Use a range of theoretical perspectives to develop an analysis of the UNCRC with regard to 1) adult and child relationships 2) power 3) recognition of different childhoods in different societies.

8.4  Summative  Assessment 1 Essay

The following table provides an overview of the assessment requirements.

 Assignment  1 Essay  (Summative Assessment in Term 1)
Module codeEDU3310
Module titleChildren’s Rights
Submission date, time 
Feedback type & date   Feedback will be annotated (written) throughout the essay in view of future academic writing and progression, verbal tutor feedback will be offered via turn it in.
Word count2000 words
Assignment typeEssay
Assignment structure and formatTerm 1: Essay (2000 words) Use a range of theoretical perspectives to develop an analysis of the UNCRC with regard to 1) adult and child relationships 2) power 3) recognition of different childhoods in different societies.  The analysis of the UNCRC might refer to formative assessment 1 by using examples from the reflective biog to illustrate if and how selected UNCRC articles interact with the reality of families. Areas you might explore: ‘how’ society, structures and adult power impact on the rights and voices of children; analyse where rights-based beliefs come from and how beliefs are inherited within the family unit; how might indivisible UNCRC articles conflict with or support one another; is there a discourse between the child/adult with regards to power,  explore why;   are children respected as autonomous actors, full citizens, and participants within society, or as objects; identify and justify evolving rights based perspectives (identify where your rights based position is from. , sociology, psychology, education, ECEC, or a mix). Identify how your current position regarding children’s rights has evolved.  Are you aware of a rights-based shift? If so, aim to explore how, when or why a rights-based shift evolved.   Identify and critique a range of competing rights-based positions underpinned by policy/theory/practice. Probe policy into practice tensions and explore why they exist (consider historical, economic, educational, social, religious, gender or cultural agenda or change at a local, national or global level).
Assessed learning outcome (s)3. Know and be able to analyse critically how key legislation and principles of the UN Convention on the Rights of the Child underpin understanding of rights-based provision to promote child-initiated pedagogy 4. Be able to evaluate the congruence between selected policy, curricula and practice and conceptualisations of childhood analysing how theory translates into practice 5. Examine perspectives on particular areas of rights-based practice that affect how children’s self-determination skills and active citizenship is determined
Key reading and learning resources   Essay Structure (this is a suggested guide only)  Refer to weekly reading; essential and suggested reading; Introduction (100-150 words) What is to be addressed and why? Clearly signal the ‘specific’ area of children’s rights to be addressed and why (For example introduce main lens/focus.  (TIP: prior to submission ensure all of the sections introduced have been critically analysed and argued in the main body and summed up/articulated in the conclusion).
Main Body Aim to structure the essay into 2 or 3 main sections. Each section will have a main focus relating to the essay title. Each section will have a point/argument/evidence from EDU3310 reading or research and end with a mini summary.  Sections of the main essay body might have approx.  (560-820 words depending on how many sections you decide to have.  (Tip: self-assess each section to check if points made are clear, is argument included to oppose or strengthen points; is theory interacted with and challenged to support points made; has appropriate reading relating to EDU3310 been applied. For example, are key themes defined and main points/argument clear. Are ideas interacted with and related to examples or context(synthesis) (what is being stated via a rights-based lens and why? Is your position or argument clear throughout each section of the essay and the conclusion? Conclusion (approx. 200-250)
Articulate main argument and section conclusions addressed throughout the essay.  Has a clear position been taken? Clearly conclude what main issues have arisen from your themes. For instance, link back to essay title and introduction (and check everything in the introduction has been addressed; have main points been summed up in conclusion). Remember, no new material/references should be added at the point of conclusion, you are articulating the main issues.
Recommendations for future research or change.
Bibliography – A minimum of 10 sources relevant to this module and your investigation must be sourced. Ensure a genre of sources are referenced using books, journals, research, primary data or government/charity statistics.
Appendices – Appendices to include formative Task 1 reflection- (remember to link and evaluate into the essay somehow to develop synthesis. Ensure all sources are referenced and added to bibliography following Harvard style of referencing. Ensure points raised are supported with relevant EDU3310 material/research/reading. Assessment requirements Assignment word count is 2000 words (10% over/under)  
Coursework briefing    Assessment guidance and support for the essay will be provided in the Week 1, Week 9/10 and Week 11. Assessment requirements and criteria will be covered across these weeks.  
Sample assignments    A sample essay from previous student/s will be shared during a grading activity in Week 9; these will help students contextualise the coursework instructions.  
Draft feedback opportunities    Opportunities will be offered for students to receive feedback on their work in progress during the seminars in Week 10 and Week 11. Additionally, clarification of any student questions will be available via email and in seminar sessions.

9. Assessment Criteria & Grading Sheet

Assessment Criteria & Grading Sheet              Early Childhood Studies  –   Education Studies   –  Early Years Initial Teacher Training (EYITT) – Foundation Degree/Top-Up
Assessed academic skills – working towards to demonstrate and applyKnowledge & Understanding (K&U) Demonstrates comprehensive knowledge and understanding of relevant subject area; systematic understanding; inter-relationships with relevant fields of study or specialist area (Key concepts and theories  understood & applied relating to module learning outcomes, content & assessment criteria)Reading and Research (R&R) Demonstrates skilled use of extensive range of sources of information and their application     (Relevant range of module material, literature and research applied; operates in complex & un/predictable context – Acts with minimal direction; limited supervision; limited autonomy)Intellectual & Cognitive  Skills (I&C) Demonstrates analysis, synthesis, creativity, evaluation, conceptualisation & critical thinking, Problem solving   (Reading& research is understood, applied, evaluated, critiqued & critically analysed.  Writing/Presentation Skills, & Personal Responsibility  (W&P) Demonstrates developing competence in using ethical awareness & application; academic writing/presentation & referencing conventions.  There will be evidence of development of individual style in the making of meaning; individual responsibility; effective professional & interpersonal  communication (Harvard referencing is applied to  cite quotes, paraphrase, apply reading & material to support argument.
Grade & Level                                        Level 6                                                                     (Year 3 )
                       FIRST 1-4
K&U   R&R   I&C   W&P      *Demonstrates extensive and systematic  knowledge and  understanding of key theories & inter-relationships with other fields of study *Assignment demonstrates considerable innovation in content/theory/specialism *Uses a variety of information sources appropriate to the assignment *Evidence of wider reading and research, placing topic in an appropriate broader context *Develops coherent, logical and relevant arguments, drawing appropriate conclusions *Demonstrates depth of critical analysis, perceptive/competing judgment and independent thought/concepts throughout;  *Writes fluently and effectively using a wide range of vocabulary; clarity of expression is excellent with consistently accurate use of grammar, spelling and punctuation *Explicit and logical structure designed to maximise development of ideas *Referencing consistently accurate *Demonstrates sound knowledge & understanding of  ethical policy and procedures
                                                                  UPPER                     SECOND                                          5-8
K&U   R&R   I&C   W&P  *Demonstrates clear and accurate knowledge and understanding of key ideas/theories & inter-relationships *Insightful and appropriate selection of content /theory in key areas *Good use of additional background information and reading, using appropriate sources *Well developed and connected argument *Demonstrates some evidence of independent thought and critical analysis *Language fluent; thoughts and ideas clearly expressed; grammar, spelling and punctuation essentially accurate *Clear structure that facilitates the development of ideas *Referencing relevant and mostly correct and consistent throughout using the Harvard System *Demonstrates sound knowledge & understanding of  ethical policy and procedures
                                                             LOWER                   SECOND                                   9  -12
K&U   R&R   I&C     W&P*Demonstrates knowledge and understanding of key aspects of the topic *Some weaknesses in understanding and knowledge *Some aspects of the topic not addressed *Clear evidence of additional relevant reading *Develops some arguments *Demonstrates critical thinking with limited interconnections *Language mainly fluent; work is coherent; minor spelling and/or grammar and/or punctuation errors *Structure is fairly clear but the material could be organised more effectively *Harvard Referencing errors evident but of a minor nature *Demonstrates sound knowledge & understanding of  ethical policy and procedures
                                                                           THIRD                                               13 -16
K&U   R&R   I&C   W&P    *Adequate knowledge of some aspects *Weaknesses in understanding and knowledge of key aspects        *Key aspects of the topic not addressed *Evidence of some reading around the subject, not always of key relevance *Assembles ideas *Weaknesses in development of argument *Significant errors in grammar and/or spelling and/or punctuation *Language not always fluent or coherent but meaning is apparent *Some organisation of material/ structure *Harvard Referencing System present but with major inconsistencies/inaccuracies *Demonstrates sound knowledge & understanding of  ethical policy and procedures
                                                                                   FAIL                                                      17  -20
17-20  (Fail) K&U R&R I&C W&P*Very confused knowledge and understandingof module content               *Inaccurate/inappropriate content *Very limited or no evidence of background reading                               *Sources not acknowledged *References confined to material given in lecture hand outs *No development of argument        *Account is purely descriptive              *Unsubstantiated claims based on anecdotes/generalisations *Language far from fluent; meaning unclear; spelling and/or grammar and/or punctuation consistently poor *Difficult to identify a coherent structure        *Referencing has major inconsistencies/errors or is absent. Or Harvard

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