Task- Topic 1: Historical childhood influences Think about one or two issues that influence children’s lives today and how this has changed over
Assessment 1: Portfolio of short responses to unit content
Due Date
Monday 18th November (WEEK 4) @ 11:59pm AEDT
Length
1500 words excluding references
Weighting
50%
Academic
Integrity and
GenAI – see
below
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, are 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 1 folder on Blackboard • No resubmissions of assignments are permitted in this unit • Complete the unit cover sheet and add any copies of special consideration approval
Unit Learning
Outcomes (ULO)
You will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task:
• ULO 1: Compare and critique historical and contemporary constructions of childhood and families, including those pertaining to First Nations perspectives and experiences.
• ULO 2: Identify how children develop identity and how teachers develop a sense of belonging, being, and becoming.
Rationale
Working with and supporting children and families within the context of their community is a vital consideration for teachers as this reflects the lives and learning of children. Knowing children, families and communities therefore presents opportunities and challenges and being able to identify, compare and critique the diversity of issues that children and families experience in contemporary communities in Australia is a vital skill.
Assessment Description
The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding the historical and diverse issues facing children and families in contemporary communities. This assessment aligns with the unit learning modules 1-3 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: Historical childhood influences
Think about one or two issues that influence children’s lives today and how this has changed over the last 20-50 years. With reference to the unit content, compare and critique how contemporary life may enhance or hinder outcomes for children and families compared to how life influenced them in the past. Pay attention to the ideas about how contemporary childhoods are constructed in an
Australian or Global context. Frame your answer using the levels in Bronfenbrenner’s Ecological Model including an understanding of the concept of proximal processes.
Topic 2: First Nations childhoods
Culturally responsive educators are knowledgeable of each child and family’s context including how to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. Make relevant links to the Early Years Learning Framework (AGDE, 2022) in your discussions.
• Discuss the importance of Aboriginal and Torres Strait Islander children being able to see themselves, their identities and cultures reflected in their learning environment.
• Identify why creating an intercultural space is important for all children and families?
Topic 3: Gender equity scenario
You are employed as the teacher in an early childhood education setting where a new family has recently enrolled their four-year-old son Jacob. You have planned a cooking experience with the children when Jacob states, “cooking is the girl’s job, boys should not cook!” Discuss the following points with reference to the unit content:
What specific language and strategies would you use to address the children’s being, belonging and becoming in this situation? Give examples of how you can teach gender equity as part of an anti-bias curriculum that has been outlined in the unit content, with children aged 3-5 years-of-age? How could you communicate the principles of an anti-bias curriculum and gender equity with families?
Assessment Instructions
Formatting and style
APA 7 formatting is required for this task.
• Include a cover page that contains:
o The title of the task in bold
o Your name (as author) and Student ID
o Your faculty (Faculty of Education, Southern Cross University)
o The unit code and name (TCHR2002 Children, Families, and Communities)
o Your unit assessor’s name (Tracy Young)
o The due date
• Include clear headings for the topics you are responding to
• Indent the first line of each new paragraph.
• Use a 12-point Arial 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
• Create a reference list on a new page at the end of task with a minimum of ten references, although you may use more
• At a minimum, your sources for this task will include the unit required text, unit readings, EYLF (AGDE, 2022) and broader literature.
• 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, summarizing
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 summarize 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.
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
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 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.
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
(0-49%)
Absent
fail
(0%)
Criteria 1
Historical
influences and
changes to
childhoods in
relation to
Bronfenbrenner’s Ecological Model
/15 marks
Achieves all the criteria for a high
distinction
to an
exemplary
standard
with
outstanding integration of the unit
content
and
references.
Comprehensive
comparison and critique of changes and influences in contemporary
society using
Bronfenbrenner’s Ecological Model to frame the
response. The
concept of
proximal processes is seamlessly
woven through the discussion with
reference to
readings and the unit content.
Clear and concise discussion,
critical thinking and examples of the ways in
which
contemporary
life may enhance or hinder
proximal
processes and
outcomes
compared to the past, using
Bronfenbrenner’s Ecological Model to frame the
answer.
Discussion of
some of the ways in which
contemporary
life may enhance or hinder
proximal
processes and
outcomes
compared to the past, using
Bronfenbrenner’s Ecological Model to frame the
answer.
Discusses the
ways in which
contemporary life may enhance or hinder children
wellbeing
outcomes
compared to the past, with limited insights from
Bronfenbrenner’s Ecological Model and concepts.
Limited
discussion that may not clearly reflect the unit content or
respond
effectively to the criteria in
relation to
History, changing childhoods or
Bronfenbrenner’s Ecological
Model.
Inadequate or
irrelevant
discussion of the ways in which
contemporary
life may enhance or hinder
proximal
processes and
outcomes
compared to the past, and/or has not used
Bronfenbrenner’s Ecological Model to frame the
answer.
Not
attempted
Criteria 2
Discusses the
importance of integrating First Nations
childhoods and cultural identity in relation to the Early Years
Learning
Framework v.2.0 /15
Achieves all the criteria for a high
distinction
to an
exemplary
standard,
with
outstanding integration of the unit
materials.
Comprehensive
discussion outlines the importance of strong Indigenous childhood identity
and intercultural learning spaces.
with clear links to the Early Years
Learning
Framework woven through the
writing.
Clear discussion that addresses
the key points, with links to the Early Years
Learning
Framework.
Discussion
addresses the
criteria, with
some links to the Early Years
Learning
Framework. A
stronger link to diverse
perspectives for all children could be addressed.
Satisfactory
discussion of key points that is
limited by deeper connections to
the Early Years
Learning
Framework and unit content.
Limited
discussion of
Indigenous
childhood and
responses to the questions with
few or no links to the Early Years
Learning
Framework and unit content
Inadequate or
irrelevant
discussion of
strategies for
supporting
Indigenous
childhoods, with no links to the
unit learning
materials.
Not
attempted
Criteria 3
Promoting
gender equity
and social justice in the early
childhood setting with reference to the unit anti-bias curriculum
content,
language,
strategies and
examples.
/15
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
topic.
Comprehensive
discussion of
language and
strategies that
could be used to address the
scenario. Example of teaching and
learning strategies are effective for
working towards anti bias
curriculum and
equity in the early childhood setting for children and
families.
Clear discussion of language and actions that
could be used to address the
scenario. Some teaching
strategies and
examples
address anti bias curriculum and gender equity in the early
childhood setting with very minor limitations or
errors.
Discussion
addresses the
language and
actions that
could be used to handle the
scenario for
teaching gender equity to young children, and
some strategies for working
towards adopting an anti-bias
curriculum in the early childhood setting. Some
limitations or
errors are
evident.
Discusses the
ways language
and actions could be used to
address the
scenario with
limited strategies for teaching
gender equity and an anti-bias
curriculum.
Minimal links to learning materials and use of
references may be evident.
Limited
discussion of
language and
actions that
could be used in the scenario.
Limited
strategies are
included with
some major
limitations or
errors and/or
consistent minor limitations or
errors
Inadequate or
irrelevant
discussion of
language and
actions that
could be used to handle the
situation,
strategies for
teaching gender equity to young children, and
strategies for
working towards social justice and equity in the
early childhood setting.
Not
attempted
Criteria 4
Academic
Literacy including English
expression,
writing, APA
7 references, 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
atte