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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

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.

/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

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

The post 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 appeared first on My Assignment Hero.

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