TCHR2002 Assessment 2
TCHR2002 CHILDREN, FAMILIES & COMMUNITIES
ASSESSMENT 2: Portfolio
Summary
Title Assessment 2: Portfolio short responses to unit content
Due Date Friday 9th August (WEEK 6) at 11:59pm AEDT
Length 1500 words excluding references
Weighting 50%
Academic
Integrity and
GenAI – see
below
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, is permitted
for this preparation of Assessment Task, within university guidelines. 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 APA 7th referencing
style for your unit via SCU Library referencing guides.
Submission • 1 word document saved as a PDF or Word document
• Submit to Turnitin in the assessment 2 folder on Blackboard
• No resubmissions of assignments are permitted in this unit
• Complete a cover sheet with copies of special consideration approval
Unit Learning
Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful
completion of this task:
• ULO3: Explain the diverse range of issues affecting children, families
and communities including social, economic and educational policies
and their impact upon service provision for children and families.
• ULO4: Critically analyse texts, images, and songs in terms of the
construction of childhood, and families across diverse contexts.
Assessment Rationale
Early childhood professionals need to critically reflect on the diversity of issues that affect children
and families in contemporary society. Working in partnership with families requires effective
communication to resolve such issues and understand how these issues effect policy and practice.
Assessment Description
The aim of this assessment is for pre-service teachers to demonstrate their knowledge and
understanding regarding the diverse issues facing children and families in contemporary
communities and consider links to policy and practice. This assessment aligns with the unit learning
modules 4-6 and requires you to reflect upon key issues presented in the unit content and complete
three (3) x 500-word responses to the following topics.
Topic 1: Critical text analysis
Find a media article from a newspaper, social media or Internet focussing on a childhood issue. Pay
attention to the ideas about the construction of childhood and family and community diversity
explored in the unit. Useful sites include:
• https://theeducationhub.org.nz/ece-resources/
• https://www.theguardian.com/lifeandstyle/parents-and-parenting
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TCHR2002 Assessment 2
• https://www.earlychildhoodaustralia.org.au/our-publications/eca-webwatch/
• The education section of the Conversation
https://theconversation.com/au/education.
• Include a link to the chosen article.
Write a summary, critical analysis and evaluation of the article.
Pay attention to the ideas about construction of childhood family and community diversity explored
in the unit. Write a summary, critical analysis and evaluation of why this topic is important.
Topic 2: Family and community diversity
Write about a children’s issue/topic for a family newsletter outlining the ideas from the critical text
analysis you explored in topic 1. You are able to write this in a newsletter style and use images, but
you do not have to. Even though the language will be written in everyday language rather than
highly academic, the article needs to show understandings of the unit content and readings. It
should build on evidence of research and other significant literature and critically analyse the ideas
presented around the issue. This isn’t about giving your opinion or recommendations, more an
opportunity to give an overview of the chosen article to communicate these ideas to families. Pay
attention to the ideas about family and community diversity (500 words).
Topic 3: Impact of educational policies and practices
Now use the issue and understandings you have developed from your chosen text and newsletter
article to consider how they align with early childhood policy and practice in an education setting
(500 words).
• How might some of the ideas be reflected in policy and practices?
• Give examples of what this would look like in practice.
• How might an education setting develop effective partnerships with families?
Assessment Instructions
Formatting and style
APA 7 formatting is required for this task.
• Include the Southern Cross University cover page and indicate if and how you have used
GenAI in the assessment
• Include clear headings for the topics you are responding to
• Indent the first line of each new paragraph.
• Use 12-point font.
• Use a 1.5 or double-line space for your writing and your reference list
Referencing
• APA 7 Referencing style is required to be used for this task. Please refer to the APA 7th
Referencing Guide for this task - https://libguides.scu.edu.au/apa
• Create a reference list on a new page at the end of task with a minimum of ten references,
although you may use more. These are not counted in the overall word count.
• At a minimum, your sources for this task will include the unit required text, unit readings,
EYLF (AGDE, 2022) and broader literature.
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TCHR2002 Assessment 2
• Broader literature may include textbooks, peer reviewed articles, and other authoritative
sources.
• If you have used an AI tool or technology in the process of completing your assessment (for
example, brainstorming, understanding concepts, generating examples, summarising
readings), an acknowledgement of how you have used AI tools or technologies is required. You
can create this acknowledgement by adding a declaration at the end of your reference list. For
example: I acknowledge the use of ChatGPT to brainstorm concepts ------- for this
assessment as a starting point for initial research before writing my assessment.

Assessment Submission
• Submitted using the submission point in the Turnitin folder in the Assessments Tasks and
Submission section on the Blackboard TCHR2002 site.
• Label your final submission with your surname and initials and the assessment task's name,
e.g. SmithJ_PortfolioTask1.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, log a job with Technology Services by
email 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
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 information in Blackboard, the recorded assessment overview and refer to SCU Academic
Integrity Framework.

Generative A1
For the assessments in this unit students are permitted to use Generative AI (e.g., ChatGPT) to:
• clarify concepts, theories, ideas, etc., discussed in class
• generate preliminary ideas for writing
• edit a working draft of the assessment
• read and summarise research and supporting evidence for the assessment

Students are not permitted to use Generative AI to:
• generate definitions or writing used in their final submission.
• produce arguments or refine thinking on their final submission
Any of these actions will constitute and be treated as a breach of academic integrity.
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TCHR2002 Assessment 2
Do not post confidential, private, personal, or otherwise sensitive information into these tools. If you
use these tools, you must be aware of their limitations, biases, and propensity for fabrication. Your
use of AI tools must adhere to the SCU Academic Integrity Framework, including upholding honesty,
ethics, professionalism, and academic integrity
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment 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. Please refer to the Special Consideration section of the SCU
Policy https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks incurs a late
penalty in accordance with the SCU Late Submission & Penalties Policy
https://policies.scu.edu.au/view.current.php?id=00255

Penalties will be incurred after the assessment submission due date/time.
• A penalty of 5% of the available marks will be deducted from the actual mark
• 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
Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site
using the following rubric for the marking criteria and grading standards. Please allow 7 -10 days for
grades to be posted.

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TCHR2002 Assessment 2
Assessment Rubric
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
(1-34%)
Not
addressed
(0%)
Criteria 1

Critical text analysis
of a media article
from a newspaper,
social media or
Internet focussing
on a childhood
issue.

/15
Achieves all
the criteria
for a high
distinction
to an
exemplary
standard.
There are no
errors in this
submission.
Comprehensive
and detailed
critical
understandings
and review of key
issues contained
in the article.
Each viewpoint is
supported by
current academic
literature with no
referencing
errors.
Competent
knowledge and
critical
understanding of
key issues from
the article, with a
detailed analysis.
Each viewpoint is
supported by
current academic
literature and
only minor
referencing
errors.
Demonstrates a
sound
understanding of
key
issues contained in
the article and
provided an
accurate review of
the issues and
some links to the
unit learning
content and
readings.
Media article
explored with
some
knowledge of
the issues
and/or a
minimal review
of these issues.
Minimal current
academic
literature is
used to support
each viewpoint.
Provides a limited
critical analysis.
Inappropriate
media article
identified at a
superficial level
with a minimal
review of these
issues. Minimal or
no current
academic literature
is used to support
each viewpoint.
Inappropriate
media article
used. Has not
identified a
review of the
key issues. Little
to no current
academic
literature is
used to support
each viewpoint.

Not
attempted
Criteria 2
Newsletter article
created outlining
the ideas from the
critical text analysis
that is
communicated for
a wider parent and
community
audience and uses
evidence from
literature to
substantiate claims.

/15
Achieves all
the criteria
for a high
distinction
to an
exemplary
standard,
with
outstanding
integration
of the unit
materials.
Insightful and
well-articulated
article with
relevant examples
to support the
discussion.
Demonstrates a
sophisticated
understanding
of the research
literature with
evidence of
extensive reading.
Newsletter
article
communicates
effectively with
family audience.
Comprehensive
understanding of
and application
of research
literature and
evidence of wide
reading.

Newsletter article
reflects a clear
understanding of
the topic and
there is some
evidence of how
this can be
communicated to
families. Some
literature to
substantiate
claims.

Newsletter
article attempts
to write about
the issues in the
article, but this
could be clearer
and make more
use of the unit
learning content
and readings to
substantiate
claims.

Newsletter article
uses jargon or
technical language
and does not
communicate ideas
for family audience.
Provides limited or
no evidence to
substantiate claims
Parts of the
newsletter
article are not
communicated
clearly, do not
connect or
provide an
adequate
explanation of
the issue.
Not
attempted
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TCHR2002 Assessment 2
Criteria 3
Explores the impact
of educational
policies and
practices on chosen
topic in an early
childhood
education setting.
Uses effective
examples
surrounding the
chosen issue and
how to develop
effective family
partnerships.

/15
Clear
academic
writing that
achieves all
the criteria
for a high
distinction
to an
exemplary
standard,
with
outstanding
integration
of the unit
materials
and links to
the issues,
policy and
practice.
Demonstrates an
in-depth
understanding of
relevant policy
that aligns with
the issue and
examples of
effective practice.
Provides insightful
suggestions for
how the service
can improve its
partnership with
families
supported by
academic
literature.
Explores
examples of
policy and
practice.
Provides clear
suggestions for
how the service
could improve its
partnership with
families
supported by
academic
literature.
Some awareness
of policy and
practice. Provides
suggestions for
how the service
could improve its
partnership with
families with some
reference to
academic
literature.

Could extend
examples of
policy and
practice
Provides
suggestions for
how the service
could improve
its partnership
with families
with satisfactory
reference to
academic
literature.

Provides limited
examples of policy
and practice
Provides limited
suggestions for how
the service could
improve its
partnership with
families with little
or no reference to
the unit content or
readings.

Little evidence
of policy and
practice.
Minimal
understanding
of how to
develop
partnerships
with families.
Not
attempted
Criteria 4

Academic Literacy
including English
expression, writing,
APA 7 referencing,
and reference to
relevant readings
and resources.

/5
Achieves all
the criteria
for a high
distinction
to an
exemplary
standard,
without any
errors.
As per Distinction
and: Insightful
integration of
readings and
discussion with
compelling
writing that aligns
all aspects of the
task. Intext
citations and
short quotes have
been used
effectively.
As per Credit
and: In-depth
discussion and
critique that is
clearly written
with minimal
referencing and
grammatical
errors.

As per Pass and:
Writing is clear
with references
made to relevant
readings that link
to required unit
content. APA 7
Referencing is
mostly correct.
Limited
reference to
unit readings,
content and
resources. APA
and/or writing
referencing may
need
improvement
punctuation,
grammar,
paragraph
structure, APA
7th referencing
Writing is not
cohesive, and/or
the unit learning
materials have not
been included in a
reference list or in-
text citations.
Significant
improvement
needed in
writing and
presentation
with consistent
errors in
spelling,
punctuation,
grammar,
paragraph
structure, and
APA 7th
referencing
Not
attempted
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TCHR2002 Assessment 2
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.