
EDU20003 Contemporary Perspecves Learning Development | Fife
EDU20003 Contemporary Perspecves Learning Development you have read this information, head over to the Q&A Assignment 1 discussion board to ask any questions and see what your peers are saying about this assignment.
Assignment overview
For this assignment you are required to write an individual argumentative essay on socialisation and its impact on children’s learning and development. This essay should assist you in working towards demonstrating key elements of Standard 1 of the Australian Professional Standards for Teachers: ‘know students and how they learn’. In this essay, you will be able to demonstrate knowledge and understanding of research into how students learn, children’s physical, social and intellectual development, and how culture and other factors impact on teaching strategies.
Related learning outcomes
This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:
1.Analyse the social, cultural, historical and environmental factors that affect development and learning
2.Explain how the socialisation impacts upon child development.
Assignment details
Your essay will discuss a range of aspects of socialisation including aims, agents, methods and outcomes. You should discuss methods or strategies that can be used to support socialisation and what potential effect these may have on child development.
1.Define socialisation and describe the aims of socialisation (why it is important).
2.Identify and describe five key agents of socialisation.
3.Provide examples of three methods based on theoretical understandings that support socialisation.
4.Explain the potential outcomes (how socialisation impacts on child development and learning).
5.Identify how social, cultural, historical and environmental factors may impact upon teaching strategies.
Your essay should be supported by relevant literature, to demonstrate your knowledge of the theoretical models underpinning socialisation. It should be written in third person.
Addi!onal resources
The following resources will support you in completing this assignment:
Referencing guide (99assignmenthelp.com.swinburne.edu.au/library/referencing/) (this includes guidelines on how to cite and
reference ACARA and ELYF).
Assignment support ) .
Essay writing guide (https://portal.swinburneonline.edu.au/study-resources/essay-writing-guide) .
Submission details overview
This assignment will be submitted via Turnitin. You will find the relevant submission point below.
Please allow a 24-hour turnaround for an originality report to be generated. See the Turnitin originality report(https://portal.swinburneonline.edu.au/study-resources/turnitin-originality-report-0) area of Study Resources for several guides to assist with the submission process.
Assignment support
Don’t forget that in addition to your eLAs who provide discipline-specific content advice, you can access the 24/7 draft writing service from YourTutor.
If you need assistance with academic feedback on a draft of your assignment task see Assignment support: YourTutor or get in touch with your eLA.
Assignment criteria
To receive maximum marks you must demonstrate clarity and understanding of the topic and offer interpretation of the issues and implications together with a very high level of scholarship.
1. Analysis
Examine socialisation to identify and discuss all aspects including aims, agents, methods and potential outcomes.
Identify and discuss influencing social, cultural, historical and environmental factors.
Identify how influencing factors may impact upon teaching strategies. 2. Depth and breadth
Draw on relevant academic readings and references to support your discussion.
Consideration and depth of thought regarding topic. 3. Academic expression and referencing
Accurate and coherent throughout.
Academic standard of writing including grammar, spelling and expression. Adherence to APA referencing style.
Essay structure includes introduction, main body and conclusion.
Relationships between ideas are evident.
Your work will be assessed using the following marking guide:
Criterion | No Pass | Pass | Credit | Distinction | High Distinction |
50-59% | 60-69% | 70-79% | 80-100% | ||
Analysis | Did not | Key concepts | Key concepts are | Key concepts are | Analysis demonstrates a |
(40%) | meet | including methods | both described and | summarised and | creative and thoughtful |
criterion. | and agents are | discussed. Analysis | discussed in | synthesis of ideas. The essay | |
described. A | noting how some | relation to factors | draws clear critical links | ||
surface-level | factors affect | and contexts. | between aims, agents, | ||
analysis noting | socialisation is | Analysis | methods and outcomes while | ||
how some factors | demonstrated. | demonstrates a | drawing on and discussing a | ||
affect and impact | Analysis | solid understanding | range of social, cultural, | ||
socialisation is | demonstrates both | of the topic and | historical and environmental | ||
demonstrated, | an understanding of | ability to think | factors with some depth. | ||
showing an | the topic but also | critically around the | These factors are clearly | ||
understanding of | understanding of the | key themes. Topic | identified in relation to how | ||
the topic. | key themes and | is well considered | they may impact teaching | ||
factors underpinning | and analysis | strategies. Clear cohesive | |||
and affecting | displays a coherent | argument displayed | |||
socialisation. | flow of thought. | throughout. |
Depth and | Did not | Key points are | Key points are | Clear and concise | A range of relevant and clearly |
breadth | meet | discussed and | discussed. Clearly | discussions of key | considered academic readings |
(40%) | criterion. | beginning links to | identifies | points including | both from within the unit and |
factors and | contributing factors | contributing factors | more widely have been used, | ||
methods are | and potential effects. | (aims, agents, | and integrated to produce an | ||
present. Some | Uses select | methods) and | interesting and insightful | ||
readings that | references that | potential effects. | discussion of the topic. | ||
generally support | relate to the topic, | Consideration and | Considers contextual factors | ||
the idea are used, | showing some | discussion of | and makes clear links to | ||
however are not | understanding of the | effects and how | underpinning theory. Makes | ||
wide ranging | broader context. | these link specific | clear and well-considered links | ||
and/or used with | teaching strategies. | between factors, outcomes | |||
limited analysis | Uses a range of | and teaching strategies. | |||
and discussion of | sources that | ||||
broader context. | support the analysis | ||||
Depth of topic is | and key points | ||||
mostly descriptive. | being made. |
Academic | Did not | Literature is | Essay structure is | Accurate and | Essay flows seamlessly, |
expression | meet | summarised in | consistent with | coherent. A clear | systematically integrating |
and | criterion. | own words. | format and style | essay structure with | source information. Essay |
referencing | Structure generally | expected. Literature | logical paragraphs | structure shows clear | |
(20%) | aligns with essay | is summarised in | and consideration | consideration to audience, | |
format and | own words with | to essay format and | style, argumentative essay | ||
includes | some attention to | audience. Mostly | structure and expected format. | ||
introduction, main | essay flow and | consistent spelling, | Techniques consistent with | ||
body and | structure. There has | grammar and | persuasive essay language | ||
conclusion. APA | been some | application of APA | are demonstrated, showing | ||
referencing and | consideration to | style referencing | links between ideas and thread | ||
citing is generally | writing for and | and citation. | of argument across | ||
applied. | engaging an | paragraphs. Consistent | |||
audience. Mostly | spelling, grammar and APA | ||||
consistent APA style | style referencing and citation | ||||
referencing and | used throughout. | ||||
citation applied | |||||
throughout. | |||||
Assessment declaration and statement of authorship
By submitting my assignments below I declare that:
this is an original piece of work and no part has been completed by any other person than signed below
I have read and understood the guidelines on How to avoid plagiarism resources/how-avoid-plagiarism-0) , and no part of this work has been copied or paraphrased from any other sourceexcept where this has been clearly acknowledged in the body of the assignment and included in the reference list
EDU20003 Contemporary Perspecves Learning Development | Fife
to avoid plagiarism detection, I have noted on the front page of my assignment that I have previously submitted this for another unit (Name of unit and TP)
I have retained a copy of this assignment in the event of it becoming lost or damaged.
I agree and acknowledge that:
I have read and understood the declaration and statement of authorship above
I accept that use of my Swinburne account to electronically submit this assignment constitutes my agreement to the Swinburne Assessment Declaration.
If I do not agree to the Swinburne Assessment Declaration in this context, the outcome of my assignment may not be valid for assessment purposes and may not be included in my aggregate score for this unit.
Further information relating to the penalties for plagiarism, which range from a formal caution to expulsion from the University, is contained in the Swinburne Student Plagiarism and academic integrity
students/manage-course/exams-results-assessment/plagiarism-academic-integrity/) page.