhood teacher, your understandings of issues that affect the early childhood profession will influence your professional 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.

Task Description

Students will consider three of the contemporary issues explored in the unit in modules 1–3 and write a short summary of each issue. These issues will help inform your personal philosophy statement that will be supported by current research and relevant to professional practice.

Task Instructions

Issue Overview: Write a concise overview of three chosen issues, including key debates, and relevance to the field. (250 words each)

Teaching philosophy statement: Write a philosophy statement that describes your personal approach/philosophy of learning, development and teaching within early childhood education, linking it to relevant literature and the three issues you have outlined. (250 words)

Linking 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 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 words)

Questions:

Question 1: Module 1

Scenario: 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 some time in the room when she comes to pick him up and constantly asks him to be inside and read some books to developing 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 outside with friends and there is 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 to play with friends.

Drawing on literature:

Briefly outline the issue you have identified

Explain why this issue matters to the ECE profession

Outline how would you respond to Jack’s mother in this situation according to your teaching philosophy.

Question 2: Module 2

Read through the very recent data outlined in the ACECQA snapshots for 2024. Highlighted in module 2. From this data, identify one (1) issue that relates to the quality of early childhood education and care.

Briefly outline the issue you have identified

Explain why this issue matters to the ECE profession

Link these to relevant literatures

Question 3: Module 3

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, do not know about getting the 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 migrated people. You can ask your GP”.

Drawing on literature:

Do you agree/disagree that the educator responded to Fatima’s mother’s request respectfully? Briefly explain about your position.

Explain why this is an issue that needs to be addressed by you as an early childhood professional.

Outline how you would respond to Fatima’s mother immediately to address this issue.

Please note:

This task can be written in first person (“I” statements) or third person, however you need to be consistent over the task in the tense and person you use for each section.

All areas of your responses to this task need to be supported by relevant and current scholarly literature. This means you need to cite relevant and established literature that supports what you are saying throughout your writing.

Formatting and style

APA 7th formatting is required for this task.

Include the cover page provided in your assessment task folder at the start of your submission.

Include a title or the question at the start of each response.

Include one reference on a new page at the end of your task.

Referencing

APA 7th Referencing style is required to be used for this task.

Include one reference list for both responses on a new page at the end of task. Place the title References in bold in the centre at the top of this page.

At a minimum, your sources for this task will include the EYLF (AGDE, 2022), the NQS (ACECQA, 2023), a range of unit literature, and broader current scholarly literature.

Broader literature may include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)

You need to include at least 12 current scholarly references in your response to this task per the rubric outline.

Resources

Academic Integrity — https://www.scu.edu.au/about/leadership/executive/academic- portfolio-office-apo/academic-integrity-framework/

SCU Student Learning Zone — https://www.scu.edu.au/current-students/learning-zone/

The Early Years Learning Framework — https://www.acecqa.gov.au/sites/default/files/2023- 01/EYLF-2022-V2.0.pdf

National Quality Standard — https://www.acecqa.gov.au/nqf/national-quality-standard

Guide to the National Quality Framework (including the National Quality Standards) — https://www.acecqa.gov.au/nqf/about/guide

Referencing Style Resource:

Please refer to the APA 7th Referencing Guide for this task — https://libguides.scu.edu.au/ap

Writing and Analysing Resources:

How to Incorporate Evidence into Your Writing — https://www.scu.edu.au/media/scu- dep/current-students/learning-zone/quick- guides/how_to_incorporate_evidence_into_your_writing.pdf

Summarising and Paraphrasing — https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quick- guides/summarising_and_paraphrasing.pdf

Writing Paragraphs (PEEL method) — https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quick- guides/writing_paragraphs.pdf

Planning and Writing Body Paragraphs (using the PEEL method) — https://www.scu.edu.au/media/scu-dep/current-students/learning- zone/quick- guides/planning_and_writing_body_paragraphs.pdf

Task Submission

Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR3001 Blackboard site, in the Assessment 1 folder.

Please note:

It is your responsibility to ensure that you have submitted the correct file and the final version of your assessment for marking before the due date/time.

When you have submitted your assignment to Turnitin it is essential you download the Digital Receipt.

If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them, so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.

Label the Word file with your surname and the assessment number, e.g., Simpson_A1.docx

You are strongly advised to undertake your own similarity check via Turnitin, prior to the due date, to identify and resolve any academic integrity issues prior to submitting — see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately — after three attempts, you will need to wait 24 hours.

If Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.

Resubmission

As per SCU Rules Relating to Awards — Rule 3 — Coursework Awards — Student Assessment and Examinations: Section 6 — Assessment Resubmission, there are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task 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, 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.

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

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 Blackboard 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 SCUGrades

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 stu dent’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 andconcepts. The student’s performance could be described as competent inrelation 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.

Thestudent’s performance could be described as satisfactory in relation to the learningrequirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

Assessment Rubric

Marking Criteria and % allocationHigh Distinction 100% +High Distinction (85–99%)Distinction (75–84%)Credit (65–74%)

Pass

(59–64%)

Fail

1–49%

Absent Fail 0%Criterion 1: Identification of why theseare “issues” in early childhood education and care. 10%Achieves all the criteria for a high distinction to an exemplary standard with outstanding integration of the unitcontent 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 earlychildhood education and care

Little identification of why the three issues are important in early childhood education and

care

Not attempted.Criterion 2: Analysis of a range of positions on each of the three issues that has been highlighted in the literature. 10%Achievesall the criteriafor a high distinction to an exemplary standard, with outstanding integration of the literature.

Excellent analysis of a range of positions on each of the three issues and validated witha wide range of literature sourced from

the unit and

A well- developed analysis of a range of positions on each of the three issueswith links that have been highlighted with

a wide rangeof

A developing analysis of a range of positions on each of the three issueswith links that have been highlighted in literature but

required a more

Satisfactory analysis of a range of positions on each of the three issues with links that have been highlighted in literature but required greater

detail and an in-

Poor analysisof a range of positions on each of the three issues with links that have been highlighted in the literature.Not attempted.

independent research.literature sourced from the unit and independent research.in-depth connection with a wide range of literature sourced from the unit and independent research.depth connection with a widerange of literature sourced from the unit and independent research.

Criterion 3: Position on each issue presented and justified.

10%

Achieves all the criteria for a high distinction to an exemplary standard, with outstanding integration of theunit materials and a deep knowledge of the issues.Demonstrates a clear, insightful and critical positionon each issue with excellent justifications of the impact on early childhood education and care.Demonstrates a clear and insightful position on each issue with well justifications of the impact on early childhood education and care.Demonstrates a clear position on each issue with some developing justifications of the impact on early childhood education and care.The student’s position on each issuehas been presented and is satisfactorily justified with reference to the impacton early childhood education and care.

The student’s position on each issuehas not been presented and there is no justification

with reference to the impact on early childhood education and

care.

Not attempted.

Criterion 4: The critical review/s of the three issues reflects deep engagement with the unit materials,

current literature and publications. 10%

Achievesall the criteriafor a high distinction to an exemplary standard, with outstanding engagement with the unit materials and current literature.

The critical review/s of the three issues reflects very deep and insightful engagement with the unit materials, current literature

and publications.

The critical review/s of the three issues reflects deep engagement with the unit materials, current literature and publications.The critical review/s of the three issues reflects satisfactory engagement with the unit materials, current literature and publications.The critical review/s of the three issues reflects limited engagement with the unit materials, current literature and publications.The critical review/s of the three issues reflects littleor no engagement with the unit materials, current literature and publications.Not attempted.

Criterion 5: Standard of writing and presentation — spelling, punctuation, grammar, paragraph structure, APA 7th referencing. 10%Achievesall the criteriafor 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 referencingSatisfactory standard of writing and presentation with many errors in spelling, punctuation, grammar, paragraph structure, APA 7th referencingPoor standard of writing and presentation with many errors in spelling, punctuation, grammar, paragraph structure, APA 7th referencingNot attempted.

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TCHR3001 Early Childhood Matters A1 Assignment Help

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TCHR3001 Early Childhood Matters

Summary

Title

Assessment 2

Type

Position paper

Due Date

Friday, April 12th at 11:59 pm AEST/AEDT (end of Week 6)

Length

1500 words

Weighting

50%

Academic Integrity

GenAI may NOT be used in this task.

Under the Rules — Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive

Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal

against academic misconduct via the Unit Assessor or unit staff.

Submission

Word document submitted to Turnitin (do NOT submit PDF documents)

Unit Learning Outcomes

This assessment task maps to the following ULOs:

ULO1: Identify a range of issues important to early childhood education and care.

ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care.

ULO3: Critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues.

ULO4: Argue a position on current issues in early childhood

education and care, in relation to the literature

Rationale

As an early childhood teacher your beliefs form the basis of your early childhood philosophy. How you implement this philosophy within your teaching practice will be influenced by a range of issues within your local and broader community.

Task Description

This task requires you to analyse and evaluate the various positions of the contemporary issues presented in Module 4–6. Include a personal reflection that explains your own position on a selected issue and critically analyse and justify your personal position in relation to current, scholarly literature.

Task Instructions

Drawing on the unit learning materials, unit tutorials and a range of relevant and current scholarly literature, select one issue addressed in Module 4 to 6 of this unit and:

Part 1: Analyse and evaluate the positions put forward on this issue within the unit materials and discussions. (500 words)

Part 2: Reflect on and synthesise your personal position on the issue explaining why and how it is relevant to you personally as a teacher/educator working with children, families, and other relevant stakeholders in the Australian early years sector (500 words).

Part 3: Justify your personal position on the issue using a range of relevant and current scholarly literature. (500 words).

Please note:

Part 2 and Part 3 of this task can be written in first (“I” statements) or third person,

however you need to be consistent over the task in the tense and person you use.

All areas of your responses to this task need to be supported by relevant and current literature. This means you need to cite relevant and current (within the last 10 years) literature that supports what you are saying throughout your writing.

Please refer to your rubric for the literature that you MUST include in your responses to each part of this task..

Please remember that you must use scholarly literature in this task.

Please refer to the following documents to support you in addressing this task:

General:

How to Incorporate Evidence into Your Writing — https://www.scu.edu.au/media/scu- dep/current-students/learning-zone/quick- guides/how_to_incorporate_evidence_into_your_writing.pdf

Summarising and Paraphrasing — https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quick-guides/summarising_and_paraphrasing.pdf

Part 1:

You MUST refer to the unit learning materials and discussions in the recorded tutorial session/s that address the issue you select.

Look at the meaning of ‘analyse’ and ‘evaluate’ in the following document — https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick- guides/common_instruction_words.pdf

​

Part 2:

Read this document about Reflective Writing — https://www.scu.edu.au/media/scu- dep/current-students/learning-zone/quick-guides/reflective_writing.pdf

Part 3:

Look at the meaning of ‘justify’ in the following document — https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick- guides/common_instruction_words.pdf

Writing Paragraphs (PEEL method) — https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quick-guides/writing_paragraphs.pdf

Planning and Writing Body Paragraphs (using the PEEL method) — https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick- guides/planning_and_writing_body_paragraphs.pdf

Formatting and style

APA 7 formatting is required for this task.

Include a cover page that contains:

The title of the task in bold

Your name (as author),

Your faculty (Faculty of Education)

The unit code and name (TCHR3001 Early Childhood Matters)

Your unit assessor’s name (Kelly Simpson)

The due date

Include a title or the prompt at the start of each response.

Students may use headings that align with the task instructions to organise their responses.

Indent the first line of each new paragraph.

Use 12-point Arial font.

Double line space your writing and your reference list.

Referencing

APA Referencing style is required to be used for this task.

Include one reference list for all responses on a new page at the end of your task. Place the title References in bold in the centre at the top of this page.

At a minimum, your sources for this task will include the EYLF (AGDE, 2022), the NQF (ACECQA, 2023), a range of unit materials, and broader current scholarly literature.

Broader literature may include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)

You need to include at least 8 scholarly references in your response to this task as well as the unit learning materials and the EYLF (AGDE, 2022) and NQS, (ACECQA, 2023).

Resources

Academic Integrity — https://www.scu.edu.au/about/leadership/executive/academic- portfolio-office-apo/academic-integrity-framework/

SCU Student Learning Zone — https://www.scu.edu.au/current-students/learning-zone/

The Early Years Learning Framework — https://www.acecqa.gov.au/sites/default/files/2023- 01/EYLF-2022-V2.0.pdf

National Quality Standard — https://www.acecqa.gov.au/nqf/national-quality-standard

Guide to the National Quality Framework (including the National Quality Standards) — https://www.acecqa.gov.au/nqf/about/guide

Referencing Style Resource

Please refer to the APA 7th Referencing Guide for this task — https://libguides.scu.edu.au/apa

Task Submission

Your task should be submitted using the submission point in the Turnitin folder titled Assessment 2: Position Paper in the Assessments Tasks and Submission section on the Blackboard TCHR3001 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your final submission with your surname and initials and the assessment task’s name, e.g. SmithJ_PositionPaper.doc

You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to the due date, to identify and resolve any academic integrity issues prior to submitting — see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately — after three attempts, you will need to wait 24 hours.

It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.

Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.

If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them, so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.

Academic Integrity

At Southern Cross University academic integrity means behaving 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

NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

GenAI May Not be Used

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, must NOT be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. Grammarly (but NOT GrammarlyGo) may be used to review your task and make changes to grammar or punctuation or to single words however it must NOT be used to re-write sentences or paragraphs.

Please note that GenAI tools include a range of translation tools. It is the responsibility of students to ensure that any translation tool they are using is not a GenAI tool. Students are encouraged to write their work without the support of translation tools for this reason.

If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

Dean, with that determination being final and conclusive, and not subject to further Appeal within the

Under the Rules — Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive

University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.

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

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 Blackboard unit site. Please allow 7 days for marks to be posted.

Assessment Criteria

See the marking rubric for the marking criteria and grading standards.

… continued on next page….

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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