Assessment 1: Portfolio of short responses in 1500 words

The Ecology of Childhood Development: Navigating Contemporary Influences and Ethical Practice
Question 1: Bronfenbrenner and Contemporary Childhood

The concept of proximal processes represents the engine of human development within Urie Bronfenbrenner’s ecological framework. These processes are defined as the enduring, progressively more complex reciprocal interactions between an active, evolving human organism and the persons, objects, and symbols in its immediate external environment. Such processes must occur regularly and over extended periods for optimal development to take place, thus, they include activities like reading together, playing complex games, or shared sustained conversation (Bronfenbrenner & Morris, 2006). A short definition, consequently, describes proximal processes as the systematic, two-way interactions necessary for the individual to realize their genetic potential.

The landscape of childhood has shifted considerably over the past twenty years, presenting both enhancements and hindrances to the quality and frequency of these critical proximal processes. Contemporary life, for instance, is characterized by increased parental employment outside the home, resulting in less concentrated time available for primary proximal interactions within the immediate family unit (Baxter & Hayes, 2021). The microsystem, the immediate setting containing the child, thus, experiences a reduction in the primary caregiver’s consistent availability, demanding that other microsystem elements, such as early childhood education centers, must intensify their role in fostering these essential developmental interactions. Increased digital device use among both parents and children represents another profound modern shift that directly affects the microsystem; screens can interpose a powerful barrier, competing with face-to-face engagement necessary for building complex social and emotional skills. The modern reliance on highly structured, often scheduled, extracurricular activities also fragments a child’s time, thereby decreasing the unhurried, spontaneous play critical for complex proximal processes to unfold naturally (Lester & Russell, 2021).

Conversely, contemporary life has provided new avenues for enriching the microsystem, particularly through advancements in educational resources and the increased professionalization of early childhood settings. Improved early childhood pedagogy, informed by rigorous research, now emphasizes high-quality educator-child interactions that actively foster self-regulation and sophisticated problem-solving, which constitutes potent proximal processes (Productivity Commission, 2023). The mesosystem, comprising the connections between the child’s microsystems—such as the link between home and school—is perhaps more fluid today because of digital communication technologies. Parents and educators can maintain real-time conversations about a child’s learning and wellbeing, which enables a more consistent and coherent developmental environment than was possible two decades ago, thus, strengthening the mesosystem. Furthermore, progressive social policies, originating in the exosystem, have prioritized early intervention and supports for vulnerable families, indirectly enhancing proximal processes by stabilizing the environment surrounding the child’s direct interactions. Economic pressures and housing precarity, however, stemming from broader macrosystem policies, conversely introduce significant stress into the family microsystem, reducing parental capacity for patient, complex, and reciprocal interactions necessary for optimal proximal processes. Considering this multifaceted influence, contemporary life presents a mixed ecology where high-quality early childhood education acts as a critical compensatory factor against potential familial fragmentation and digital distraction, a necessary defense against developmental stagnation.

Question 2: Fostering Resilience Against Bullying

The experience of being bullied, a negative and often protracted interpersonal stressor, can profoundly disrupt a child’s sense of belonging, thus, interfering with developmental outcomes. Effective coping mechanisms are crucial because they mediate the relationship between the bullying incident and the severity of long-term psychological distress, determining if the child can process the event adaptively or maladaptively (Ttofi & Farrington, 2011). As a future early childhood teacher, the goal is not merely to stop the bullying behavior itself but to systematically build a repertoire of skills and strategies that ensure children feel a powerful sense of belonging, being, and becoming, which are the core principles of the Early Years Learning Framework (EYLF) (Department of Education, 2022). Educators can begin by explicitly teaching the difference between tattling and telling, thus, empowering children to seek adult assistance for safety without feeling like an informant, a distinction central to developing autonomy. Social-emotional literacy is another foundational skill; children need the precise vocabulary to articulate feelings of anger, fear, or frustration, enabling them to communicate their internal state rather than reacting with equivalent aggression or withdrawal. Consequently, role-playing various scenarios—where children practice saying “stop,” walking away, or seeking a supportive peer—builds the procedural memory necessary for spontaneous, non-aggressive self-assertion in a stressful moment.

The EYLF Outcome 1: Children have a strong sense of identity is directly supported by teaching coping strategies; when a child knows how to react appropriately to a challenge, their sense of agency and self-efficacy is strengthened. Developing emotional regulation skills is vital; for instance, teaching children a simple “turtle technique”—withdrawing into themselves briefly to take three deep breaths—provides a tangible, self-soothing strategy to manage the physiological spike of distress, thus, preventing reactive behaviors (Webster-Stratton, 2016). Furthermore, the curriculum can subtly integrate empathy-building through literature, focusing on stories where characters experience and resolve interpersonal conflict, encouraging perspective-taking and moral reasoning. Educators must also ensure the classroom environment itself is a safe microsystem where positive peer relationships are fostered through collaborative play, which satisfies EYLF Outcome 2: Children are connected with and contribute to their world. This focus on building a robust network of supportive peers creates a powerful buffer against the isolation bullying fosters, making a child less of an appealing target and providing immediate social resources. Providing children with a suite of responses, from using humor to deflect a comment to confidently seeking out the trusted adult, moves beyond simple problem-solving toward genuine resilience, allowing them to overcome bullying incidents while affirming their right to safe participation in the community.

Question 3: Challenging Gender Stereotypes and Promoting Equity

Addressing the four-year-old’s statement, “cooking is the girl’s job, boys should not cook,” requires an immediate, non-confrontational, and pedagogically sound response that pivots the conversation from a statement of bias to an exploration of fairness and ability. The language used must be affirmative and focused on inclusion: an educator should respond calmly, perhaps saying, “Actually, cooking is a great job for everyone who likes to eat! All people—boys, girls, mums, dads, and friends—cook, because food is important for all of us.” This intervention validates the child’s feeling about the activity while immediately reframing the social norm toward gender equality. Following the verbal reframe, the educator’s actions should involve a demonstration of the shared nature of the task; perhaps asking the boy to assist directly with a traditionally neutral or “strong” task, such as mixing a thick batter or pouring ingredients, thus, assigning competence over gender. This approach adheres to the principle of social justice by refusing to allow a stereotype to define a child’s participation or limit their potential engagement with a core life skill.

Teaching gender equality as part of Australian culture to children aged 3–5 years involves persistent, subtle, and intentional pedagogical strategies that dismantle the rigid binary roles often encountered in wider society. Curriculum planning must intentionally introduce counter-stereotypical imagery and narratives; for instance, prominently featuring books that show male nurses or female engineers in the library and role-play areas, thus, expanding the children’s mental schema of possible adult roles (Blaise, 2013). Educators can implement an equitable resource distribution strategy, ensuring all children have equal access to all play centers—dolls, trucks, building blocks, and art materials—and actively intervene when children self-segregate based on assumed gender preference. A key strategy involves critical deconstruction of media messages; when a child references a gendered cartoon character, the educator can initiate a discussion: “Why did the girl character need rescuing, and could she have solved the problem herself?” Furthermore, fostering equality means explicitly discussing the concept of fairness: “Is it fair that only girls can play with the dress-ups?” which teaches that justice involves equal opportunities and respect for individual choices, irrespective of biological sex.

Working towards broader social justice and equity in the long day care center requires systemic strategies that move beyond single-incident intervention to permeate the entire institutional culture. A critical strategy involves auditing the environment and curriculum for hidden biases, ensuring that the dolls, dramatic play props, wall posters, and music reflect a diverse range of abilities, family structures, skin tones, and cultures, thereby promoting cultural safety and inclusion for all children (Hedges, 2021). Developing a robust anti-bias curriculum is essential; this means explicitly naming and challenging unfairness, poverty, and discrimination in age-appropriate ways, rather than passively hoping children will intuit equity. Staff professional development must focus on critical self-reflection to unpack their own implicit biases regarding gender, class, and race, recognizing that the educator is the most powerful tool for transmitting or disrupting societal inequities. Ultimately, the center’s policy and practice must embed a philosophy that all children, regardless of background or identity, have the right to belong, be, and become without limitation, making the pursuit of social justice an active, daily responsibility rather than an occasional topic of discussion.

References
Baxter, J., & Hayes, A. (2021). The changing nature of parental time with children. Journal of Marriage and Family, 83(2), 336–355.

Blaise, M. (2013). Playing it straight: Unpicking gender and power in early childhood. Routledge.

Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 793–828). Wiley.

Department of Education. (2022). The Early Years Learning Framework for Australia: Belonging, Being & Becoming (2nd ed.). Australian Government.

Hedges, H. (2021). The political child and social justice in early childhood. International Journal of Early Years Education, 29(2), 115–128.

Lester, S., & Russell, W. (2021). The decline of play and the rise of the scheduled child: Consequences for development and early education. Journal of Childhood Studies, 46(1), 1–16.

Productivity Commission. (2023). A better way to support early childhood education and care (Interim Report). Australian Government.

Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic review and meta-analysis. Journal of Experimental Criminology, 7(4), 365–386.

Webster-Stratton, C. (2016). The Incredible Years: Trouble-shooting guide for parents of children aged 2–8 years. Incredible Years.
Assessment Brief
TCHR2002 CHILDREN, FAMILIES & COMMUNITIES
ASSESSMENT 1: Portfolio
Summary
Title Assessment 1: Portfolio of short responses
Due Date Monday 20th November (WEEK 4) @ 11:59pm AEDT
Length 1500 words including references
Weighting 50%
Submission 1 word document submitted to Turnitin
Unit Learning
Outcomes (ULO)
You will demonstrate the following Unit Learning Outcomes (ULO) on the
successful completion of this task:
• ULO 1: compare and critique historical and contemporary
constructions of childhood and families, including those pertaining to
Indigenous childhoods.
• ULO 2: identify the ways to ensure children feel that they are
belonging, being, and becoming.
• ULO 3: explain the diverse range of issues affecting children, families
and communities including social, economic and educational policies
and their impact upon service provision for children and families.
• ULO4: Critically analyse texts, images, and songs in terms of the
construction of childhood, and families across diverse contexts.
Rationale
This section describes the purpose of the assessment task (the ‘why’)
Working with and supporting children and families within the context of their community can
present challenges. Early childhood professionals should reflect on the diversity of issues that face
children and families. The aim of this assessment task is for students to demonstrate their
knowledge and understanding regarding contemporary and diverse issues facing children, families,
and communities.
Task Description
This section provides a brief description of the assessment task (the ‘what’).
This task requires students to reflect upon key issues presented in the unit content and complete
three (3) x 500-word responses to the questions under the Task Instructions.
.
Task Instructions
This section provides step-by-step task instructions (the ‘how’).
Drawing on a range of relevant literature, answer each of the following three questions in
approximately 500-words.
Question 1
Part A: In your own words, write a short definition (2-3 sentences) for proximal processes.
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Assessment Brief
Part B: Think about the aspects that influence children’s lives today and how this has changed over
the last twenty years. With reference to the unit content discuss how contemporary life may
enhance or hinder proximal processes and outcomes compared to how life influenced them in the
past. Frame your answer using the levels in Bronfenbrenner’s Ecological Model.
Question 2
The extent to which victims of bullying suffer negative outcomes is partly determined by how they
cope with being bullied. In your future practice as an early childhood teacher, how can you ensure
the children in your care have the skills and strategies to overcome bullying incidents with reference
to the unit content. Make links to the Early Years Learning Framework (DET, 2022) where relevant.
Question 3
You are working at a long day care centre where a new family has enrolled. You have planned a
cooking experience with the children when the boy (aged 4) states, “cooking is the girl’s job, boys
should not cook!” Discuss the following points with reference to the unit content:
§ What language and actions would you use to handle this situation?
§ How can you teach gender equality as part of the Australian culture with children aged 3-5
years?
§ What are the strategies you could implement to work towards social justice and equity?
Formatting and style
APA 7 formatting is required for this task.
• Include a cover page that contains:
• The title of the task in bold
o Your name (as author) and Student ID
o Your faculty (Faculty of Education, Southern Cross University)
o The unit code and name (TCHR2002 Children, Families, and Communities)
o Your unit assessor’s name (Kelly Simpson)
o The due date
• Include the question/question part you are responding to at the start of each response.
• Indent the first line of each new paragraph
• Use 12-point Arial font.
• Double line space your writing and your reference list
Referencing
• APA Referencing style is required to be used for this task
• Include one reference list for all responses on a new page at the end of task. Place the title
References in bold in the centre at the top of this page.
• At a minimum, your sources for this task will include a range of unit materials and broader
literature.
• Broader literature may include textbooks, peer reviewed articles, and other authoritative
sources.
• While there is no set number of references required for this task, a good guide to keep in
mind is to include one reference every 100 words.
Resources
• Academic Integrity – https://www.scu.edu.au/about/leadership/executive/academicportfolio-office-apo/academic-integrity-framework/
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Assessment Brief
• SCU Student Learning Zone – https://www.scu.edu.au/current-students/learning-zone/
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 FINAL
SUBMISSION POINT: Assessment 1 – Portfolio in the Assessments Tasks and Submission
section on the Blackboard TCHR2002 site. Only Microsoft Word documents submitted via
the Turnitin portal on Blackboard will be accepted. You must label your final submission with
your surname and initials and the assessment task’s name, e.g. SmithJ_PortfolioTask1.doc
• 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.
• 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.
• 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, 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.
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.
At SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the
Assessment Item by the Unit Assessor.
Instructions for this task
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, must 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 NonAcademic Misconduct Rules, Section 3.
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Assessment Brief
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 the SCU
Policy https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks incur a late
penalty. Penalties will be incurred as soon as the deadline for task submission 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 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 days for marks to be posted.
Assessment Criteria
See the marking rubric for the marking criteria and grading standards.
… continued on next page …
5
Assessment Brief
Assessment Rubric
Marking
Criteria and &
alloca1on
High
Dis1nc1on
+ (100%)
High Dis1nc1on
(85-99%)
Dis1nc1on
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Marginal Fail
(35-49%)
Fail
(0-49%)
Not
addressed
(0%)
Criteria 1
Defini/on of
proximal
process
/5 marks
Achieves all
the criteria
for a high
dis/nc/on
to an
exemplary
standard.
Provides a wellar/culated and
concise defini/on
of proximal
processes
accurately that
reflects the
concept.
Provides a solid
defini/on of
proximal
processes
accurately that
reflects the
concept.
Provides an
appropriate
defini/on of
proximal
processes that
reflects the
concept.
Provides a
sa/sfactory
defini/on of
proximal
processes that
reflects the
concept;
however, it may
lack clarity and
some minor
inaccuracies.
Provides a
sa/sfactory
defini/on of
proximal
processes that
reflects the
concept;
however, it lacks
clarity and
includes
inaccuracies.
Provides an
inaccurate or
irrelevant
defini/on of
proximal
processes.
Not
aFempted
Criteria 2
Explana/on of
contemporary
and historical
influences on
proximal
processes and
outcomes with
reference to
the unit
content
/10marks
Achieves all
the criteria
for a high
dis/nc/on
to an
exemplary
standard
with
outstanding
integra/on
of the unit
content
Provides a
comprehensive
discussion of the
ways in which
contemporary life
may enhance or
hinder proximal
processes and
outcomes
compared to the
past, using
Bronfenbrenner’s
Ecological Model
to frame the
answer.
Provides a clear
and concise
discussion of the
ways in which
contemporary life
may enhance or
hinder proximal
processes and
outcomes
compared to the
past, using
Bronfenbrenner’s
Ecological Model
to frame the
answer.
Provides an
appropriate
discussion of the
ways in which
contemporary life
may enhance or
hinder proximal
processes and
outcomes
compared to the
past, using
Bronfenbrenner’s
Ecological Model
to frame the
answer.
Provides a
sa/sfactory
discussion of the
ways in which
contemporary life
may enhance or
hinder proximal
processes and
outcomes
compared to the
past, using
Bronfenbrenner’s
Ecological Model
to frame the
answer.
Provides a
limited
discussion of the
ways in which
contemporary
life may enhance
or hinder
proximal
processes and
outcomes
compared to the
past, drawing in
limited ways
Bronfenbrenner’s
Ecological Model
Provides an
inadequate or
irrelevant
discussion of the
ways in which
contemporary life
may enhance or
hinder proximal
processes and
outcomes
compared to the
past, and/or has
not used
Bronfenbrenner’s
Ecological Model
Not
aFempted
6
Assessment Brief
to frame the
answer.
to frame the
answer.
Criteria 3
Strategies for
suppor/ng
children’s
coping skills in
response to
bullying with
reference to
the unit
content.
/15
Achieves all
the criteria
for a high
dis/nc/on
to an
exemplary
standard,
with
outstanding
integra/on
of the unit
materials.
Provides a
comprehensive
discussion of
strategies for
suppor/ng
children’s coping
skills in response
to bullying, with
clear links to the
Early Years
Learning
Framework where
relevant.
Provides a clear
and concise
discussion of
strategies for
suppor/ng
children’s coping
skills in response
to bullying, with
links to the Early
Years Learning
Framework where
relevant.
Provides an
appropriate
discussion of
strategies for
suppor/ng
children’s coping
skills in response
to bullying, with
some links to the
Early Years
Learning
Framework where
relevant.
Provides a
sa/sfactory
discussion of
strategies for
suppor/ng
children’s coping
skills in response
to bullying, with
some links to the
Early Years
Learning
Framework where
relevant.
Provides a
limited
discussion of
strategies for
suppor/ng
children’s coping
skills in response
to bullying, with
few or no links to
the Early Years
Learning
Framework
where
relevant/limited
relevance made
in links to the
Early Years
Learning
Framework.
Provides an
inadequate or
irrelevant
discussion of
strategies for
suppor/ng
children’s coping
skills in response
to bullying, with
no links to the
Early Years
Learning
Framework where
relevant.
Not
aFempted
Criteria 4
Promo/ng
gender
equality and
social jus/ce in
the early
childhood
seTng with
reference to
the unit
content
/15
Achieves all
the criteria
for a high
dis/nc/on
to an
exemplary
standard,
with
outstanding
integra/on
of the unit
materials.
Provides a
comprehensive
discussion of
language and
ac/ons that could
be used to
address the
situa/on,
strategies for
teaching gender
equality to young
children, and
strategies for
Provides a clear
and concise
discussion of
language and
ac/ons that could
be used to
address the
situa/on,
strategies for
teaching gender
equality to young
children, and
strategies for
Provides an
appropriate
discussion of
language and
ac/ons that could
be used to handle
the situa/on,
strategies for
teaching gender
equality to young
children, and
strategies for
working towards
Provides a
sa/sfactory
discussion of
language and
ac/ons that could
be used to handle
the situa/on,
strategies for
teaching gender
equality to young
children, and
strategies for
working towards
Provides a
limited
discussion of
language and
ac/ons that
could be used to
handle the
situa/on, limited
strategies for
teaching gender
equality to young
children, and
limited strategies
Provides an
inadequate or
irrelevant
discussion of
language and
ac/ons that could
be used to handle
the situa/on,
strategies for
teaching gender
equality to young
children, and
strategies for
Not
aFempted
7
Assessment Brief
working towards
social jus/ce and
equity in the early
childhood seTng.
working towards
social jus/ce and
equity in the early
childhood seTng.
social jus/ce and
equity in the early
childhood seTng,
with very minor
limita/ons or
errors.
social jus/ce and
equity in the early
childhood seTng,
with some minor
limita/ons or
errors.
for working
towards social
jus/ce and
equity in the
early childhood
seTng, with
some major
limita/ons or
errors and/or
consistent minor
limita/ons or
errors
working towards
social jus/ce and
equity in the early
childhood seTng.
Criteria 5
Academic
Literacy
including
correct word
count, correct
wri/ng
conven/ons,
use of
professional
language and
academic
referencing
(APA 7th style)
and a
minimum of
10 academic
references.
/5
Achieves all
the criteria
for a high
dis1nc1on
to an
exemplary
standard,
without any
errors.
Excellent
standard of
wri1ng and
presenta1on
with no errors in
spelling,
punctua1on,
grammar,
paragraph
structure, or
APA 7th
referencing.
Word count
within +/- 10% of
the set word
count.
Very good
standard of
wri1ng and
presenta1on
with very minor
and very
inconsistent
errors in spelling
and punctua1on
and grammar
and paragraph
structure and
APA 7th
referencing.
Word count
within +/- 10% of
the set word
count.
Good standard
of wri1ng and
presenta1on
with some
minor and
inconsistent
errors in one or
two areas of
spelling or
punctua1on or
grammar or
paragraph
structure, or
APA 7th
referencing.
Word count
within +/- 10% of
the set word
count.
Sa1sfactory
standard of
wri1ng and
presenta1on
with errors in
most areas of –
spelling,
punctua1on,
grammar,
paragraph
structure, APA
7th referencing
Or
Consistent
errors in one or
two of the
above areas
Poor standard
of wri1ng and
presenta1on
with consistent
errors in
most/all areas
of spelling,
punctua1on,
grammar,
paragraph
structure, and
APA 7th
referencing
and/or
Word count
significantly
under or over +/-
10% of the set
Significant
improvement
needed in wri/ng
and presenta/on
with consistent
errors in spelling,
punctua1on,
grammar,
paragraph
structure, and
APA 7th
referencing
Not
aFempted
8
Assessment Brief
and/or
Word count
over/under +/-
10% of the set
word count.
word count for
the task
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.