School of Education

Course Outline

Course Code: EDUC2002

Course Name: Management in Childcare: Professional &
Legal Responsibilities
Semester 2, 2023
Fremantle

University Prayer

Notre Dame, Mother of Jesus and our Mother, We ask you to guide our University. Mary, as you cared for Jesus, Show a loving care for us, As we expand our minds in study and
research, As we open our hearts to future possibilities, And extend our hands to those who are in need. Mary, Seat of Wisdom, Teach us to care for the land and the people Of this
country of the Southern Cross. In this academic community dedicated to you, Help us find new yet faithful ways Of bringing the message of Jesus to Australia And to those who share
this region of the earth with us. Amen

Acknowledgement of Country

We acknowledge and pay our respects to Aboriginal and Torres Strait Islander peoples, who are the traditional owners of Australia. We acknowledge Elders, past and present, as well as the emerging
leaders of tomorrow, and thank them for their wisdom and guidance as we share, collaborate, and learn together.

The University of Notre Dame Australia • www.notredame.edu.au • ABN: 69 330 643 210 • CRICOS PROVIDER CODE: 01032F

Date of Publication to Students: 10th July 2023

EDUC2002 2023 S2

Contents
1. INTRODUCTION TO COURSE ...................................................................................................................... 3
2. COURSE DESCRIPTION ............................................................................................................................... 4
3. COURSE LEARNING OUTCOMES ................................................................................................................ 4
4. GRADUATE STATEMENT ............................................................................................................................ 4
5. COURSE CONTENT ..................................................................................................................................... 5
6. CHANGES MADE TO THE COURSE IN RESPONSE TO FEEDBACK AND REVIEW .......................................... 6
7. WEEKLY LEARNING SCHEDULE .................................................................................................................. 6
8. ASSESSMENT OVERVIEW ......................................................................................................................... 11
9. INDIVIDUAL ASSESSMENT DETAILS ......................................................................................................... 11
ASSESSMENT 1: ........................................................................................................................................ 12
ASSESSMENT 2: ........................................................................................................................................ 12
ASSESSMENT 3: ........................................................................................................................................ 13
ASSESSMENT 4: ........................................................................................................................................ 15
10. TO PASS THIS COURSE YOU MUST: ..................................................................................................... 15
11. LEARNING RESOURCES ........................................................................................................................ 15
12. REFERENCING STYLE ............................................................................................................................ 15
13. ASSESSMENT FORMATTING ................................................................................................................ 15
14. ATTENDANCE REQUIREMENTS ............................................................................................................ 15
15. INFORMATION AND RESOURCES TO SUPPORT YOUR STUDIES .......................................................... 15

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1. INTRODUCTION TO COURSE

Course code and name EDUC2002: Management in Childcare: Professional and Legal Responsibilities

Units of credit 10

Attendance mode Blended – this course is a combination of face-to-face and online delivery
Assumed prior
knowledge and/or Nil
requirements

Prerequisites that
must have be
Corequisite
successfully completed Nil Nil
courses
in order to undertake
this course

AQF level 7

You are expected to study, on average, between 10 to 12 hours per week (or,
approximately 150 hours per semester) in this course, including all guided and self-
directed work.
Estimated student
workload Learning Lecture – Fully Online (1 hour) = total of 13 hours per semester
opportunities Tutorial – Face-to-face (2 hours) = total of 26 hours per semester

Assessment tasks Approx. 80 hours

Class preparation Course readings prior to tutorial (30 hours)

STAFF DETAILS

Times available
Office (if
Role Phone Email to talk with
appropriate)
students

Program Coordinator 9433 0980 [email protected] ND36/220 Mon – Fri

(Fremantle) 9.00am – 5.00pm
Tracy Treasure
Contact Tracy for matters
related to your program
(i.e. enrolment, study
abroad, etc.)

Course Coordinator 9433 0980 [email protected] ND36/220 Wed 9.30am-

Tracy Treasure 10.30am
Contact Tracy for Monday 12.30-
extensions, BB issues, etc. 1.30pm

Lecturer/Tutor [email protected] ND36 Tuesday (By

Jemima Saunders appointment)

Contact Jemima for

matters such as class
attendance, content and
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EDUC2002 2023 S2

assessment questions,
etc.

School Administration 9433 0154 [email protected] ND36/211 Please phone for

Support: appointment
Jinny Howard
Contact Jinny for matters
such as admin support

2. COURSE DESCRIPTION
Early childhood teachers need excellent leadership and management strategies to participate effectively in
group decision-making for the development of high quality programs and services. They also need an
understanding of how management structures impact on programs and service provision. This
understanding, together with a high level of personal power, helps individual teachers influence and lead
decisions about what happens in early childhood settings. The main focus of this course is to outline and
examine some of the key responsibilities that teachers need to fulfil as educators working across education
and care settings. Legal matters, duty of care, pastoral issues, life style issues that impact upon teaching,
student’s rights, teacher’s rights and past legal case studies will be examined. In addition, this course
explores the essence of ‘professionalism’, analyses ethical and moral scenarios and outlines preparation
required for employment.

3. COURSE LEARNING OUTCOMES

At the completion of this course, you should be able to:

1. Demonstrate an understanding of teachers’ legal obligations within the context of professional

requirements.
2. Use case studies in law to reflect on the professional, legal and ethical obligations teachers face
within education and care settings.
3. Demonstrate a working knowledge of the National Quality Standards that support the sound
professional and ethical management of early childhood services in selected settings.
4. Define the role of the educational/pedagogical leader and outline their responsibilities in providing
quality care and education for children and families in the early childhood setting.
5. Identify appropriate management strategies for successfully operating selected aspects of early
childhood service provision in various education and care settings.

4. GRADUATE STATEMENT
Notre Dame’s Graduate Attributes are the qualities, skills and understandings which the University aspires
to develop in its students. The course invites you to integrate your learning from across your studies
through self-directed and collaborative enquiry. You will demonstrate an ability to communicate effectively
and reflect critically to create new understandings and insights into your future professional life.
These experiences support you to develop the following graduate attributes in this course:
1. Communication, 2. Critical and reflective thinking, 3. Technical Competence and Interdisciplinarity, 5.
Ethical responsibility, 7. Team work, 8. Research and information retrieval skills.

AITSL National Professional Standards for Teachers (Graduate)

The National Professional Standards for Teachers comprise seven Standards which outline what teachers
should know and be able to do. The Standards are interconnected, interdependent and overlapping.

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Domain Standard Focus Area

Professional 1. Know students and 1.1 Physical, social and intellectual development and characteristics of
Knowledge how they learn students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and
socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of
students across the full range of abilities
1.6 Strategies to support full participation of students with disability
2. Know the content and 2.1 Content and teaching strategies of the teaching area
how to teach it 2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people
to promote reconciliation between Indigenous and non-Indigenous
Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
Professional 3. Plan for and implement 3.1 Establish challenging learning goals
Practice effective teaching and 3.2 Plan, structure and sequence learning programs
learning 3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4. Create and maintain 4.1 Support student participation
supportive and safe 4.2 Manage classroom activities
learning environments 4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
5. Assess, provide 5.1 Assess student learning
feedback and report on 5.2 Provide feedback to students on their learning
student learning 5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Professional 6. Engage in professional 6.1 Identify and plan professional learning needs
Engagement learning 6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7. Engage professionally 7.1 Meet professional ethics and responsibilities
with colleagues, parents/ 7.2 Comply with legislative, administrative and organisational
carers and the community requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader
communities

5. COURSE CONTENT
 Duty of Care
 Law of Torts: Negligence
 Vicarious liability
 Teachers’ legal and pastoral responsibilities
 Child protection and mandatory reporting

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 National Quality Standard

 Occupational health and safety
 AITSL Graduate Standards for teachers
 Professional and ethical behaviour
 Ethical codes of conduct

6. CHANGES MADE TO THE COURSE IN RESPONSE TO FEEDBACK AND REVIEW

Various sources of information are used including student feedback, academic self-reflection, and academic
peer review into the design of the course. On the basis of the most recent feedback, one change has been
made to this Course:

 Assessment 3 has been modified.

7. WEEKLY LEARNING SCHEDULE

Students are expected to engage with the learning activities and resources provided for the course.

TOPICS/CONTENT/LEARNING EXPERIENCES
WK
Lectures Tutorials Readings

1  Course overview and course  The responsibilities of a teacher Department of Education (2019) -
outline  Professional negligence Duty of Care for Students Policy.
 Overview of assessment tasks  Educational negligence (Link available via BlackBoard)
 Early childhood care and  Introduction to Duty of Care
education – the current  Examination of case studies Stewart, D. & Knott, A. (2002).
context Schools, courts and the law.
 An increasingly accountable Malaysia: Prentice Hall. CHAPTER
profession 2 – The legal context of student
 Education, law and school /
welfare.
childcare management
Teacher Registration Board of
“Engage professionally with Western Australia (2019).
colleagues, parents/carers and the
Teacher-Student Professional
community” (AITSL Graduate
Standard 7)
Boundaries: A resource for WA
teachers. Government of Western
“Staffing arrangements” (ACECQA Australia. (Link available via
QA4)
BlackBoard)

2  Introduction to teachers’ legal  What do I need to know as a Catholic Education Western

responsibilities. teacher? Australia (2021) – Offsite School
 Legal context of student  Examination of seminal case Activities. (Link available via
welfare studies that have set precedents BlackBoard)
- Duty of care in the law
- Law of Torts: Negligence  Legal responsibilities in the Department of Education (2021) –
- Vicarious liability classroom Excursions in Public Schools
- Family Law and the school  Legal responsibilities on school Procedure. (Link available via
grounds
BlackBoard)
 Legal responsibilities: Travelling
“Engage professionally with
colleagues, parents/carers and the to and from school
Stewart, D. & Knott, A. (2002).
community” (AITSL Graduate
Schools, courts and the law.
Standard 7)
Malaysia: Prentice Hall.
“Children’s health and safety”
(ACECQA QA2)

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EDUC2002 2023 S2

3  Teacher’s pastoral  Teacher’s pastoral responsibilities Royal Commission into

responsibilities – Tim Wong  Safe classrooms/schools institutional responses to child
(Catholic Education Office)  Provision of pastoral care sexual abuse (2013). Case study 2.
(Compulsory attendance) (Link available via BlackBoard)
 Child Protection
 Mandatory Reporting
Department of Education (2019) -
 Australian Student Wellbeing
Child Protection Policy. (Link
Framework
available via BlackBoard)

“Engage professionally with Australian Government

colleagues, parents/carers and the
Department of Education, Skills
community” (AITSL Graduate
Standard 7) and Employment (2018).
Australian Student Wellbeing
“Children’s health and safety” Framework. Carlton South, VIC:
(ACECQA QA2)
Education Services Australia. (Link
available via BlackBoard)

4  Teacher’s pastoral  Test: In-Class Catholic Education Commission

responsibilities –  Teacher’s pastoral responsibilities (2021) – Student Safety, Wellbeing
 Bullying and harassment  Examination of policies and Behaviour. (Link available via
 Policy and protocols in school BlackBoard)
systems and sectors
Kearns, K. (2020). The big picture
“Create and maintain supportive and (5th ed.). South Melbourne, VIC:
safe learning environments” (AITSL Cengage Learning Australia.
Graduate Standard 4) CHAPTER 6 – Ensuring children’s
“Children’s health and safety” wellbeing and health.
(ACECQA QA2)

5  Recent changes to early  Early childhood education and Early Childhood Australia (2011) -
childhood education and care care services Our future on the line. (Link
 What do early years  Why has the need for quality available via BlackBoard)
leaders/managers do? child care increased dramatically
 Exploring the differences in recent years?
Kearns, K. (2020). The big picture
between leadership and  Organisational systems and
management structures (5th ed.). South Melbourne, VIC:
 Exploring various leadership Cengage Learning Australia.
styles CHAPTER 1 – Working in
“Engage professionally with
children’s education and care
colleagues, parents/carers and the
community” (AITSL Graduate
services.
Standard 7)
Kearns, K. (2021). The business of
“Governance and leadership”
child care (5th ed.). South
(ACECQA QA7)
Melbourne, VIC: Cengage
Learning Australia. CHAPTER 1:
Leadership and emotional
intelligence.

PricewaterhouseCoopers (PWC)
(2011) - A practical vision for early
childhood education and care.
(Link available via BlackBoard)

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6  National Quality Standard –  Managing for quality outcomes – Australian Children's Education &
quality areas, standards and High quality programs and Care Quality Authority (ACECQA)
elements services (2018) - Guide to the National
 Understanding the role of the Quality Standard. (Link available
“Engage professionally with
pedagogical/educational leader via BlackBoard)
colleagues, parents/carers and the  Collecting and documenting Australian Children's Education &
community” (AITSL Graduate evidence for Accreditation Care Quality Authority [ACECQA]
Standard 7) (n.d.). The role of the educational
“Governance and leadership” leader: Information sheet. Sydney,
(ACECQA QA7) NSW: Author.

Cheeseman, S. (2012). The

educational leader. Barton, ACT:
National Quality Standard
Professional Learning Program.

Early Childhood Australia (2016).

Code of ethics. (Link available via
BlackBoard)

Waniganayake, M., Cheeseman,

S., Fenech, M., Hadley, F., &
Shepherd, W. (2012). Leadership:
Contexts and complexities in early
childhood education. South
Melbourne, Victoria: Oxford
University Press.

7  Working in children’s  Regulations and licensing Government of Western Australia

services: complying – legal guidelines. (2012). Education and Care
and statutory requirements  Overview of the National Quality Services National Law (WA) Act.
(Department of Local Framework. Retrieved from
Government and  Quality Assurance and https://www.legislation.wa.gov.a
Communities) (Compulsory Accreditation – Discuss the u/legislation/statutes.nsf/law_a14
attendance) assessment and rating process 6885.html
and Quality Improvement Plans
“Engage professionally with
(QIP).
Government of Western Australia
colleagues, parents/carers and the (2012). Western Australian
community” (AITSL Graduate
Education and Care Services
Standard 7)
National Regulations. Retrieved
“Governance and from
leadership”(ACECQA QA7) https://www.legislation.wa.gov.a
u/legislation/statutes.nsf/law_s44
576.html

Australian Children's Education &

Care Quality Authority (ACECQA)
(2018) - Guide to the National
Quality Framework. (Link available
via BlackBoard)

Kearns, K. (2020). The big picture

(5th ed.). South Melbourne, VIC:
Cengage Learning Australia.

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CHAPTER 2 – Complying with

regulatory frameworks.

Kearns, K. (2021). The business of

child care (5th ed.). South
Melbourne, VIC: Cengage
Learning Australia. CHAPTER 3:
Leading and managing
compliance.

8  Keeping children safe –  Presentations – QA 1: Kearns, K. (2020). The big picture

Policies for children’s health Educational program and practice (5th ed.). South Melbourne, VIC:
and safety and QA 2: Children’s health and Cengage Learning Australia.
 Duty of care (childcare) safety CHAPTER 7 – Supporting
 Preventing injuries in ECE children’s safety.
“Create and maintain supportive and
 Appropriate supervision in ECE
safe learning environments” (AITSL  Developing and implementing
Graduate Standard 4) policies

“Educational program and practice”

(ACECQA QA1)

“Children’s health and safety”

(ACECQA QA2)

19th
Sept Tuition Free Week- Study Break

9 Public Holiday  Presentations – QA 3: Physical Kearns, K. (2021). The business of

 Decision-making – Initiating environment and QA 4: Staffing child care (5th ed.). South
and implementing change arrangements Melbourne, VIC: Cengage
 Working as a member of a  Planning and preparing to take Learning Australia. CHAPTER 8:
team children on excursions (Before, Leading and managing workplace
 Supervising & supporting during and after) relationships and performance &
team members  Communication skills for effective
CHAPTER 9: Leading and
leadership and teamwork
managing team effectiveness.
“Create and maintain supportive and
safe learning environments” (AITSL
Graduate Standard 4)

“Engage in professional learning”

(AITSL Graduate Standard 6)

“Physical environment” (ACECQA

QA3)

“Staffing arrangements” (ACECQA

QA4)

10  Nurturing relationships with  Presentations – QA 5: Hood, M. (2012). Partnerships—

children Relationships with children and Working together in early
 Building shared QA 6: Collaborative partnerships childhood settings. (Link available
understandings with families with families and communities via BlackBoard)
 Barriers to parent  Communicating effectively with
participation parents
Kearns, K. (2020). The big picture
 Discuss why ‘partnerships’ with
families are integral to the (5th ed.). South Melbourne, VIC:
“Know students and how they learn” Cengage Learning Australia.
(AITSL Graduate Standard 1) provision of good quality care
CHAPTER 4 – Developing cultural
“Engage professionally with competence.
colleagues, parents/carers and the

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EDUC2002 2023 S2

community” (AITSL Graduate  Management and leadership Kenyon, J. (2012). Involving

Standard 7) report due (Friday 6th Oct) families in the National Quality
“Relationships with children” Standard. (Link available via
(ACECQA QA5) BlackBoard)
“Collaborative partnerships with
families and communities” (ACECQA Stonehouse, A. (2012).
QA6) Collaborating with families: Not a
problem! (Link available via
BlackBoard)

11  A safe workplace –  Presentation – Quality Area 7: Kearns, K. (2020). The big picture
Occupational health and Governance and leadership (5th ed.). South Melbourne, VIC:
safety  Hazards, risks & safety measures Cengage Learning Australia.
 Reporting injuries and near in the workplace CHAPTER 5 – Work health and
misses  Examination of OH&S policies safety.
 Common causes of workplace  Keeping safe from stress
stress Kearns, K. (2021). The business of
 Looking after yourself and child care (5th ed.). South
others
Melbourne, VIC: Cengage
Learning Australia. CHAPTER 2:
“Create and maintain supportive and Leading and managing business
safe learning environments” (AITSL
risk & CHAPTER 6 – Leading and
Graduate Standard 4)
managing workplace wellbeing.
“Engage professionally with
colleagues, parents/carers and the
community” (AITSL Graduate
Standard 7)

“Children’s health and safety”

(ACECQA QA2)

“Governance and leadership”

(ACECQA QA7)

12  Teacher registration board  AITSL Graduate Standards for Australian Institute for Teaching
(TRBWA) teachers and School Leadership (AITSL)
 AITSL Graduate Standards for  Implications of codes of ethical (2011). National professional
teachers practice standards for teachers (Revised
 Professional and ethical  TRBWA – Code of ethics 2018). Carlton South, Vic:
behaviour  ECA & ACECQA – Code of ethics Ministerial Council for Education,
 Ethical codes of conduct – and conduct Early Childhood Development and
ECA & ACECQA Youth Affairs (MCEECDYA). (Link
“Engage professionally with available via BlackBoard)
colleagues, parents/carers and the
community” (AITSL Graduate Early Childhood Australia (2016).
Standard 7) Code of ethics. (Link available via
“Staffing arrangements” (ACECQA
BlackBoard)
QA4)
Teacher Registration Board of
“Leadership and service
Western Australia (2019).
management” (ACECQA QA7)
Teacher-Student Professional
Boundaries: A resource for WA
teachers. Government of Western
Australia. (Link available via
BlackBoard)

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13  Duty of care – and beyond:  Review & exam guidance

Advocating on behalf of
young children and families
 Review & exam guidance
Study Week

Exam Week 1

Exam Week 2

8. ASSESSMENT OVERVIEW
Assessment requirements and marking rubrics will also be available for students to access from the course
site on LMS Blackboard.

Related to
Related to
AITSL
Item Assessment Type and Weighting Learning
*Due Date Graduate
No. Description % Outcome
Standards
No (s)
No(s)
1 Test (In-class): Teacher’s 20% Week 4 1, 2 1, 4, 6, 7
legal and pastoral 16th Aug.
responsibilities
2 Tutorial presentation 20% Tutorial 1, 3 1, 4, 7
allocated

Weeks 8 –
11
3 Management and leadership 30% Week 10 3, 4, 5 1, 6, 7
report Friday 6th
Oct.
4 Examination 30% Students are 1, 2, 3, 4, 5 1, 4, 6, 7
responsible for
checking
formal
examination
timetables for
all examination
periods.

This is a fully graded course.

9. INDIVIDUAL ASSESSMENT DETAILS

Academic Integrity

The work submitted for each assessment task is to be your own work i.e. your ideas, words, writing,
creation, with the work of others (including the use of software and artificial intelligence where permitted)
acknowledged. The use of artificial intelligence (AI), including generative predictive text is generally not
permitted in assessments, unless explicitly allowed/required in an assessment task. This will be stated in
writing in the information about the assessment task. If used AI must be acknowledged using the required
style guide.

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EDUC2002 2023 S2

ASSESSMENT 1: Test (In-class) 20%

Rationale: The purpose of this task is for you to demonstrate an understanding of teachers’ legal
obligations and use case studies in law to reflect on the professional, legal and ethical obligations teachers
face within education and care settings.

Task description: The test is based on course content from Weeks 1 – 3 and the Week 4 lecture (teacher’s
legal and pastoral responsibilities, duty of care requirements, negligence, liability and bullying).

Due date: During tutorial time in Week 4 (16th August)

Test conditions: Non-attendance at this test will result in a Fail for the test. Late arrivals will NOT be
permitted to enter room once the test begins.

Type of assessment: Individual

Length: 70 minutes (During Tutorial)

Format: This is a closed book test. There are five (5) questions. Each question is worth four (4) marks.

Submission: Submit your work to your tutor after the 70 minute time-frame.

Assessment feedback: Feedback on this task will be available through BlackBoard usually within two weeks
of the test date.

ASSESSMENT 2: Tutorial presentation 20%

Rationale: The purpose of this task is to encourage you to become familiar with the National Quality
Standard (NQS), in particular the seven (7) Quality Areas as these Quality Areas reflect best practice when
working with children across birth to 8 years settings.

Type of assessment: Group (pairs or groups of three)

Task description: In pairs or groups of three, prepare a 30 minute tutorial session for the class on the
Quality Area that you are allocated. Use the Quality Area as a basis for organising your presentation.

You should endeavour to undertake the following in your presentation:

- Work collaboratively.
- Summarise the quality area, standards and elements in a clear and interesting way.
- You should make use of information found in the Guide to the National Quality Standard, the
Education and Care Services National Law (WA) Act, the Western Australian Education and Care
Services National Regulations and the Early Years Learning Framework.
- Relate the information to what has been covered in the program.
- Prepare materials that will support, enhance and maintain interest in the tutorial session.
- Prepare a one-page handout for your peers. Ensure that you reference your work.
- Present and manage the tutorial session in a professional manner.
- Be sure to include a full reference list at the end of the presentation.

Higher marks will be allocated for evidence of reflection, critical/analytical thought and the inclusion of ideas
based on wider reading.

Due date: Tutorial allocated (Weeks 8 – 11)

Marking criteria for this task: Individual marks will be awarded for this assessment task. All members of
the group must participate in all aspects of the planning, writing and delivery of the tutorial presentation.
Please contact the Course Coordinator as soon as possible if you encounter any problems. The Course

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Coordinator will mark the assignment using the rubric below (also available on BlackBoard). You should
consult this rubric before completing this assignment.

Assessment feedback: Feedback on this task will be available through BlackBoard usually within two weeks
of the presentation date.

Assessment 2 Rubric – Tutorial presentation

Limited Satisfactory Good Very Good Excellent

Evidence of sound
knowledge of the NQS,
EYLF, National Law &
Regulations
Demonstrates sound
understanding of the
content used in the
presentation (quality
area, standards and
elements)
Evidence of a range of
reading/research and
synthesis of ideas
Appropriate audience
participation in the
presentation
Uses a high level of
effective
communication to
convey points of
interest/importance
Time frame well
managed
Academic Literacy

One-page handout for YES NO

peers
Students are expected to demonstrate a high standard of academic writing. The overall grade awarded for the
assignment cannot be greater than that awarded for the Academic Literacy component. To score a high grade, these
criteria must be addressed:
 Standard Australian English is used to communicate key ideas clearly and concisely.
 The School of Education’s APA referencing style is followed consistently and precisely.

ASSESSMENT 3: Management and leadership report 30%

Rationale: The purpose of this task is to encourage you to become familiar with issues and research in early
childhood management and leadership and the various different roles in early childhood education and
care.

Task description: This assessment requires you to research and understand the role and obligations of a
pedagogical/educational leader in an early learning centre.
- Define the role of a pedagogical/educational leader in an early learning centre (Explain the
definition – What does it mean?).
- Outline the essential obligations that the pedagogical/educational leader must meet in terms of
achieving best practice for children and families in the early learning centre (What do they have to
do and why?).

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EDUC2002 2023 S2

- Explain and/or justify the steps or processes needed to meet the obligations described above to
ensure that quality care and education is provided at the centre (What would they do and why?
Which leadership and management strategies would be utilised? Why?).
- Support your explanation with reference to the Early Years Learning Framework, the National
Quality Standards and the Early Childhood Australia Code of Ethics.

Due date: Friday 6th October (Week 10)

Length: 1500-1800 words

Format: Word document

Submission: Submit your work as a single document via Turnitin in Blackboard. When submitting via
Turnitin do not use the University cover sheet as Turnitin similarity checking will interpret the cover sheet
text as possibly plagiarised. Instead check the box in the Turnitin submission portal confirming that the
work is your own.

Marking criteria for this task: The Course Coordinator will mark the assignment using the rubric below
(also available on BlackBoard). You should consult this rubric before completing this assignment.

Assessment feedback: Feedback on this task will be available through Turnitin usually within two weeks of
the due date. See this guide for help with viewing your feedback in Turnitin.

Assessment 3 Rubric – Management and leadership report

Limited Satisfactory Good Very Good Excellent

Clear and appropriate

definition of role
Sound outline of the
essential obligations
that must be met
Steps and/or processes
are informed by
research and principles
of best practice
Application of
appropriate and
workable leadership and
management strategies
Proposed ideas reflect
knowledge of key
documents
(Regulations, NQS, EYLF
& Code of Ethics)
Evidence of a range of
reading/research and
synthesis of ideas
Overall clarity of the
report (practicality and
cohesion)
Academic Literacy
(including referencing)
Students are expected to demonstrate a high standard of academic writing. The overall grade awarded for the
assignment cannot be greater than that awarded for the Academic Literacy component. To score a high grade, these
criteria must be addressed:
 The paper has an introduction, a conclusion, and a logically sequenced set of body paragraphs.
 Standard Australian English is used to communicate key ideas clearly and concisely.
 The School of Education’s APA referencing style is followed consistently and precisely.
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ASSESSMENT 4: Final examination 30%

Students are responsible for checking formal examination timetables for all examination periods. Students
will complete an examination demonstrating competency in key outcomes of the course. A high standard
of personal literacy must be demonstrated.

10. TO PASS THIS COURSE YOU MUST:

Complete all assessment tasks AND achieve at least 50% when all assessment marks are totalled.

If you anticipate having difficulty meeting the due date for submitting an assessment task, speak with your
course coordinator as soon as possible.

11. LEARNING RESOURCES

Kearns, K. (2020). The big picture (5th ed.). South Melbourne, VIC: Cengage Learning Australia.

Kearns, K. (2021). The business of child care (5th ed.). South Melbourne, VIC: Cengage Learning Australia.

Please note: Additional essential readings are noted in the Course Schedule above and are available
through the links on BlackBoard Learnit.

12. REFERENCING STYLE

The University Library provides guidance on referencing, including style manuals, principles and examples.
For this course, students must us the referencing style: American Psychological Association Manual of Style
(APA) 7th edition (author-date style).

13. ASSESSMENT FORMATTING

Unless advised otherwise, the following formatting/presentation specifications must be followed for
assignment submissions:
 Please use size 11 or 12 Arial, Calibri or Times New Roman Font
 Portrait orientation in A4 with margins of at least 2cm
 1.5 line spacing
 Number each page
 Acknowledge your sources of information – reference material
 Use your own words (paraphrase where needed)
 A copy of the assignment is to be retained by the student
 Word limits are strictly within a +/- 10% range of the word count (not including
references)

14. ATTENDANCE REQUIREMENTS

This course requires attendance at all tutorials and students may be awarded a Failure for Non-completion
(FN) it they miss more than 15% of such classes. Students must attend the two guest lectures (Wk 3 & Wk
7) live on Zoom at the scheduled time. Please see attendance requirements stipulated in the General
Regulations and School of Education Regulations.

15. INFORMATION AND RESOURCES TO SUPPORT YOUR STUDIES

Information on the following can be found on this page: https://www.notredame.edu.au/additional-
student-info

 Checking your Notre Dame email

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 Course fees, financial and academic penalty dates

 Academic integrity
 Learning support
 Access and inclusion support and student wellbeing
 Assessment policies
 How to submit your assessment
 Querying or appealing assessment results
 Graduate attributes and professional outcomes

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