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Assessment Brief


TCHR3001: Early Childhood Matters
Title Assessment 1 - Critical Review
Type Reflective Analysis on a Contemporary Issue
Due Date March 28, at 11:59 pm AEST (end of Week 3)
Length 1500 – 2000 words
Weighting 50%
Academic Integrity GenAI may be used in this task
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 must not use GenAI to generate ideas
for this assessment task.
Submission Word document submitted to Turnitin (Do not submit PDF 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.




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Assessment Brief



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
1. Issue Overview: Write a concise overview of three chosen issues, including key
debates, and relevance to the field. (250 words each)
2. 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)
3. 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:
a) Briefly outline the issue you have identified
b) Explain why this issue matters to the ECE profession
c) Outline how would you respond to Jack’s mother in this situation according to your
teaching philosophy.


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Assessment Brief



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.
a) Briefly outline the issue you have identified
b) Explain why this issue matters to the ECE profession
c) 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:
a) Do you agree/disagree that the educator responded to Fatima’s mother’s request
respectfully? Briefly explain about your position.
b) Explain why this is an issue that needs to be addressed by you as an early childhood
professional.
c) Outline how you would respond to Fatima’s mother immediately to address this issue.
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Assessment Brief




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.

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Assessment Brief


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

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.
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Assessment Brief



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

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Assessment Brief


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.







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Assessment Brief




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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Assessment Brief




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:
Identification of
why these are
"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 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:
Analysis of a
range of
positions on each
of the three
issues that has
been highlighted
in the literature.
10%
Achieves all the
criteria for 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 with a
wide range of
literature
sourced from
the unit and
A well-
developed
analysis of a
range of
positions on each
of the three
issues with links
that have been
highlighted with
a wide range of
A developing
analysis of a
range of
positions on each
of the three
issues with 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 analysis of
a range of
positions on
each of the
three issues
with links that
have been
highlighted in the
literature.
Not attempted.
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Assessment Brief


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 wide range
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
the unit
materials and a
deep knowledge
of the issues.
Demonstrates a
clear, insightful
and critical
position on 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
issue has been
presented and is
satisfactorily
justified with
reference to the
impact on early
childhood
education and
care.
The student’s
position on
each issue has
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%
Achieves all the
criteria for 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 little or
no
engagement
with the unit
materials,
current
literature and
publications.
Not attempted.
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Assessment Brief


Criterion 5:
Standard of
writing and
presentation -
spelling,
punctuation,
grammar,
paragraph
structure, APA
7th referencing.
10%
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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Assessment
Brief




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