TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS Summary Title Type Due Date Length Weighting Academic Integrity Assessment Task 1: Professional Philosophy and Critical Reflection Report Monday 13th November 11:59pm AEDT (Week 3) 1500 words 50% GenAI May Not be Used Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may 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. 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. Submission Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the Blackboard site. 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. If there are any errors with the submitted document, you may receive a late penalty. After you have followed the TurnItin submission it is essential you download the Digital Receipt. 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. Rationale Students will reflect on their learning about theoretical perspectives and practices to develop their own teaching philosophy for teaching infants and toddlers. Students will reflect on this philosophy and how it may translate to practice. Task Description This report is comprised of two tasks and should be presented in ONE word document. Part 1: Professional Philosophy (750 words) Develop your professional philosophy statement for working with infants and toddlers in an early childhood setting. Consider important aspects of infant and toddler learning, health and safety and development. Consider unit topics such as relationships, quality, attachment, brain development, routines and the physical and human environment. You can also include topics that are of interest to you. 1 Part 2: Critical Reflection (750 words) Critically reflect on your philosophy above, and identify 3 anticipated challenges you may face when putting your philosophy into practice. How do you intend to overcome these challenges? Analyse according to the set text, and the National Quality Standard and Early Years Learning Framework (V2.0). Follow the steps to complete the task: • • • • • • Create a new Word Document and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment1_philosophy Create a cover page with the following details: o Student name and Student ID o Unit code and name o Unit Assessor and Tutor names o Date submitted Complete professional philosophy (750 words) and critical reflection (750 words) Complete one reference list on word document Check draft with draft checker on unit site Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the unit site. Referencing APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook. Resources • • • Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0). Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press. Task Submission Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard 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. 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. GenAI May Not be Used Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may 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 2 GenAI. 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. 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. Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/viewcurrent.php?id=140 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.” Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255 Grades & Feedback 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 7-10 days for marks to be posted. 3 Assessment 1: Report MARKING RUBRIC Criteria High Distinction Distinction Credit Pass Marginal Fail Fail Task 1: Professional There is OUTSTANDING There is VERY GOOD articulation There is GOOD articulation of There is BASIC articulation of There is UNCLEAR articulation There is NO articulation of the Philosophy (40%) articulation of the philosophy of the philosophy statement for the philosophy statement for the philosophy statement for of the philosophy statement for philosophy statement for Articulation of professional statement for working with working with Infant and working with Infant and working with Infant and working with Infants and working with Infant and philosophy statement for Infant and Toddlers. Toddlers. VERY GOOD inclusion Toddlers. GOOD inclusion of Toddlers. BASIC inclusion of Toddlers. Philosophy includes Toddlers. Philosophy does not working with Infant and OUTSTANDING inclusion of of important aspects of Infant important aspects of Infant and important aspects of Infant and unclear or inappropriate aspects include aspects of Infant and Toddler age children. Includes important aspects of Infant and and Toddler learning, health Toddler learning, health and Toddler learning, health and of Infant and Toddler learning, Toddler learning, health and important aspects of Infant Toddler learning, health and and safety and development safety and development that safety and development that health and safety and safety and development that and Toddler learning, health safety and development that that are covered in the unit. are covered in the unit. are covered in the unit. development that are covered are covered in the unit. and safety and development. are covered in the unit. in the unit. Task 2: Critical reflection OUTSTANDING critical reflection VERY GOOD critical reflection GOOD critical reflection on (40%) on philosophy to learning & on philosophy to learning & philosophy to learning & Critical reflection on personal teaching of Infants and teaching of Infants and teaching of Infants and philosophy to learning & Toddlers, the challenges and the Toddlers, the challenges and the Toddlers, the challenges and teaching of Infants and learning competencies needed learning competencies needed the learning competencies Toddlers, the challenges and to achieve success as a teacher to achieve success as a teacher needed to achieve success as a the learning competencies of the infant and toddler age of the infant and toddler age teacher of the infant and needed to achieve success as group. group. toddler age group. a teacher of the infant and toddler age group. BASIC critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. UNCLEAR critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. NO critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. OUTSTANDING use of materials. VERY GOOD use of materials. Use of set text, the EYLF, Philosophy and critical Philosophy and critical NQS, the unit’s materials and reflection are consistently reflection are regularly scholarly readings (10%) supported by relevant early supported by relevant early childhood policy, research and childhood policy, research and literature. literature. Academic literacy (10%) GOOD use of materials. Work is not referenced. BASIC use of materials. Critical LIMITED use of materials. Critical reflection is References are not relevant or reflection is supported with consistently supported by appropriate for the task. literature. relevant early childhood policy, research and literature. Some aspects of philosophy are not supported by sources. Displayed outstanding Academic Displayed comprehensive Displayed solid Academic Displayed satisfactory Academic Limited Academic Literacy. Failed to display satisfactory Literacy, including all of the Academic Literacy, including all Literacy, including some or most Literacy, including some of the Mostly incorrect word count, Academic Literacy. Incorrect following: Correct word count or most of the following: of the following: Correct word following: Correct word count writing conventions and word count, incorrect writing reference list. (+/- 10%), correct writing Correct word count (+/- 10%), count (+/- 10%), correct writing (+/- 10%), correct writing conventions, incorrectly conventions, correctly correct writing conventions, conventions, correctly conventions, correctly formatted reference list. Task is formatted reference list. formatted reference list. not readable. correctly formatted reference formatted reference list. list. 4 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. 5 
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