Critical Review

1 Assessment Brief

TCHR3001 EARLY CHILDHOOD MATTERS ASSESSMENT 1: Critical Review

Summary Title Critical Review Due Date Week 3: Saturday 25th March by 11:59pm

Length 2000 words

Weighting 50%

Submission Microsoft Word document submitted to Turnitin (NOT a PDF)

Task Description This task requires students to critically review key issues presented in Modules 1 to 3. You will use the three set questions, including scenarios, to write three critical responses that address the task criteria.

Rationale As an early childhood teacher, you will be required to identify and respond to issues that impact upon the early childhood education and care stakeholders, and profession.

Task Instructions Drawing on a range of relevant literature, write a 650-word response to the three questions

outlined.

Questions:

Question 1:

Read through the very recent data outlined in the ACECQA snapshots for 2022. 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) Use the TCCY framework and literature to outline why this is an issue for early

childhood.

Question 2:

Scenario: You are at a party, and you are chatting to someone you don't know very well. She asks

you what you do, and you say you are studying a university course to work in early childhood. She

responds by saying: “Don't mean to be rude but why would you need to study at university to look

after children?”

Drawing on literature:

c) Explain why comments such as this may be prevalent issue within the Australian community.

d) Outline how would you respond to this statement.

Question 3:

2 Assessment Brief

Scenario: You have a same-sex family, Adele and Kim in your centre who have a 4-year-old, Thomas,

and a 1-year-old Lillian. Adele comes to you to state that their four-year-old had come home crying

that another child, Rex, had told Thomas that you cannot have two mothers because his mother

(Rex's) had said so.

Drawing on literature:

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

b) Outline how you would respond to Adele immediately to address this issue c) Explain how you would follow up to address this issue within your service

Additional Information 1. 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

2. Include a title or the question at the start of each response. 3. Include one reference list for all responses on a new page at the end of your task. 4. Double line space your writing and your reference list.

Resources • Academic Integrity – SCU Guidelines • SCU Student Learning Zone – workshops, Quick Guides, student appointments

Referencing Style Your responses should be proofread and edited so that:

• They are free from spelling and grammar errors • All formatting is according to APA 7th guidelines – see the SCU LibGuide Formatting for APA 7

APA 7 formatting and referencing are required in Faculty of Education assessments.

Task Submission The due date for this assessment is Week 3: Friday 24th of March by 11:59pm

• Submission of your critical review is in WORD format via TURNITIN. DO NOT upload a PDF.

• 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.

• The submission link can be found in the Assessment Tasks and Submission tab in the TCHR3001 Blackboard site. This will not be visible until after Assessment 1 has been submitted.

• 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.

3 Assessment Brief

• 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.

Special Consideration 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 MyEnrolment 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. To apply, see - SCU Special Consideration

Late Submissions & Penalties Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline 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 achieved on each subsequent calendar day until the mark reaches zero.”

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.

You are not permitted to use any text generating software, including generative Artificial Intelligence (AI) such as chatbots, to complete this assignment.

Grades & Feedback Assignments that have been submitted by the due date will receive an SCU grade, an originality report and

written feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard unit

site. Please allow 7-working days for marks to be posted.

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

4 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, without any errors.

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

Very good identification of why the three issues are important in early childhood education and care

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

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, without any errors.

Excellent analysis of a range of positions on each of the three issues with links that have been highlighted in the literature

Very good analysis of a range of positions on each of the three issues with links that have been highlighted in the literature

Good analysis of a range of positions on each of the three issues with links that have been highlighted in the literature

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

Poor analysis of a range of positions on each of the three issues with links that have been highlighted in the literature

Not attempted.

Criterion 3: Position on each issue presented and justified. 10%

Achieves all the criteria for a high distinction to an exemplary standard,

The writer’s position on each issue has been clearly presented with excellent justification of

The writer’s position on each issue has been clearly presented and is very well justified with

The writer’s position on each issue has been presented and is well justified with reference to

The writer’s position on each issue has been presented and is satisfactorily justified with

The writer’s position on each issue has not been presented and there is no justification with

Not attempted.

5 Assessment Brief

without any errors.

the impact on early childhood education and care.

reference to the impact on early childhood education and care.

the impact on early childhood education and care.

reference to the impact on early childhood education and care.

reference to the impact on early childhood education and care.

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, without any errors.

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 very good engagement with the unit materials, current literature and publications.

The critical review/s of the three issues reflects good 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 little or 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%

Achieves all the criteria for a high distinction to an exemplary standard, without any errors.

Excellent standard of writing and presentation with no errors in spelling, punctuation, grammar, paragraph structure, APA 7th referencing

Very good standard of writing and presentation with minor errors in spelling, punctuation, grammar, paragraph structure, 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.

6 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.