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ECE301– Child Development 3_Assessment 1 Guidelines

GDECE 104 Professional Teaching Practice 1: Assessment 4 (Critical Reflection on Professional Practice – 2000 words, 30% weight)

“Critical reflection is a meaning-making process that involves a deeper level of thinking and evaluation. It requires engagement with diverse perspectives such as philosophy, theory, ethics and practice and then evaluating these in context, leading to pedagogical decisions and actions that

are transformative” (Australian Government Department of Education [AGDE], 2022, p.18).

Early childhood Educators are expected to continuously develop their knowledge and skills as their professional development. Critical reflection is one of strategies for professional development, where educators examine their own practice to improve their teaching and pedagogical practice. Task Instruction: Following the early years learning framework (EYLF) principle of “critical reflection and ongoing professional learning” (Australian Government Department of Education [AGDE], 2022, p.18), write a critical reflection of your professional practice based on your experience during the placement. Drawing on principles and practices of early childhood pedagogy (AGDE, 2022) and the Australian Professional Teachers’ Standards (Australian Institute for Teaching and School Leadership [AITSL], 2011), provide rationale that includes justification of the importance of reflective practices for pre-service teacher in terms of teaching, developing and improving. Use theories, learning frameworks and the Australian Teachers’ standards to support your justification and critical reflection. Criteria:

• Write a critical reflection of your professional practice based on your experience during the professional placement. • Provide examples of your experiences from professional practice during the placement as a basis for your reflection. • Provide rationale that includes justification of the importance of reflective practices for pre-service teacher in terms of teaching, developing

and improving. Make connections to the EYLF and Australian Professional Teachers’ Standards. • Use a range of relevant academic literature to support your ideas in discussing your critical reflections toward your teaching practices.

Word count: 2000 (excluding references)

NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates

ECE301– Child Development 3_Assessment 1 Guidelines

its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.

Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.

Referencing: APA7 (please refer to this guide for referencing guidelines)

Due Date: After completing the day 25 of professional placement (No later than 31st of May 2024, at 23:59 PM)

Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the date and require documentary evidence, such as medical certificates.

Grading Scale:

GDECE104 Assessment 4: Critical reflection (2000 words, 30% weight)

Grade Criteria

High Dis/nc/on Dis/nc/on Credit Pass Does not meet minimum standard

C1. Cri/cal reflec/on on professional prac/ce with in-depth analysis, based on examples of experiences from professional prac/ce during the placement (10 marks)

Reflec/on on professional prac/ce is clearly ar/culated and directly relevant to the placement context. Examples of experiences from professional prac/ce during the placement explained in detail, with in-depth cri/cal analysis.

Reflec/on on professional prac/ce is clearly ar/culated and relevant to the placement context. Examples of experiences from professional prac/ce during the placement explained in detail, with analysis.

Reflec/on on professional prac/ce is ar/culated and relevant to the placement context. Examples of experiences from professional prac/ce during the placement explained.

Reflec/on on professional prac/ce is ar/culated but not directly relevant to the placement context or needs more clarifica/on. Examples of experiences from professional prac/ce during the placement stated.

Reflec/on on professional prac/ce is not ar/culated and irrelevant to the placement context. Examples of experiences from professional prac/ce during the placement not clearly stated or absent.

ECE301– Child Development 3_Assessment 1 Guidelines

C2. Provide ra/onale with jus/fica/on of the importance of reflec/ve prac/ce. Make connec/ons to the EYLF and Australian Professional Teachers’ Standards. (10 marks)

Ra/onale of the importance of reflec/ve prac/ce is argued and jus/fied. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are explained with cri/cal reflec/on.

Ra/onale of the importance of reflec/ve prac/ce is argued. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are explained in detail.

Ra/onale of the importance of reflec/ve prac/ce is clearly explained. Relevant connec/ons to the EYLF and Australian Professional Teachers’ Standards are explained.

Ra/onale of the importance of reflec/ve prac/ce is outlined. Relevant connec/ons to the EYLF and Australian Professional Teachers’ Standards are clearly ar/culated.

Ra/onale of the importance of reflec/ve prac/ce is presented. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are provided but may require clarifica/on or have minimal relevance.

Ra/onale of the importance of reflec/ve prac/ce is stated but irrelevant or contains key misunderstandings or inaccuracies. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are stated but not directly relevant.

Ra/onale is not stated. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are absent.

C3. Relevant academic literature is drawn upon to support explanations and arguments presented. (5 marks)

A broad range of academic literature is drawn upon to justify argument.

A broad range of academic literature is drawn upon to clarify argument.

A range of academic literature is drawn upon to support argument.

A range of academic literature is drawn upon, but only superficially supports argument.

Minimal academic literature drawn upon.

Academic literature drawn upon, but irrelevant to target content.

No literature drawn upon or literature drawn upon is not from appropriate sources.

C4. Assignment is formaXed according to

C4.1 The assignment is clear and free of typographical and structural features that hinder understanding. There is no

C4.2 The assignment is clear with minor typographical and structural features

C4.3 The assignment is clear with typographical and

C4.4 The assignment has typographical and structural features

C4.5 The assignment has typographical and structural features that prohibit understanding. There is confusion between the author’s

ECE301– Child Development 3_Assessment 1 Guidelines

requirements and wriXen clearly and cohesively. APA 7 referencing is used. Word limit is adhered to. (5 marks)

confusion between the author's voice and that of sources. The assignment is formaXed according to stated requirements. The assignment is formaXed according to stated requirements. Accurate mechanics of in-text and end-of- text APA (7th Ed.) referencing style were used. Word limit met.

that may hinder understanding. There is minimal confusion between the author's voice and that of sources. The assignment is mostly formaXed according to stated requirements. Accurate mechanics of in-text and end- of-text APA (7th Ed.) referencing style were used with minor inconsistencies (no more than 2 errors). Word limit met.

structural features that may hinder understanding. There is minor confusion between the author's voice and that of sources. The assignment is partly formaXed according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing style were used with inconsistencies (no more than 4 errors). Word limit met.

that significantly hinder understanding. There is confusion between the author's voice and that of sources. The assignment is minimally formaXed according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing contain several errors. Word limit met.

voice and that of sources, or author’s voice is absent. The assignment is not formaXed according to stated requirements. Mechanics of in-text and end-of-text APA (7th Ed.) referencing style were not used appropriately. Word limit not met.

References:

Australian Government Department of Education [AGDE]. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Australian Institute for Teaching and School Leadership [AITSL]. (2011). The Australian Professional Teachers’ Standards. Melbourne: AITSL.