TCHR2002 Children, Families & Communities Assignment Help

Title	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.

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

attempted

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, analyzing and applying relevant skills and concepts, and shows exceptional ability to synthesize, 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, analyzing and applying relevant skills and concepts, and shows a well-developed ability to synthesize, 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, analyzing 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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