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Topic

TCHR3004: Leadership and Advocacy in Early Childhood Assessment 1 Report

Subject

Education & Teaching

Date

4th Dec 2025

Pages

PHPWord

TCHR3004: Leadership and Advocacy in Early Childhood
Assessment 1 Report

Item:	Assessment 1: Report
Type:	Critical analysis on a contemporary issue in ECEC
Due Date	Friday 14 November at 11:59pm AEST (end of Week 3)
Length	1500 words
Weight	50%
Submissions	Word document (not PDF) submitted to Turnitin
Resubmissions	Assessment resubmissions are not permitted in this unit.
Academic Integrity	Purpose-Specific GenAI Use GenAI tools may be used for specific assessment tasks or purposes as identified below: • Grammarly, spell checking, and other referencing software may be used • GenAI tools may be used to develop the flow and readability of written responses that you have initially written in your own words • GenAI CANNOT be used to create your response to written areas of the task or to develop citations to literature. You must demonstrate your own knowledge over these areas through writing responses in your own words and through citing relevant, valid literature that you have engaged with and that aligns with the task requirements Note that: • You must accurately acknowledge and declare your use of GenAI within the task through appropriate citations and completion of the task cover sheet declaration • You may be asked by your Unit Assessor to explain your assessment and provide evidence of versions of your work and GenAI prompts and outputs used. • You must keep copies of versions of your work including notes on GenAI tools and prompts you used, GenAI outputs and supporting references to show your Unit Assessor if required. • If you are unable to demonstrate your understanding of your assessment satisfactorily or your adherence to the GenAI requirements set out above, you may be breaching academic integrity.
Unit Learning Outcomes	This assessment task maps to the following ULOs: 1. • ULO1: 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. • ULO2: Demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staff.

Task Description

This task requires students to draw on learning from Modules 1 to 3 to write a report focussed on a leadership style of your choice that you aspire to implement as a professional early childhood teacher in an early childhood education and care service in Australia.

In developing and explaining these plans, students will:

• Demonstrate an understanding of key principles of leadership and management in practice within an early childhood education and care service setting

• Demonstrate knowledge of the theoretical and practical perspectives on administration, management and leadership in relation to your selected leadership style

• Demonstrate an understanding of how to build a supportive and collaborative environment for children, parents, community and staff as a leader within an early childhood education and care service setting.

Rationale

As an early childhood teacher, it is important that you:

• Have an understanding and knowledge of varied and appropriate leadership styles

• Understand your role as a leader within an early childhood education and care service setting

• Can critically consider your impact as a leader in an early childhood education and care service on the environment created for children, families, staff, and the community.

Task Instructions

Drawing on at least 6 unit readings, as well as the National Quality Standard (ACECQA, 2025) and the Early Years Learning Framework (AGDE, 2022), use the following headings to structure a 1500 word report focussed on one (1) leadership style of your choice from the unit learning:

1. Introduction

• Heading: Introduction - A brief introduction of no more than 100 words outlining the purpose and content of your report.

2. Body of the report

Heading 1:

• The leadership style I have chosen, and some key points discussed about the style in the unit content/tutorials – here you need to basically state the name of the one (1) leadership style you have selected to focus on in your report and outline some key points discussed in relation to this style in this module content/unit tutorials that made you choose this leadership style

Heading 2:

• The principles of this leadership style – here you need to identify and explain the key principles of the one (1) leadership style you have chosen

Heading 3:

• Theoretical underpinnings of this leadership style – here you need to demonstrate your knowledge of the theoretical underpinnings of your chosen leadership style based on the learning in this unit.

Heading 4:

• How this leadership style influences the management of an ECEC service in relation to children, families, staff, and the community – here you need to critically consider and explain how a leader implementing your chosen leadership style would manage the service and how this would impact upon children, families, staff, and the community in a variety of ways

Heading 5:

• Practical examples of how I will enact this leadership style as a qualified early years professional teaching in an ECEC service – here you need to provide specific and detailed, practical examples of how you will enact your chosen leadership style as an early childhood teacher in relation to your leadership responsibilities and the children, families, colleagues and community that you work with

3. Conclusion

Heading:

• Conclusion - Here you need to provide a very brief conclusion of no more than 80 words that summarises your report findings

Formatting, style, and referencing

• You are required to use the headings outlined above to structure your report; these have been provided in a template for you in the task folder

• All parts of this task should be written in first person (“I” statements) – this is your report.

• The cover sheet and declaration in the task template must be completed in full • Your task MUST be submitted in word format (not PDF)

• APA 7 formatting is required for this task. For guidance on APA 7 formatting requirements, please refer to the information provided in your workshops and at this link - https://libguides.scu.edu.au/apa

Referencing

• APA Referencing style is required to be used for this task.

• Include one reference list for all responses under the References heading in the provided task template

• At a minimum, your sources for this task will include:

o the EYLF V2.0 (AGDE, 2022)

o the National Quality Standards (ACECQA, 2025)

o at least six (6) unit reading literature sources in addition to the EYLF V2.0 and NQS

• Broader scholarly literature may be used, and could include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)

• In total, you need to include at least 8 current scholarly references in your response to this task, including the EYLF V2.0, the NQS, and 6 unit literature reading sources

Resources

• Academic Integrity - https://www.scu.edu.au/about/leadership/executive/academic portfolio-office-apo/academic-integrity-framework/

• SCU Student Learning Zone - https://www.scu.edu.au/current-students/learning-zone/

• The Early Years Learning Framework - https://www.acecqa.gov.au/sites/default/files/2023 01/EYLF-2022-V2.0.pdf

• Part 3 (National Quality Standard and Assessment and Rating) of the Guide to the National Quality Framework (ACECQA, 2025) - https://www.acecqa.gov.au/sites/default/files/2025 01/Guide-to-the-NQF-250101.pdf

Referencing Style Resource:

Please refer to the APA 7th Referencing Guide for this task - https://libguides.scu.edu.au/apa

Task Submission

• Your task should be submitted using the submission point in the Turnitin folder titled Assessment 1: Report in the Assessments Tasks and Submission section on the Blackboard TCHR3004 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted.

• 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.

• 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.

• 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 receipt and store this with your assignment file.

• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them via email prior to the required time for submission, so you have evidence of your attempted submission. Alternatively, you may email a final version of your task prior to the due date and time to your unit assessor with an outline of why you have been unable to upload this yourself.

• To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.

Academic Integrity

Adherence to SCU's academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit. Examples of academic misconduct include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCU’s academic integrity policies and guides for detailed information on what constitutes a breach, and the consequences involved.

Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

GenAI Tool Use Descriptor

Per Level 2 of the SCU GenAI Tool Descriptors, the task allows for Purpose-Specific GenAI Use. GenAI tools can be used for specific assessment tasks or purposes as identified and scaffolded by the Unit Assessor. The purpose-specific uses of GenAI in this task are detailed on the first page of this task outline.

Note:

Under the Rules - Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions and Penalties

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. Dates for grades release of on-time assessment submissions for each task are provided within the assessment folders for this unit.

Resubmissions

There are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure - https://policies.scu.edu.au/view.current.php?id=00255

Assessment Rubric

Marking Criteria and % allocation	High Distinction 100% +	High Distinction (85-99%)	Distinction (75-84%)	Credit (65 74%)	Pass (50-64%)	Marginal Fail (35 – 49%)	Fail (1-34%)	Absent Fail 0%
Identification and explanation of the key principles of a leadership style that you aspire to follow. 20 marks	As per HD with the submission at an exemplary standard, without any errors.	Response addresses one leadership style and may add to the understandings of the principles of the leadership style.	Response addresses one leadership style with no misunderstanding of the principles.	Response addresses one leadership style with minor misunderstandings of the principles and theoretical underpinnings	Response addresses one leadership style with more than one misunderstanding of the principles and theoretical underpinnings.	Response address es one leadership style but significant misunderstandings of the principles and theoretical underpinnings.	Response does not address a leadership style and learning related to these in this unit of study.	Not attempted.
Knowledge of the theoretical underpinnings of this leadership style 20 marks	As per HD with the submission at an exemplary standard, without any errors. May add to the scholarship of the topic.	Draws on relevant theory to explain the leadership style. The chosen leadership style is clearly linked to other leadership styles. Potentially may add to the scholarship of the topic.	Draws on relevant theory to explain the leadership style. No comments regarding the misunderstanding of learning related to the theoretical concepts in this unit of study may be noted in the feedback	Draws on theoretical perspectives to explain the leadership style but not clearly linked. Minimal (one or two) comments regarding the minor misunderstanding of theoretical concepts related to the themes in this unit of study may be noted in the feedback.	Draws on theoretical perspectives to explain the leadership style but links between the style and the theory are missing or incorrect. Two or more Comments regarding misunderstandings of theoretical concepts related to the themes in this unit of study may be noted in the feedback.	Draws on incorrect or irrelevant theoretical perspectives to explain the leadership style and the links between the style and the theory are incorrect. Comments regarding the misunderstanding of theoretical concepts related to the themes in this unit of study are noted in the feedback.	Response does not address a leadership style and theoretical concepts related to this unit of study.	Not attempted.
Critical review how this leadership style influences management in an early childhood setting in relation to children, families and staff. 20 marks	As per HD but work is to an exemplary standard, without any errors and potentially adds to the scholarship of this topic.	One leadership style from this unit is critically considered including the challenges associated with this leadership style. Also considers how the leadership style supports the improving the management of an ECEC service in relation to each required stakeholder groups incl. Staff, Community, Children and Families.	One leadership style from this unit is critically considered. Must also include the challenges associated with this leadership style and how the leadership style improves the management of an ECEC service in relation to all stakeholder groups incl. Staff, Community, Children and Families. Detailed and relevant examples of appropriate ECT practices are outlined with clarity. Attempts to links the chosen leadership style to other leadership styles.	One leadership style from this unit is critically considered and how it supports the management of an ECEC service in relation to all stakeholder groups incl. Staff, Community, Children and Families. Mostly detailed and mostly relevant examples of appropriate ECT practices are outlined at a good level.	One leadership style from this unit is considered and how it supports the management of an ECEC service in relation to some stakeholder groups incl. Staff, Community, Children and Families. Relevant examples of appropriate ECT practices are outlined but lack detail.	Response lacks criticality and provides a discussion rather than critical consideration.	Did not provide a response based on the leadership styles and learning related to these in this unit of study. Has used a leadership style not discussed in this unit of study.s	Not attempted.
Practical examples of how this leadership style is enacted by a qualified early years professional teaching in an ECEC service 20 marks	As per HD but work is to an exemplary standard, without any errors and potentially adds to the scholarship of this topic.	Provides specific and detailed, practical examples of how the chosen leadership style as an early childhood teacher is enacted and is linked to your leadership responsibilities with the four categories of children, families, colleagues and community that you work with. All responses are linked to literature.	Provides specific and detailed, practical examples of how the chosen leadership style as an early childhood teacher is enacted and is linked to your leadership responsibilities with the four categories of children, families, colleagues and community that you work with. Two or more categories are linked to literature.	Provides specific and detailed, practical examples of how the chosen leadership style as an early childhood teacher is enacted and is linked to your leadership responsibilities with the four categories of children, families, colleagues and community that you work with. May be linked to literature.	Provides examples of how the chosen leadership style as an early childhood teacher is enacted and is linked to your leadership responsibilities with the four categories of children, families, colleagues and community that you work with. Not linked to literature.	Provides examples of how the chosen leadership style as an early childhood teacher is enacted and is linked to your leadership responsibilities. Not all four categories of children, families, colleagues and community that you work with are addressed.	Did not provide a response based on the leadership styles and learning related to these in this unit of study. Has used a leadership style not discussed in this unit of study.	Not attempted.
Links to the literature on leadership, the EYLF (AGDE, 2022) and NQS (ACECQA, 2025) 10 marks	Significantly exceeds the required number of relevant sources. Applies sources in a way that adds to the scholarship of the topic.	Significantly exceeds the required number of relevant sources and applies incl NQS and EYLF. Sources are integrated into the report to make a coherent argument.	Slightly exceeds the required number of relevant sources from the reading list incl NQS and NYLF. Sources are integrated into the report to make a developing argument.	Use the required number of relevant sources from the reading list including NQS and EYLF. Attempts to support the discussion using academic sources.	Uses the required number of sources however some sources are not on the reading list and may not be relevant. Has not used one of the NQS and the EYLF in the report. Required literature is cited to support the discussion but links may not be clear between the points made and the literature.	Uses less than the required number of sources and includes some from the reading list. Uses irrelevant sources. Has not used the NQS and the EYLF in the report.	Uses sources but none from the reading list.	Not attempted.
Standard of writing and presentation - spelling, punctuation, grammar, paragraph structure. 5 marks	Achieves all standards for a HD to a flawless standard	Achieves all required standards. Presentation is highly professional within the set word count and is appropriate for a workplace leader in an ECEC Service. Adherence to writing conventions, including grammar, spelling, and punctuation with no feedback given on improvements in presentation and professional language.	Writing over all task responses is very professional, within the set word count. Very minimal feedback given on minor improvements that could be made to one or two of these areas.	Writing over all task responses is professional, within the set word count, and appropriate for a workplace leader in an ECEC service setting to share with staff and families. Some feedback given on improvements that could or need to be made over some of these areas.	Writing over all task responses shows developing professional language, is within the set word count, and is mostly appropriate for a workplace leader in an ECEC service setting to share with staff and families. Feedback is given on improvements that need to be made over these areas to improve leader communication.	Writing over some or all task responses requires improvement to be appropriate for a leader in an ECEC service workplace AND/OR the task is not within +/- 10% of the set word count/the writing is not succinct AND/OR all or some of the responses are not suitable for sharing with staff and families in an ECEC service.	Writing in the task response lacks professionalism AND/OR is inappropriate for a professional ECEC setting AND/OR is overly verbose/lacks conciseness AND/OR greater than +/- 10% of the set word limit AND/OR significant feedback is given on needed development of professionalism and/or appropriateness.	Not attempted
Referencing: Follows APA7 referencing style convention. 5 marks	As per HD but with flawless in-text referencing and Reference List	All in-text referencing and Reference List meets APA7 standard with no errors.	All referencing and Reference List meets APA7 standard with one or two minor errors.	Referencing and Reference List generally meets APA7 standard with consistent errors throughout.	Referencing and Reference List attempted with APA7 standard but major errors exist throughout.	Referencing attempted with major, consistent errors that need attention. Reference list provided but has major errors.	Referencing attempted but does not meet APA7 convention. Incorrect referencing format used. No Reference List Provided.	No Referencing attempted and did not provide a Reference List.

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 5 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.

TCHR3004: Leadership and Advocacy in Early Childhood Assessment 1 Report.