Rationale This assessment builds on assessment 1 and continues to extend students analytical and reflective skills. The task fosters critical thinking through the examination of sector issues and the development of evidence-based arguments. By engaging with diverse perspectives and constructing w

Title	Assessment 2 Critical Analysis
Type	Critical analysis on a contemporary issue in ECEC
Due Date	April 18, at 11:59 pm AEST (end of Week 6)
Length	2000 words
Weighting	50%
Academic Integrity	GenAI may be used in this task You may use Grammarly Premium to provide feedback and suggestions on your writing for academic tone, written expression, grammar, Australian English spelling, and punctuation. You must not use GenAI to generate ideas for this assessment task.
Submission	Word document submitted to Turnitin (Do not submit PDF documents)
Unit Learning Outcomes	This assessment task maps to the following ULOs: ULO1: Students identify a range of issues important to early childhood education and care ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care ULO3: Students critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues ULO 4: Argue a position on current issues in early childhood education and care, in relation to the literature

 

Aim

This assessment requires students to critically analyse diverse perspectives that align with a contemporary issue in early childhood education and care, as presented in authoritative literature, and develop a well- supported argument for their own position on the issue.

Rationale

This assessment builds on assessment 1 and continues to extend students analytical and reflective skills. The task fosters critical thinking through the examination of sector issues and the development of evidence-based arguments. By engaging with diverse perspectives and constructing well-supported arguments, students develop the professional expertise needed to navigate the challenges and opportunities within the early childhood field, which, in turn, directly prepares them for roles requiring thoughtful decision-making, policy analysis, and leadership in early childhood settings.

 

Task Description

 

This task entails two parts.

 

Part One:

 

• Select a contemporary issue relevant to early childhood education and care from the options discussed in Modules 4-6.

 

Examples of some areas/issues could include, but are not limited by

 

• Childrens images in social media

 

• Immpact of an environment on childrens learning and development

 

• Limited access to resources/funding to meet a childs additional needs

 

• Reconciliation in EC settings

 

• Childrens use of technology in EC

 

• Research at least five authoritative sources (e.g., peer-reviewed journals, reputable reports, books) presenting diverse perspectives on the chosen issue. The unit readings will also help.

 

• Based on your research, analyse one dominant position on this issue by identifying its strengths and underlying assumptions to justify your position.

 

• Your analysis should demonstrate your understanding of the broader landscape of perspectives surrounding the issue.

 

Part Two: Outline an opposing or alternative perspective on the chosen issue. Using current and relevant scholarly literature, justify your own position in relation to both the dominant perspective you analysed in Part One and this opposing/alternative view. Finally, reflect on the relevance of your chosen position to your practice as a teacher/educator working in the Australian early years sector. How might this position inform your approach to teaching and learning?

 

Task Instructions

 

1. Choose an issue: Select one contemporary issue in early childhood education and care from the topics covered in Modules 4-6.

 

1. Research: Find at least five authoritative sources (like peer-reviewed journals, reputable reports, or books) that offer different perspectives on your chosen issue.

 

1. Analyse a leading position: This might be a commonsense way of thinking with little critical thought. Based on your research, critically analyse the existing literature on your chosen issue, summarizing and synthesizing the different perspectives presented in your selected sources. Identify common themes, points of disagreement, and underlying assumptions. If you prefer, a table or other visual aid could be helpful in comparing and contrasting different ideas.

 

1. Explore an opposing view that adopts critical thinking. Develop a well-supported argument for a contrasting position, drawing on evidence from the literature and engaging directly with the perspectives you analysed

 

1. Justify your stance: Use your research to explain and support your own view on the issue, comparing it to both the dominant position and addressing opposing opinions, demonstrating a nuanced understanding of the issue’s complexities.

 

1. Reflect on personal relevance: Explain how your viewpoint would affect your work as an early childhood teacher in How would it shape your teaching?

 

Please note:

 

• This task can be written in first person (I statements) or third person, however you need to be consistent over the task in the tense and person you use for each section.

 

• All areas of your responses to this task need to be supported by relevant and current scholarly literature. This means you need to cite relevant and established literature that supports what you are saying throughout your writing.

 

Formatting and style

 

• APA 7th formatting is required for this

 

• Include the cover page provided in your assessment task folder at the start of your

 

• Include one reference on a new page at the end of your

 

Referencing

 

• APA 7th Referencing style is required to be used for this

 

• Include one reference list for both responses on a new page at the end of task. Place the title References in bold in the centre at the top of this page.

 

• At a minimum, your sources for this task will include the EYLF (AGDE, 2022), the NQS (ACECQA, 2023), a range of unit literature, and broader current scholarly

 

• Broader literature may include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)

 

• You need to include at least 10 current scholarly references in your response to this task per the rubric outline.

 

Resources

 

• Academic Integrity –https://www.scu.edu.au/about/leadership/executive/academic–portfolio-office-apo/academic-integrity-framework/

 

• SCU Student Learning Zone –https://www.scu.edu.au/current-students/learning-zone/

 

• The Early Years Learning Framework –https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

 

• National Quality Standard –https://www.acecqa.gov.au/nqf/national-quality-standard

 

• Guide to the National Quality Framework (including the National Quality Standards) –https://www.acecqa.gov.au/nqf/about/guide

 

Referencing Style Resource:

 

Please refer to the APA 7th Referencing Guide for this task – https://libguides.scu.edu.au/apa

 

Writing and Analysing Resources:

 

• How to Incorporate Evidence into Your Writing –https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick-guides/how_to_incorporate_evidence_into_your_writing.pdf

 

• Summarising and Paraphrasing –https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick-guides/summarising_and_paraphrasing.pdf

 

• Writing Paragraphs (PEEL method) – https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quick-guides/writing_paragraphs.pdf

 

• Planning and Writing Body Paragraphs (using the PEEL method) –https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick-guides/planning_and_writing_body_paragraphs.pdf

 

Task Submission

 

• Submission of your assessment is via Turnitin. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR3001 Blackboard site, in the Assessment 2 folder.

 

Please note:

 

• 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.

 

• When you have submitted your assignment to Turnitin it is essential you download the Digital

 

• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them, 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.

 

• Label the Word file with your surname and the assessment number, g., Simpson_A1.docx

 

• 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 SCUAcademic 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.

 

• If 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.

 

Resubmission

 

As per SCU Rules Relating to Awards – Rule 3 – Coursework Awards – Student Assessment and Examinations: Section 6 – Assessment Resubmission, there are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure – https://policies.scu.edu.au/view.current.php?id=00255

 

Special Consideration

 

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view- current.php?id=140

 

Late Submissions & Penalties

 

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

 

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. Please check the first page of this booklet for what types of GenAi may be used.

 

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

 

Note: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

 

Grades & Feedack

 

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the Grades and Feedback section on the Blackboard unit site. Please allow 7 days for marks to be posted.

 

Assessment Criteria

 

See the marking rubric for the marking criteria and grading standards.

 

Description of SCU Grades High Distinction:

 

The students 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 students performance could be described as outstanding in relation to the learning requirements specified.

 

Distinction:

 

The students 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 students performance could be described as distinguished in relation to the learning requirements specified.

 

Credit:

 

The students 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 students performance could be described as competent in relation to the learning requirements specified.

 

Pass:

 

The students 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 students performance could be described as satisfactory in relation to the learning requirements specified. Fail:

 

The students performance fails to satisfy the learning requirements specified.

 

Assessment Rubric

 

Marking Criteria and % allocation	High Distinction 100% +	High Distinction (85-99%)	Distinction (75-84%)	Credit (65- 74%)	Pass (59-64%)	Fail 1-49%	Absent Fail 0%
Criterion 1: Literature Review & Analysis – 10%	Achieves all the criteria for a high distinction to an exemplary standard with outstanding integration of the unit content and references.	Comprehensive and insightful analysis of diverse perspectives with clear identification of strengths, and underlying assumptions; effective use of a visual aid (if applicable).	Thorough analysis of diverse perspectives; identification of key strengths and assumptions; appropriate use of visual aid (if applicable).	Sound analysis of diverse perspectives; some identification of strengths and assumptions; attempted use of visual aid (if applicable).	Basic analysis of perspectives; limited identification of strengths, and assumptions; visual aid absent or ineffective.	Superficial or missing analysis; failure to identify or analyse key perspectives effectively.	Not attempted.
Criterion 2: Position Statement – 10%	Achieves all the criteria for a high distinction to an exemplary standard, with outstanding integration of the literature.	Clear, concise, and compelling articulation of a well-defined position.	Clear articulation of a defined position.	Articulated position but not well-defined.	Position unclear or underdeveloped.	Position missing or illogical.	Not attempted.
Criterion 3: Argumentation – 10%	Achieves all the criteria for a high distinction to an exemplary standard, with outstanding integration of the unit materials and a deep knowledge	Well-supported and nuanced arguments; effective use of evidence; insightful engagement with diverse perspectives;	Well-supported arguments; use of evidence; engagement with diverse perspectives; address of counterarguments.	Soundly supported arguments; some use of evidence; attempts to engage with diverse perspectives; some address of counterarguments.	Arguments lack sufficient support; limited use of evidence; minimal engagement with diverse perspectives; weak address of counterarguments.	Arguments are missing, illogical, or unsupported by evidence.	Not attempted.

 

	of the issues.	strong address of counterarguments.
Criterion 4: Reflection and Personal Relevance – 10%	Achieves all the criteria for a high distinction to an exemplary standard, with outstanding engagement with the unit materials and current literature.	An insightful reflection on the personal relevance of the chosen position; clear articulation of how the position informs teaching practice.	Thoughtful reflection on personal relevance; articulation of how the position informs teaching practice.	Sound reflection on personal relevance; some attempt to connect the position to teaching practice.	Limited reflection on personal relevance; weak connection to teaching practice.	Reflection is missing or superficial; there is no connection to teaching practice.	Not attempted.
Criterion 5: Standard of writing and presentation – spelling, punctuation, grammar, paragraph structure, APA 7th referencing – 10%	Achieves all the criteria for a high distinction to an exemplary standard, without any errors.	Writing is clear, insightful and cohesive and flows seamlessly throughout so that clear connections between sections are evident. Flawless use of APA referencing style is evident and there are no errors in spelling, punctuation or grammar.	In-depth and clear writing with minor errors in spelling, punctuation, grammar, paragraph structure, and APA 7th referencing	Good standard of writing and presentation with some errors in spelling, punctuation, grammar, paragraph structure, APA 7th referencing	Satisfactory standard of writing and presentation with many errors in spelling, punctuation, grammar, paragraph structure, APA 7th referencing	Poor standard of writing and presentation with many errors in spelling, punctuation, grammar, paragraph structure, APA 7th referencing	Not attempted