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1 Assessment Brief TCHR5003: PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION ASSESSMENT 2: Report Summary Title Assessment 2: Report Due

1
Assessment Brief

TCHR5003: PRINCIPLES AND PRACTICES IN EARLY
CHILDHOOD EDUCATION
ASSESSMENT 2: Report

Summary
Title Assessment 2: Report

Due Date Friday 12th April 11:59pm AEDT (Week 6)

Length 2000 words

Weighting 50%

Submission 1 word document submitted to Turnitin

Academic
Integrity
(See below for
limits of use
where GenAI is
permitted)

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may 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. 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.

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.

Unit Learning
Outcomes

You will demonstrate the following Unit Learning Outcomes on the successful
completion of this task:

• ULO 3: Develop the knowledge and skills regarding setting up
learning environments for children that are flexible and sustainable
both indoors and outdoors.

• ULO 4: Reflect upon, and critique the holistic approaches of principles
and practices.

Task Description
This task requires you to reflect upon the Early Years Learning Framework [EYLF] (AGDE, 2022)
principles and practices and write a report demonstrating your ability to identify and critique high-
quality early childhood pedagogy.

Rationale
Early childhood educators are required to understand the importance of high-quality practice and be
able to identify what high-quality practice looks like. In this assessment, you will be asked to identify
high-quality practice and determine the principles, theory and research that underpins such practice.
This assessment aims to develop your understanding of how to align practice, principles, theory and
research.

2
Assessment Brief

Task Instructions
The Early Years Learning Framework (EYLF) is a crucial document for early childhood education and

care. You are to write a report that demonstrates your knowledge and understanding of how the

EYLF principles and practices support high-quality pedagogy.

Your critical reflection should be written in an essay that critically analyses three EYLF Principles (two

of which are Respect for diversity AND Sustainability; and one is your choice), and three EYLF

Practices (two of which are Responsiveness to children AND Learning environments; and one is your

choice). As part of your critical analysis, you will include your personal reflections on how you

anticipate implementing these three principles and three practices, in high-quality early childhood

education and care settings, to support best practice.

Your report should include an introduction that explains how the EYLF guides high-quality pedagogy,

body paragraphs and a conclusion, with in-text citations and references to academic literature to

support your perspectives.

The EYLF Principles and Practices that you can choose from are listed below (the compulsory
principles and practices are in bold):

PRINCIPLES:
– Secure, respectful and reciprocal relationships

– Partnerships

– Respect for diversity (compulsory)

– Aboriginal and Torres Strait Islander perspectives

– Equity, inclusion and high expectations

– Sustainability (compulsory)

– Critical reflection and ongoing professional learning

– Collaborative leadership and teamwork

PRACTICES:
– Holistic, integrated and interconnected approaches

– Responsiveness to children (compulsory)

– Play-based learning and intentionality

– Learning environments (compulsory)

– Cultural responsiveness

– Continuity of learning and transitions

– Assessment and evaluation for learning, development and wellbeing

Follow the steps below to complete this task:

• Create a new Word Document and save it with your surname and initial and the assessment
task’s name. E.g: MillsA_TCHR5003_assessment2_report

• Create a cover page with the following details:
o Student name
o Student ID
o Unit code

3
Assessment Brief

o Unit Assessor and Tutor names
o Date submitted

• Complete one reference list for the entire assessment task.

• Once complete, submit task via the Turnitin link in the Assessment and Submission section
of the unit site.

• Adhere to APA7 formatting guidelines

Referencing
APA7th referencing format is required with a minimum of 10 references. Sources should include
relevant early childhood policy and peer-reviewed literature. Link to SCU Libguide here: APA 7
Referencing.

Task Submission
Assessments should be submitted using the Turnitin activity titled “Assessment 2: Report” in the
Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents
submitted via the Turnitin portal on Blackboard will be accepted.

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.

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.”

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

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

unit site. Please allow 7-10 days for marks to be posted.

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

GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may 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. If you use GenAI tools in your assessment task, it may

4
Assessment Brief

result in an academic integrity breach against you as described in the Student Academic and Non-
Academic Misconduct Rules, Section 3.

5
Assessment Brief

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%)

Explanation of
how the EYLF
guides early
childhood
education and
care pedagogy.

10 marks

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

Outstanding
explanation of
how the EYLF
guides early
childhood
education and
care pedagogy.

Very good
explanation of
how the EYLF
guides early
childhood
education and
care pedagogy.

Good explanation
of how the EYLF
guides early
childhood
education and
care pedagogy.

Satisfactory
explanation of
how the EYLF
guides early
childhood
education and
care pedagogy.

Poor explanation
of how the EYLF
guides early
childhood
education and
care pedagogy.

No explanation of
how the EYLF
guides early
childhood
education and
care pedagogy.

Identification,
examples and
analysis of high-
quality ECEC
Principles

15 marks

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

Outstanding
detail, examples
and analysis
regarding the
identification of
high-quality
principles.

Very good detail,
examples and
analysis regarding
the identification
of high-quality
principles.

Good detail,
examples and
analysis regarding
the identification
of high-quality
principles.

Satisfactory
detail, examples
and analysis
regarding the
identification of
high-quality
principles.

Inadequate
detail, examples
and analysis
regarding the
identification of
high-quality
principles.

No detail,
examples or
analysis regarding
the identification
of high-quality
principles.

Identification,
examples and
analysis of high-
quality ECEC
Practices

15 marks

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

Outstanding
detail, examples
and analysis
regarding the
identification of
high-quality
practices.

Very good detail,
examples and
analysis regarding
the identification
of high-quality
practices.

Good detail,
examples and
analysis regarding
the identification
of high-quality
practices.

Satisfactory
detail, examples
and analysis
regarding the
identification of
high-quality
practices.

Inadequate
detail, examples
and analysis
regarding the
identification of
high-quality
practices.

No detail,
examples or
analysis regarding
the identification
of high-quality
practices.

Use of unit
materials and
relevant early
childhood
literature.

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

Outstanding
reference to
relevant unit
materials and
early childhood
literature.

Very good
reference to
relevant unit
materials and
early childhood
literature.

Good reference
to relevant unit
materials and
early childhood
literature.

Satisfactory
reference to
relevant unit
materials and
early childhood
literature.

Inadequate
reference to
relevant unit
materials and
early childhood
literature.

No reference to
relevant unit
materials and
early childhood
literature.

6
Assessment Brief

5 marks

Academic
Literacy

5 marks

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

Demonstrates a
comprehensive
understanding
and application of
correct writing
conventions,
including accurate
spelling,
grammar, and
punctuation. The
reference list
contains all the
required
information in the
correct APA 7
format.

Demonstrates a
thorough
understanding
and application of
correct writing
conventions by
correctly using
spelling,
grammar, and
punctuation
throughout with
very minor
inaccuracies.
The reference list
contains all the
required
information in the
correct APA 7
format, with very
minor errors.

Demonstrates a
good
understanding
and application of
correct writing
conventions by
correctly using
spelling,
grammar, and
punctuation, with
minor
inaccuracies.
The reference list
contains all the
required
information, but
some items may
be in an incorrect
format or have
more than five
minor errors.

Demonstrates a
satisfactory
understanding
and application of
correct writing
conventions by
mostly using
correct spelling,
grammar, and
punctuation, with
some
inaccuracies.
The reference list
provides most of
the required
information, but
there are some
errors.

Poor
understanding
and application of
correct writing
conventions,
including
accurate spelling,
grammar, and
punctuation that
impact
readability. The
reference list is
incorrectly
formatted or
there are an
inadequate
number of
references.

Poor
understanding
and application of
correct writing
conventions,
including
accurate spelling,
grammar, and
punctuation, that
significantly
impact
readability. The
reference list is
incomplete or
missing.

7
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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