TCHR5010 Theory to practice:
Competency and capability of Preschoolers

Assessment One: Portfolio
Information Booklet

Assessment name: Portfolio
Due Date: Friday, 16th May 2025 by 11:59pm
Weighting: 50%
Length: 1500 words (10% +/-)
Task Description: This Portfolio is comprised of two tasks submitted as one Word document.

Write in full paragraphs with no bullet points/numbered lists

Task 1: Professional Philosophy (approximately 500 words)
Write your professional philosophy statement for working with Preschool age children. Include
four (4) important aspects of preschoolers’ learning and development that we have been focusing on
in the unit from the following:
Diversity and inclusion
Relationships
Quality
Transition to school
Supporting pro-social competencies
Links to relevant theoretical perspectives must be made.

Task 2: Goals and Critical reflection (approximately 1000 words)
Set 4 personal goals that you want to achieve on your forthcoming professional experience with
Preschoolers. Critically reflect on these goals and consider 1 challenge that could prevent you from
achieving each goal (4 challenges in total). Discuss how you will overcome each challenge. Make
links to the unit text, the NQS and EYLF in your discussions.
Referencing and
formatting
• 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 8 (eight) 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), the unit text, and a range of broader authoritative literature. Broader
literature may include contemporary textbooks, peer reviewed articles, and other
authoritative sources

Formatting: Use APA 7 formatting throughout (this includes indented paragraphs, double-lined
spacing). No contents page is needed for this task.

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


Resources
National Quality Standard 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

Details of the Unit text are available via the Orientation Module on the unit Blackboard site.

Support Resources The workshops for this unit will fully unpack the task
requirements.
Academic Integrity – SCU guidelines
Academic Integrity Module - mandatory module for first year students
Learning Zone – workshops, Quick Guides
Submission You must include and complete in full the provided SCU coversheet as part of your submission
(this can be found in the Assessment task folder on the TCHR5010 unit Blackboard site).

Submission of your assessment is via TURNITIN. The submission link can be found in the
Assessment Tasks and Submission Tab in the TCHR5010 Blackboard site.

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.
• After you have followed the TurnItin submission 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.

Late Submission/
Extension
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

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.



For this task: Generative Artificial Intelligence (GenAI) tools, such as Grammarly Premium, may be
used ethically for this Assessment Task. However, you must 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.

You must acknowledge any GenAI usage, identify what has been used and how, and provide
relevant evidence (e.g., screen shots) in an appendix.

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.

For example: 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. If you choose to
use these tools, you must include an appendix to demonstrate your work prior to using GenAI.

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

Grades and
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 10 days following submission for marks to be available.
































Assessment 1 Rubric (TCHR5010)
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
Professional Philosophy
Clarity, coherence, and
critical engagement with 4
important aspects (e.g.,
relationships, quality,
diversity, inclusion,
transition, pro-social
development)
30%

Outstanding
articulation of
philosophy with
deep critical insight
and seamless
integration of unit
themes
Clear, coherent,
and critically
informed
philosophy with
excellent
integration of
unit themes
Well-structured
philosophy with
good critical
thought and
integration of
key ideas
Sound
articulation
with some
critical
engagement;
mostly
integrates key
concepts
Basic articulation with
limited depth;
concepts addressed
but not well
developed
Superficial or
vague ideas
with limited
reference to
unit content
Philosophy
poorly
expressed or
largely off-
topic
Not attempted
or entirely
missing
Criterion 2
Goal Setting & Relevance
Quality, clarity, and
relevance of goals for
professional placement;
alignment with preschool
context
30%

Goals are
highly
relevant,
specific,
measurable,
and show
exceptional
insight into
professional
growth


Goals are clear,
appropriate,
and reflect a
strong
understanding
of professional
context
Goals are
appropriate and
well
considered;
reflect good
understanding
of preschool
settings
Goals show
some relevance
and
understanding;
partially
developed
Goals are simplistic or
general but meet
basic expectations
Goals lack
clarity,
relevance, or
understanding
of professional
placement
Goals are
inappropriate
or absent of
educational
context
Not addressed
or omitted
entirely
Criterion 3
Critical Reflection &
challenges.
Depth of critical reflection
on each goal;
identification and analysis
of challenges and
responses
25%
Exceptional
depth of
critical
reflection;
insightful
and
proactive
strategies
clearly
linked to
literature
and
frameworks



Thorough
reflection and
realistic
strategies;
strong use of
references and
framework links
Good critical
thought and
logical
responses;
appropriate
references used
Adequate
reflection:
challenge
resolution lacks
some detail;
limited
reference
integration
Some reflection
present but minimal
depth; weak link to
frameworks/literature
Incomplete
reflection;
minimal
understanding
of challenges or
solutions
Very limited
or flawed
reflection; no
clear
resolution
strategies
No reflection or
response to
goals/challenges
present













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.

Criterion 4
Academic Literacy
including correct word
count, correct writing
conventions, use of
professional language and
academic referencing (APA
7th style).
A minimum of 8 academic
references included.
(15%)
Flawless use of
academic writing
conventions and
APA referencing
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 count
within +/- 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
in formatting.
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

学霸联盟