Protfolio | Education homework help
TCHR2002 Children, Families & communities
ASSESSMENT 2: Portfolio
Summary
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Title |
Assessment 2: Portfolio of short responses |
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Due Date |
Friday 11th August (WEEK 6) at 11:59pm AEDT |
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Length |
1500 words including references |
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Weighting |
50% |
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Submission |
1 word document submitted to Turnitin |
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Unit Learning Outcomes |
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task: · ULO1: compare and critique historical and contemporary constructions of childhood and families, including those pertaining to Indigenous childhoods. · ULO2: identify the ways to ensure children feel that they are belonging, being, and becoming. · ULO3: explain the diverse range of issues affecting children, families and communities including social, economic and educational policies and their impact upon service provision for children and families. · ULO4: Critically analyse texts, images, and songs in terms of the construction of childhood, and families across diverse contexts. |
Task Description
This task requires students to reflect upon key issues presented in the unit content and complete three (3) x 500 word responses to the questions under Task Instructions.
Rationale
Working with and supporting children and families within the context of their community can present challenges. Early childhood professionals should reflect on the diversity of issues that face children and families. The aim of this assessment task is for students to demonstrate their knowledge and understanding regarding contemporary and diverse issues facing children, families and communities.
Task Instructions
You are required to answer each of the following three questions in approximately 500 words. All responses must be literature supported.
Question 1
The internet provides new opportunities for social connection for people who are isolated. With reference to the Unit materials provide responses to the following statements.
Part A:
Find an example of a website that enables isolated families from different socio-cultural backgrounds to make social connections that will assist them with their parenting. Write a short statement about the website.
Part B:
Do you believe the social connectedness achieved through the internet bring the same benefits to families as face-to-face social connections? Why or why not?
Question 2
With reference to the Unit materials provide responses to the following statements.
Part A: Why is it difficult to provide a clear definition of abuse and neglect?
Part B: To what extent do you think that child protection is a community responsibility?
Part C: What do you think are the barriers to community responsibility in this area?
Question 3
With reference to the Unit materials provide responses to the following statements.
Part A: Investigate an Early Childhood Education and Care (ECEC) service or organisation of your choice and review the extent to which parents have a role in governance and opportunities to influence design and implementation of the setting.
You are encouraged to use a range of strategies to gather information about your chosen setting such as; reviewing the ECEC website and social media pages, searching ACECQA service ratings
https://www.acecqa.gov.au/resources/national-registers/services. You might also like to telephone your chosen setting to ask questions relevant to the assessment task.
Part B: In what ways could your chosen service improve their partnerships with families?
Follow the steps below to complete this task:
· Create a new Word Document and save it with your surname and initial and the assessment task’s name. E.g: MillsA_assessment2_portfolio
· Create a cover page with the following details:
· Student name
· Student ID
· Unit code
· Unit Assessor and Tutor names
· Date submitted
· Complete three (3) x 500 word responses to the prompts listed above. Responses must be literature supported.
· Complete one reference list for the entire assessment task.
· Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
· Adhere to
APA7 formatting guidelines
Referencing Style
APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here:
APA 7 Referencing.
Task Submission
Assessments should be submitted using the
Turnitin activity titled “Assessment 2: Portfolio” in the
Assessments Tasks & Submission section on the Blackboard TCHR2002 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name, e.g: MillsA_assessment2_portfolio
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment 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.
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
· a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
· a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.”
Grades & Feedback
Assignments that have been submitted by the due date will receive an SCU grade and written feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard unit site. Please allow 7 working days for marks to be posted.
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
Generative Artificial Intelligence tools
I am reminding you that
Generative Artificial Intelligence (GenAI) tools are
NOT permitted for use in this assessment (see Assessment Information Booklet, Section 8.0). Using any such tools constitutes academic misconduct, as you are not the author/creator of the assessment you are submitting.
Futurepedia
is a good starting point for checking to make sure the tool/app that you want to use is not GenAI driven; however, remember that new artificial intelligence tools are coming online daily, so take a screenshot.
As a student in the contemporary world, I am going to suggest to you that you should take steps to safeguard yourself from academic misconduct by making sure that you keep records of your processes when completing your assessment – e.g., screenshots (with date and time evident), log of search history, different versions of files etc. You don’t have to do this; it’s just a suggestion. Another suggestion is to use a free GenAI checker (see if you agree with their T&Cs first) to make sure it flags your submission as ‘written by a human’.
2
Assessment Brief
Assessment Rubric
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Marking criteria and % allocation |
High Distinction (85-100%) |
Distinction (75-84%) |
Credit (65-74%) |
Pass (50-64%) |
Fail (0-49%) |
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Criteria 1 Identifies a suitable website for isolated families and explains how the website helps families establish social connections. Provides a professional perspective on the benefits of internet-based social connectedness compared to face-to-face interactions for families, as well as reasons for each perspective. /15 |
Identifies a suitable website and thoroughly describes its features and benefits. Provides a well-reasoned professional perspective on internet-based social connectedness versus face-to-face interactions and their advantages and disadvantages for families. Each viewpoint is supported by current academic literature. |
Identifies a suitable website and provides a clear and concise description of its features and benefits. Provides an insightful professional perspective on internet-based social connectedness versus face-to-face interactions and their advantages and disadvantages for families. Each viewpoint is supported by current academic literature. |
Identifies a suitable website and provides a description of its features and benefits. Provides a sound professional perspective on internet-based social connectedness versus face-to-face interactions and their advantages and disadvantages for families. Some current academic literature is used to support each viewpoint. |
Identifies an appropriate website and provides a general description of its features and benefits. Provides a satisfactory professional perspective on internet-based social connectedness versus face-to-face interactions and their advantages and disadvantages for families. Minimal current academic literature is used to support each viewpoint. |
Does not identify an appropriate website or an adequate description of its features and benefits. Does not provide an adequate professional perspective on the social connectedness achieved through internet-based interactions versus face-to-face interactions, and the advantages and disadvantages for families. |
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Criteria 2 With reference to the unit materials explain why defining abuse and neglect is difficult and specifies the extent to which child protection can be regarded as a community responsibility. Identify and describe potential barriers to community child protection responsibility. /15 |
Provides an insightful and well-articulated explanation of the difficulties that arise in defining abuse and neglect and uses a variety of relevant examples to support their discussion. Provides a comprehensive justification for considering child protection as a community responsibility and exhibits a deep understanding of the potential barriers to community responsibility for child protection. |
Provides a thorough explanation of the difficulties that arise in defining abuse and neglect and uses relevant examples to support the discussion. Provides a solid justification for considering child protection as a community responsibility and exhibits a comprehensive understanding of the potential barriers to community responsibility for child protection. |
Provides a sound explanation of the difficulties that arise in defining abuse and neglect and uses some examples to support the discussion. Provides a sound justification for considering child protection as a community responsibility and exhibits a sound understanding of some of the potential barriers to community responsibility for child protection. |
Provides a general explanation of the difficulties that arise in defining abuse and neglect and uses few examples to support the discussion. Provides a satisfactory justification for considering child protections as a community responsibility and exhibits a satisfactory understanding of the potential barriers to community responsibility for child protection. |
Does not provide an adequate explanation of the difficulties that arise in defining abuse and neglect. Does not provide a justification for considering child protection as a community responsibility. Does not identify or describe potential barriers to community responsibility for child protection. |
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Criteria 3 Selects an appropriate Early Childhood Education and Care service. With reference to the Unit materials examines the extent to which parents and children participate in governance and their opportunities to influence design and implementation; and identifies ways in which the service can improve its partnership with families. /15 |
Provides well-articulated evidence of the extent to which parents and children are involved in the governance of their chosen ECEC service. Demonstrates an in-depth understanding of how parents and children can contribute to the ECEC service. Provides insightful suggestions for how the service can improve its partnership with families supported by academic literature. |
Provides solid evidence of the extent to which parents and children are involved in the governance of their chosen ECEC service. Demonstrates a good understanding of how parents and children can contribute to the ECEC service. Provides clear suggestions for how the service could improve its partnership with families supported by academic literature. |
Provides sound evidence of the extent to which parents are involved in the governance of their chosen ECEC service. Demonstrates an appropriate understanding of how parents and children can contribute to the ECEC service. Provides suggestions for how the service could improve its partnership with families with some reference to academic literature. |
Provides satisfactory evidence of the extent to which parents are involved in the governance of their chosen ECEC service. Demonstrates a satisfactory understanding of how parents and children to the design and implementation of the ECEC service. Provides suggestions for how the service could improve its partnership with families with little or no reference to academic literature. |
Fails to provide evidence of the degree to which parents are involved in the governance of their chosen ECEC service. Lacks an understanding of how parents and children can contribute to the design and implementation of the ECEC service. |
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Criteria 4 Academic Literacy including correct word count, correct writing conventions, use of professional language and academic referencing (APA 7th style) and a minimum of 10 academic references. /5 |
Demonstrates a comprehensive understanding of correct writing conventions, including accurate spelling, grammar, and punctuation. The reference list contains all the required information in the correct APA 7 format. |
Demonstrates a thorough understanding of correct writing conventions by correctly using spelling, grammar, and punctuation throughout with very minor inaccuracies. The reference list contains all the required information in the correct APA 7 format, with very minor errors. |
Demonstrates a good understanding of correct writing conventions by correctly using spelling, grammar, and punctuation, with minor inaccuracies. The reference list contains all the required information, but some items may be in an incorrect format or have more than five minor errors. |
Demonstrates a satisfactory understanding of correct writing conventions by mostly using correct spelling, grammar, and punctuation, with some inaccuracies. The reference list provides most of the required information, but there are some errors. |
Poor understanding of correct writing conventions, including accurate spelling, grammar, and punctuation. The reference list is incorrectly formatted or there are an inadequate number of references. |
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.