1
Assessment Brief
TCHR3001: Early Childhood Matters
Summary
Title Assessment 1
Type Critical Review
Due Date Saturday, 23rd March at 11:59 pm AEST/AEDT (end of Week 3)
Length 1500 words
Weighting 50%
Academic Integrity GenAI may NOT be used in this task
Under the Rules - Student Academic and Non-Academic Misconduct
Rules (Section 3) students have the right to Appeal against the Academic
Integrity Officers academic misconduct Determination, to the Executive
Dean, with that determination being final and conclusive, and not subject to
further Appeal within the University. Students are not able to appeal
against academic misconduct via the Unit Assessor or unit staff.
Submission Word document submitted to Turnitin (do NOT submit PDF documents)
Unit Learning
Outcomes
This assessment task maps to the following ULOs:
• ULO1: 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: Critically reflect on their personal approach/philosophy of
learning, development and teaching within early childhood
education and care in relation to contemporary issues
• ULO4: Argue a position on current issues in early childhood
education and care, in relation to the literature
Rationale
As an early childhood teacher your beliefs form the basis of your early childhood philosophy. How
you implement this philosophy within your teaching practice will be influenced by a range of issues
within your local community.
Task Description
Referring to the issues presented in Modules 1 to 3, and drawing on a range of current, scholarly
literature, write your philosophy of early childhood, critically reviewing your approach to learning,
curriculum development and teaching. Your critical review should address all the relevant issues in
Modules 1 to 3.
Task Instructions
Drawing on a range of relevant current, scholarly literature and the issues addressed in Module 1 to
3 of this unit:
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Assessment Brief
• Part 1: Create a personal philosophy that outlines your approach to learning, child
development, and teaching in relation to the issues presented in Modules 1 – XXXXXXXXXXwords).
• Part 2: Critically review your outlined approach, justifying why and how your personal
philosophy best addresses all the relevant issues in early childhood teaching setting in
Australia identified in Modules 1 to XXXXXXXXXXwords).
Please note:
• Both parts of 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.
• 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 current (within the last 10
years) literature that supports what you are saying throughout your writing.
• Please refer to your rubric for the literature that you MUST include in each of your
responses.
• Please remember that you must use scholarly literature in this task.
Please refer to the following documents to support you in addressing this task:
General:
• 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
Part 1:
• Please ensure you refer to the example philosophy statements provided in your unit
workshop.
Part 2:
• Look at the meaning of ‘justify’ in the following document -
https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick-
guides/common_instruction_words.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
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 (TCHR3001 Early Childhood Matters)
o Your unit assessor’s name (Kelly Simpson)
o The due date
• Include a title or the prompt at the start of each response.
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Assessment Brief
• Students may use headings that align with the task instructions to organise their responses.
• Indent the first line of each new paragraph.
• Use 12-point Arial font.
• Double line space your written response and your reference list
Referencing
• APA Referencing style is required to be used for this task.
• 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 materials, and broader current (last 10 years) scholarly
literature.
• 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 as
well as the EYLF (AGDE, 2022), NQS (ACECQA, 2023) and a range of unit materials.
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
Task Submission
• Your task should be submitted using the submission point in the Turnitin folder titled
Assessment 1: Critical Review in the Assessments Tasks and Submission section on the
Blackboard TCHR3001 site. Only Microsoft Word documents submitted via the Turnitin
portal on Blackboard will be accepted. You must label your final submission with your
surname and initials and the assessment task's name, e.g. SmithJ_CriticalReview.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
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Assessment Brief
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, 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.
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.
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.
Instructions for this task
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, must NOT be used for this Assessment Task.
You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of
GenAI. Grammarly (but NOT GrammarlyGo) may be used to review your task and make changes to grammar or
punctuation or to single words however it must NOT be used to re-write sentences or paragraphs.
Please note that GenAI tools include a range of translation tools. It is the responsibility of students to ensure
that any translation tool they are using is not a GenAI tool. Students are encouraged to write their work
without the support of translation tools for this reason.
If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as
described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Under the Rules - Student Academic and Non-Academic Misconduct Rules (Section 3) students have
the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to
the Executive Dean, with that determination being final and conclusive, and not subject to further
Appeal within the University. Students are not able to appeal against academic misconduct via the
Unit Assessor or unit staff.
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
Grades & Feedback
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Assessment Brief
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.
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
Assessment Criteria
See the marking rubric for the marking criteria and grading standards.
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Assessment Brief
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
(1-34%)
Not
Addressed
(0%)
Criterion 1:
Part 1,
Philosophy -
The impact of
relevant issues
from Module 1
to 3 on the
teaching and
learning
approaches of
an early
childhood
professional in
the Australian
early childhood
education and
care context is
identified. 10%
Achieves all the
criteria for a
high distinction
to an
exemplary
standard. The
impact of
relevant issues
from Module 1
to 3 on the
teaching and
learning
approaches of
an Australian
ECEC
professional
outlined is
outstanding
and always
relevant to the
issues being
considered.
The impact of
relevant issues
from Module 1
to 3 on the
teaching and
learning
approaches of
an Australian
ECEC
professional is
outlined at an
excellent level.
How each issue
impacts the
professional’s
approach to
teaching and
learning is
excellently
considered,
very relevant
to the issues
being
addressed, and
relevance to
the Australian
The impact of
relevant issues
from Module 1
to 3 on the
teaching and
learning
approaches of
an Australian
ECEC
professional is
outlined at a
very good
level. How
each issue
impacts the
professional’s
approach to
teaching and
learning is
meaningfully
considered,
clearly relevant
to the issues
being
addressed, and
clearly relevant
The impact of
relevant issues
from Module 1
to 3 on the
teaching and
learning
approaches of
an Australian
ECEC
professional is
outlined. How
each issue
impacts the
professional’s
approach to
teaching and
learning is
considered,
relevant to the
issues being
addressed, and
relevant to an
Australian
ECEC setting.
The impact of
at least two
relevant issues
from Module 1
to 3 on the
teaching and
learning
approaches of
an Australian
ECEC
professional is
outlined. How
the issues
impact the
professional’s
approach to
teaching and
learning is
identified
basically,
shows
relevance to
the issues
being
addressed, and
would be
The impact of
one or more
relevant issues
from Module 1
to 3 on the
teaching and
learning
approaches of
an Australian
ECEC
professional is
outlined in a
limited way or
only one
relevant
Module 1 to 3
issue was
addressed.
How the issues
impact the
professional’s
approach to
teaching and
learning is
unclear, not
identified or
The impact of relevant
issues from Module 1
to 3 on the teaching
and learning
approaches of an
Australian ECEC
professional is not
outlined.
Not
attempted
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Assessment Brief
ECEC setting is
very evident.
to an
Australian
ECEC setting.
suitable in an
Australian
ECEC setting.
needs
development,
and/or shows
limited or no
relevance to
the issues
being
addressed,
and/or may not
be suitable in
an Australian
ECEC setting.
Criterion 2
Part 1,
Philosophy –
The philosophy
is supported by
at least 4
relevant
scholarly
literature
sources. 10%
Achieves all the
criteria for a
high
distinction,
with
consistently
outstanding
integration of a
range of very
relevant
scholarly
literature
sources with
no errors.
Philosophy is
supported by
at least 4
relevant,
scholarly
literature
sources that
are
meaningfully
integrated
throughout the
philosophy.
Philosophy is
supported by
at least 4
relevant,
scholarly
literature
sources that
are integrated
over the
philosophy.
Philosophy is
supported by
at least 4
relevant,
scholarly
literature
sources that
meaningfully
support the
philosophy.
Philosophy is
supported by
at least 4
relevant,
scholarly
literature
sources that
are relevant to
the philosophy.
Philosophy
does not
include at least
4 scholarly
literature
sources and/or
all or most
sources cited
are not
scholarly.
Literature is not cited
in the philosophy
and/or literature
sources used are not
relevant to the
philosophy presented
or are invalid.
No
attempted.
Criterion 3:
Part 2, Critical
Review -
Achieves all the
criteria for a
high
distinction,
with
Excellent
justification of
the teaching
and learning
approaches
Very good
justification of
the teaching
and learning
approaches
Good
justification of
the teaching
and learning
approaches
Satisfactory
justification of
the teaching
and learning
approaches
Limited
justification of
the teaching
and learning
approaches
An appropriate
justification of
teaching and learning
approaches outlined
in the philosophy is
Not
attempted
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Assessment Brief
An appropriate
justification for
the teaching
and learning
approaches
discussed in
the philosophy
is outlined with
reference to
the
appropriate
issues from
Module 1 to 3
and using
relevant
scholarly
literature to
support points.
10%
outstanding
justification of
the teaching
and learning
approaches
outlined in the
philosophy
provided with
outstanding
consideration
of the relevant
issues from
Modules 1 to 3
that underpin
these
approaches
evident, and all
points
supported by
range of
relevant
scholarly
literature at an
exemplary
standard.
outlined in the
philosophy
provided with
very clear
consideration
of the relevant
issues from
Modules 1 to 3
that underpin
these
approaches
evident, and all
points
supported by a
range of
relevant
scholarly
literature.
outlined in the
philosophy
provided with
clear
consideration
of the relevant
issues from
Modules 1 to 3
that underpin
these
approaches
evident, and all
points
supported by
relevant
scholarly
literature.
outlined in the
philosophy
provided with
clear
consideration
of the relevant
issues from
Modules 1 to 3
that underpin
these
approaches
evident, and all
points
supported by
relevant
scholarly
literature.
outlined in the
philosophy
provided with
satisfactory
consideration
of the relevant
issues from
Modules 1 to 3
that underpin
these
approaches
evident, and
some points
supported by
relevant
scholarly
literature.
outlined in the
philosophy
provided with
limited
consideration
of the relevant
issues from
Modules 1 to 3
that underpin
these
approaches
evident, and
limited points
supported by
relevant
scholarly
literature. OR a
combination of
the above. OR
no support
from scholarly
literature OR
relevant
discussion
instead of
justification
provided.
not provided and/or
the
discussion/justification
is not relevant to the
philosophy and/or
does not consider the
underpinning issues
from Modules 1 – 3
and/or literature
sources used to
support justification
are not relevant or are
invalid.
Criterion 4:
Part 2, Critical
Review -
Achieves all the
criteria for a
high
distinction,
The critical
review of the
issues reflects
deep
The critical
review of the
issues reflects
very good
The critical
review of the
issues reflects
good
The critical
review of the
issues reflects
satisfactory
The critical
review of the
issues reflects
limited
No engagement with
the EYLF (AGDE,
2023), NQS (ACECQA,
2023) and/or unit
Not
attempted.
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Assessment Brief
The critical
review of the
philosophy
demonstrates
engagement
with the unit
learning
materials/areas
(including
learning areas
covered in
tutorials) and is
supported by
at least 6
relevant
scholarly
literature
sources
including the
EYLF (AGDE,
2023) and NQS
(ACECQA,
XXXXXXXXXX%
with
consistently
outstanding
integration of a
range of very
relevant
scholarly
literature
sources and
unit learning
materials/areas
with no errors.
engagement
with the EYLF
(AGDE, 2023),
NQS (ACECQA,
2023), and unit
materials/areas
as well as a
range of
current
scholarly
literature with
a minimum of
6 relevant
scholarly
sources
integrated
within the
review.
engagement
with the EYLF
(AGDE, 2023),
NQS (ACECQA,
2023), and unit
materials/areas
as well as a
range of
current
scholarly
literature with
a minimum of
6 relevant
scholarly
sources
integrated
within the
review.
engagement
with the EYLF
(AGDE, 2023),
NQS (ACECQA,
2023), and unit
materials/areas
as well as some
current
scholarly
literature with
a minimum of
6 relevant
scholarly
sources
supporting the
review.
engagement
with the EYLF
(AGDE, 2023),
NQS (ACECQA,
2023), and unit
materials/areas
with a
minimum of 6
relevant
scholarly
sources cited in
the review.
engagement
with the EYLF
(AGDE, 2023),
NQS (ACECQA,
2023), and unit
materials/areas
with at least 3
relevant
scholarly
sources cited in
the review. OR
a relevant
critical review
that is not
supported by
relevant
scholarly
literature.
learning
materials/areas
and/or the critical
review is not
supported by relevant
scholarly literature
and/or the literature
cited is not relevant
and/or is invalid.
Criterion 5:
Standard of
writing and
presentation –
spelling,
punctuation,
grammar,
paragraph
Achieves all the
criteria for a
high distinction
to an
exemplary
standard,
without any
errors.
Excellent
standard of
writing and
presentation
with no errors
in spelling,
punctuation,
grammar,
Very good
standard of
writing and
presentation
with very minor
and very
inconsistent
errors in
Good standard
of writing and
presentation
with some
minor and
inconsistent
errors in one or
two areas of
Satisfactory
standard of
writing and
presentation
with errors in
most areas of -
spelling,
punctuation,
Poor standard
of writing and
presentation
with consistent
errors in
most/all areas
of spelling,
punctuation,
Significant
improvement needed
in writing and
presentation with
consistent errors in
spelling, punctuation,
grammar, paragraph
Not
attempted.
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Assessment Brief
structure,
appropriate
word count,
APA 7th
referencing.
10%
paragraph
structure, or
APA 7th
referencing.
Word count
within +/- 10%
of the set word
count.
spelling and
punctuation
and grammar
and paragraph
structure and
APA 7th
referencing.
Word count
within +/- 10%
of the set word
count.
spelling or
punctuation or
grammar or
paragraph
structure, or
APA 7th
referencing.
Word count
within +/- 10%
of the set word
count.
grammar,
paragraph
structure, APA
7th referencing
- Or -
Consistent
errors in one or
two of the
above areas -
and/or - Word
count
over/under +/-
10% of the set
word count.
grammar,
paragraph
structure, and
APA 7th
referencing -
and/or - Word
count
significantly
under or over
+/- 10% of the
set word count
for the task
structure, and APA 7th
referencing
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Assessment Brief
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, analysing and
applying relevant skills and concepts, and shows exceptional ability to synthesise, 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, analysing and
applying relevant skills and concepts, and shows a well-developed ability to synthesise, 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, analysing 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.