TCHR3004 LEADERSHIP AND ADVOCACY IN
EARLY CHILDHOOD
Assessment One: Report
Assessment Brief
Assessment name: Report
Due Date: Monday 24th March 2025 @11:59pm (Week 3)
Weighting: 50% of final grade
Length: 1500 words (10% leeway above and below)
Unit Learning
Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful completion
of this task:
1. Demonstrate knowledge of the key principles of leadership and management in
practice in early childhood education and care services and settings underpinned
by theoretical and practical perspectives on administration, management and
leadership.
2. Demonstrate an understanding of how to build supportive and collaborative
environments for children, parents, community and staff.
Task Description: For this assessment, you are required to write a report of 1500 words. The report can
include tables, charts, figures, and/or graphs to illustrate your findings where necessary.
Write a report that responds to the following three tasks.
1. Identify and explain the key principles of a (one) leadership style that you aspire to follow
and give some examples of how you aim to enact this leadership style in practice (when you
are a qualified ECT).
2. Demonstrate your knowledge of the theoretical underpinnings of this leadership style.
3. Critically review how this leadership style influences management in an early childhood
setting in relation to children, families, staff and the community.
The report must include:
1. A brief introduction of no more than 100 words outlining the purpose and content
if the report.
2. A body of no more than 1320 words and broken into sections with short,
appropriate headings (based upon the 3 tasks listed above).
3. A conclusion of no more than 80 words, highlighting the key findings.
4. A reference list that includes all sources of information used.
Rationale As an early childhood educator, it is important you have an understanding about leadership
and your role as a leader.
Referencing APA 7th referencing format is required in Faculty of Education assessment tasks – link to
SCU Libguide here:
APA 7 Referencing.
A minimum of 10 references must be included in this assessment task, including the unit
material and MyReadings, National Quality Standard and the Early Years Learning
Framework (V2.0).
Support Resources Academic Integrity – SCU guidelines
Learning Zone – workshops, Quick Guides, videos, study hub
Submission Submission of your assessment is via TURNITIN. The submission link can be found in
the Assessment Tasks and Submission Tab in the TCHR3004 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.
• 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.
• As per SCU Rules Relating to Awards - Rule 3 - Coursework Awards - Student
Assessment and Examinations: Section 6 - Assessment Resubmission, there are
NO resubmissions for this unit.
Late
Submission/Extension
If you need to apply for special consideration you may do so HERE
If your special consideration application is approved you will need to include a copy of the
approval in your assessment task.
According to SCU Policy, late penalties apply. More information found HERE
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
GenAI May be Used
Generative Artificial Intelligence (GenAI) tools, such as Grammarly Premium, may be used for this Assessment
Task. 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 referencing style for your unit via SCU Library referencing guides and the Student
Learning Zone Quick Guide on Acknowledging and referencing GenAI. If you use GenAI tools without
acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and
Non-Academic Misconduct Rules, Section 3.
You may use Grammarly Premium to provide feedback and suggestions on your writing for academic tone, written
expression, grammar, Australian English spelling, and punctuation. You must not use GenAI to generate ideas for this
assessment task. If you choose to use these tools, you must include an appendix to demonstrate your work prior to
using GenAI.
If you have used GenAI in this task, you must include an acknowledgement of how and when you used these tools.
Please use the Assessment Task Coversheet provided under the assessment tasks link and indicate whether or not
you have used GenAI.
TCHR3004 Assessment 1 Rubric
Marking Criteria
High Distinction+
High Distinction
Distinction
Credit
Pass
Fail
Identification and
explanation of the key
principles of a leadership
style that you aspire to
follow 20%
Achieves all the criteria
for a high distinction to
an exemplary standard,
without any errors.
Outstanding identification
and explanation of the key
principles of a leadership
style that you aspire to
follow.
Identification and
explanation of the key
principles of a leadership
style that you aspire to
follow is articulated very
well.
Identification and
explanation of the key
principles of a leadership
style that you aspire to
follow is articulated
clearly.
Satisfactory identification
and explanation of the key
principles of a leadership
style that you aspire to
follow is articulated.
Unsatisfactory identification
and explanation of the key
principles of a leadership style
that you aspire to follow.
Provide examples of how
you aim to enact this
leadership style in
practice
20%
Achieves all the criteria
for a high distinction to
an exemplary standard,
without any errors.
Outstanding examples of
how you will enact this
leadership style in practice
Very good examples of
how you will enact this
leadership style in
practice.
Good examples of how
you will enact this
leadership style in
practice
Satisfactory examples of
how you will enact this
leadership style in practice
Unsatisfactory examples of
how you will enact this
leadership style in practice
Knowledge of the
theoretical underpinnings
of this leadership style
20%
Achieves all the criteria
for a high distinction to
an exemplary standard,
without any errors.
Outstanding
demonstration of
knowledge of the
theoretical underpinnings
of this leadership style.
Knowledge of the
theoretical
underpinnings of this
leadership style has been
clearly identified and
articulated very well.
Knowledge of the
theoretical underpinnings
of this leadership style
has been clearly
identified.
Satisfactory knowledge of
the theoretical
underpinnings of this
leadership style has been
demonstrated.
Unsatisfactory knowledge of
the theoretical underpinnings
of this leadership style has
been demonstrated.
Critically review how this
leadership style
influences management
in an early childhood
setting in relation to
children, families, staff
and community.
20%
Achieves all the criteria
for a high distinction to
an exemplary standard,
without any errors.
Outstanding critical review
of how this leadership
style influences
management in an early
childhood setting in
relation to children,
families, staff and
community has been
demonstrated.
Critical review of how
this leadership style
influences management
in an early childhood
setting in relation to
children, families and
staff has been
demonstrated.
Critical review of how this
leadership style
influences management
in an early childhood
setting in relation to
children and families has
been demonstrated.
Satisfactory critical review
of how this leadership style
influences management in
an early childhood setting
in relation to children has
been demonstrated.
Unsatisfactory critical review
of how this leadership style
influences management in an
early childhood setting in
relation to children, families,
staff and community has been
demonstrated.
Links to the literature on
leadership, the EYLF
(AGDE, 2022) and NQS
(ACECQA, 2020)
10%
Achieves all the criteria
for a high distinction to
an exemplary standard,
without any errors.
Outstanding links made to
the literature on
leadership, the EYLF and
NQS.
Very good links to the
literature on leadership,
the EYLF and NQS.
Clear links to the
literature on leadership,
the EYLF and NQS have
been made.
Satisfactory links made to
the literature, EYLF and
NQS.
Unsatisfactory or no links have
been made to the literature,
EYLF and NQS.
Standard of writing and
presentation - spelling,
punctuation, grammar,
paragraph structure, APA
7th referencing style
10%
Achieves all the criteria
for a high distinction to
an exemplary standard,
without any errors.
Outstanding standard of
academic writing including
APA 7. No errors evident.
Very good use of
academic writing and
APA 7 referencing. No
errors evident.
Clear and correct use of
academic writing and APA
7 referencing. No errors
evident.
Academic writing and APA
7 referencing is mostly
correct. Very minor errors
are evident.
Poor academic writing
including APA 7 referencing.
Errors are present.
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.
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