FACULTY OF LIFELONG LEARNING ASSIGNMENT BRIEF
| Programme Title & Programme Code | Bachelor of Education in Early Childhood Education and Practice |
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Module Title |
Critical Perspectives on Children’s Health and Wellbeing |
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Assignment Number |
1 |
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Assignment Type |
Assignment |
| This assignment addresses the following Learning Outcomes: |
1 and 2 and 3
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Weighting |
60% |
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Submission Date |
20/10/2025 |
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The Assignment Brief Details:1. Assignment Brief Devise an information booklet for Early Year’s Practitioner’s promoting health and safety within the early year’s environment.
· Word Count – maximum of 1800 words (6-8 pages excluding cover page and referencing page) · Font & Sizing – 12 (Headings can be 14 if required) · Line spacing · Cover Sheet guidelines – Student Name and Number, Booklet Name. · Referencing guidelines – Harvard Method required throughout · LO’s: 1, 2 and 3
The breakdown of the brief with helpful instructions on how to complete the assignment. Examples – headings, topics to include: · Introduction – short outline · Promoting Health and Safety – caring for children (unwell child and/or with specific illnesses/conditions/disabilities (Principles of caring for a sick child – preschool regulations etc. – signs and symptoms, skills and observation, medication process – administration, storage and record keeping etc. · Partnership with Parents – effects of illness on children/families – create an enabling environment. · Importance of Safeguarding – (child protection, unintentional injury prevention (link to National Standards/Preschool Regulations) · Environment – procedures used for health promotion (role modelling, curriculum, environment, practices etc) · Legislation that informs practice/policies/Siolta/Aistear etc. – staff and children · Importance of Professional Development · Conclusion · Bibliography and Referencing Page – Harvard Method
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The Assignment Marking Rubric
| First:70 – 100 | Excellent. A comprehensive, highly structured, focused and concise response to the assessment task. |
| 2:1: 60 – 69 | Very good A thorough and well-organised response to the assessment task. |
| 2:2: 50 – 59 | Good An adequate and competent response to the assessment task. |
| Pass: 40 – 49 | Satisfactory. An acceptable response to the assessment task. |
| Fail: 0 – 39 | Unacceptable A response to the assessment task that is unacceptable. |
| Knowledge 45%
o An extensive and detailed knowledge of the subject matter. 31.5 + o A broad knowledge of the subject matter. 27 + o Adequate but not complete knowledge of the subject matter. Omission of some important subject matter or the appearance of several minor errors. 22.5 + o Basic grasp of subject matter, but somewhat lacking in focus and structure. Main points covered but insufficient in detail. 18 + o A failure to address the question resulting in a largely irrelevant answer or material of marginal relevance predominating. < 18 |
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| Application 25%
o A highly-developed ability to apply this knowledge to the set task. 17.5 + o Considerable strength in applying that knowledge to the task set. 15+ o Capacity to apply knowledge appropriately to the task albeit with some errors. 12.5+ o Some effort to apply knowledge to the task but only a basic capacity or understanding displayed. 10 + o A display of some knowledge of material relative to the question posed, but with very serious omissions / errors and/or major inaccuracies included in the answer. < 10 |
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| Background reading, referencing, citations 15%
o Evidence of extensive background reading, excellent referencing and citations. 10.5 + o Evidence of substantial background reading, good referencing and citations (small errors) 9 + o Evidence of some background reading, errors in referencing and citations. 7.5+ o Little evidence of background reading, lack of understanding of referencing and citations. 6+ o No evidence of background reading, no understanding of referencing or citations. <6 |
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| Expression 10%
o Clear, fluent, stimulating and original expression. 7+ o Clear and fluent expression. 6+ o Clear expression with few areas of confusion. Writing of sufficient quality to convey meaning but some lack of fluency and command of suitable vocabulary. 5+ o Several minor errors or one or more major error. 4+ o A random and undisciplined development of argument, layout or presentation. Solutions offered to a very limited portion of the problem set. An answer unacceptably incomplete. <4 |
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| Presentation – 5%
o Excellent presentation (spelling, grammar, graphical) with minimal or no presentation errors. 3.5+ o Quality presentation with few presentation errors. 3+ o Good presentation with some presentation errors. 2.5 + o Satisfactory presentation with an acceptable level of presentation errors. 2 + o Unacceptable standards of presentation, such as grammar, spelling or graphical presentation. Evidence of substantial plagiarism. <2 |
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Continuous Assessment Submission Guidelines
Artificial Intelligence
As part of the assessment strategy, students may be called upon, at random, to orally defend any piece of work submitted. This would be conducted, not as a punitive measure, but rather as a way of positively supporting the overall assessment process and ensure that it is robust. Work submitted through Turnitin will produce an AI report as well as a Similarity report. Assignments which have copied work from websites, from other authors, from other students or any other sources may receive a grade of 0.
Assignments must be submitted via Turnitin. If assignments are not submitted via Turnitin, this will be regarded as a non-submission. It is the student’s responsibility to upload assignments to the correct Turnitin link.
Please observe the suggested word count. Assignments that are too short or too long may be penalised.
Plagiarism
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Extension Policy
Only in exceptional circumstances will extensions be granted.
Undergraduate and postgraduate extensions cannot be granted by your lecturer. Such extensions can only be granted by the Faculty of Lifelong Learning once a completed extension form and supporting documentation is returned online.
Students can apply for extensions at the following link – LLL Extension Request Form
Extensions must be sought in advance of the submission date. Extensions will not be granted retrospectively.
The circumstances under which an extension request will be considered include, but are not limited to:
- Serious personal / family / business reasons
- Where a student is representing their country or university
An extension request is unlikely to be considered under the following circumstances:
- Minor illnesses such as a common cold
- Holidays during the academic year
- Multiple assignments due at the one time
- Failure to plan study schedule
- Debs / weddings / social events
- IT and /or computer failure
The Faculty of Lifelong Learning reserve the right to request supporting documentation. If you are applying for an extension that exceeds 5 days you must submit supporting documentation (e.g. letter from a doctor, employer, line manager etc.) so that any prolonged absence can be verified.
To avoid any unnecessary distress, please ensure that you back up your work regularly as you undertake your assignment.
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Referencing
Correct referencing and citation are very important in academic writing.
Please consult PACE MODULE 3 – Citations and References for the referencing system used by SETU. Note ‘Credit Where Credit is Due’ is a supportive tool available in the Summary and Further Resources section.