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TCHR2002 Assessment 1
TCHR2002 CHILDREN, FAMILIES & COMMUNITIES
ASSESSMENT 1: Portfolio
Summary
Title Assessment 1: Portfolio of short responses to unit content
Due Date Monday 22nd July (WEEK 4) @ 11:59pm AEDT
Length 1500 words excluding references
Weighting 50%
Academic
Integrity and
GenAI – see
elow
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, is permitted
for this preparation of Assessment Task, withih 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 Li
ary referencing guides.
Submission 1 word document saved as a PDF and submitted to Turnitin.
No resubmissions of assignments are permitted in this unit
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
Indigenous childhoods.
• ULO 2: Identify the ways to ensure children feel that they are
elonging, 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
esponses 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 Bronfen
enner’s Ecological
Model including an understanding of the concept of proximal processes.
https:
www.scu.edu.au/li
ary/study
eferencing-guides
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TCHR2002 Assessment 1
Topic 2: Indigenous childhoods
Culturally responsive educators are knowledgeable of each child and family’s context including how
to embed Aboriginal and To
es Strait Islander perspectives in the cu
iculum. Make relevant links to
the Early Years Learning Framework (AGDE, 2022) in your discussions.
• Discuss the importance of Aboriginal and To
es 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
ecently 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,
elonging and becoming in this situation?
§ Give examples of how can you teach gender equity as part of an anti-bias cu
iculum 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 cu
iculum 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 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 - https:
libguides.scu.edu.au/apa
• 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
oader 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,
ainstorming, understanding concepts, generating examples, summarising
eadings), an acknowledgement of how you have used AI tools or technologies is required. You
https:
libguides.scu.edu.au/apa
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TCHR2002 Assessment 1
can create this acknowledgement by adding a declaration at the end of your reference list. For
example: I acknowledge the use of ChatGPT to
ainstorm concepts XXXXXXXXXXfor 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 co
ect 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
eceipt 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 summarise 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
each 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 fa
ication. Your
use of AI tools must adhere to the SCU Academic Integrity Framework, including upholding honesty,
ethics, professionalism, and academic integrity
https:
www.scu.edu.au/learning-zone/academic-integrity-and-turnitin
https:
www.scu.edu.au/technology-services
https:
www.scu.edu.au/about/academic-portfolio-office-apo/academic-integrity-framework
https:
www.scu.edu.au/about/academic-portfolio-office-apo/academic-integrity-framework
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TCHR2002 Assessment 1
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 https:
policies.scu.edu.au/document/view-cu
ent.php?id=140
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
https:
policies.scu.edu.au/view.cu
ent.php?id=00255
Penalties will be incu
ed 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 ru
ic for the marking criteria and grading standards. Please allow 7 -10 days for
grades to be posted.
https:
policies.scu.edu.au/document/view-cu
ent.php?id=140
https:
policies.scu.edu.au/view.cu
ent.php?id=00255
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TCHR2002 Assessment 1
Assessment Ru
ic
Marking Criteria
and & alloca1on
High
Dis1nc1on
+ (100%)
High Dis1nc1on
(85-99%)
Dis1nc1on
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Marginal Fail
(35-49%)
Fail
(0-49%)
Not
addressed
(0%)
Criteria 1
Historical
influences and
changes to
childhoods in
ela>on to
Bronfen
enner's
Ecological Model
15marks
Achieves all
the criteria
for a high
dis>nc>on
to an
exemplary
standard
with
outstanding
integra>on
of the unit
content
and
eferences.
Comprehensive
comparison and
cri>que of changes
and influences in
contemporary
society using
Bronfen
enner's
Ecological Model to
frame the
esponse. The
concept of
proximal processes
is seamlessly
woven through the
discussion with
eference to
eadings and the
unit content.
Clear and concise
discussion,
cri>cal thinking
and examples of
the ways in
which
contemporary
life may enhance
or hinder
proximal
processes and
outcomes
compared to the
past, using
Bronfen
enner'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
Bronfen
enner'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
Bronfen
enner's
Ecological Model
and concepts.
Limited
discussion that
may not clearly
eflect the unit
content or
espond
effec>vely to the
criteria in rela>on
to History,
changing
childhoods or
Bronfen
enner's
Ecological Model.
Inadequate or
i
elevant
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
Bronfen
enner's
Ecological Model
to frame the
answer.
Not
aSempted
Criteria 2
Indigenous
childhoods and
cultural iden>ty
in rela>on to the
Early Years
Learning
Framework v.2.0
15
Achieves all
the criteria
for a high
dis>nc>on
to an
exemplary
standard,
with
outstanding
integra>on
of the unit
materials.
Comprehensive
discussion outlines
the importance of
strong Indigenous
childhood iden>ty
and intercultural
learning spaces.
with clear links to
the Early Years
Learning
Framework woven
through the
wri>ng.
Clear discussion
that addresses
the key points,
with links to the
Early Years
Learning
Framework.
Discussion
addresses the
criteria, with
some links