Criterion 1
Defines the right to play
(5 marks)
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Sophisicated disucssion on connections of the right to play and UNCRC and provides a critical explanation of what it means in practice.
The discussion demonstrates an understanding of the complexity and multi-facted nature of children's play.
Draws on key readings and further research for support.
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Clear connections between the right to play and UNCRC and provides a detailed explanation of what it means in practice.
The discussion considers the nature of play in relation to the right to play.
Draws on range of key readings for support.
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Connects the right to play to UNCRC and provides an explanation of what it means in practice.
Draws on some key readings for support.
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Connects the right to play to UNCRC and provides some explanation of what it means.
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Refers to the right to play but does not show its connection to UNCRC or otherwise define it.
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Criterion 2
Explains why it is important to protect the right to play
(5 marks)
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Sophisicated explanation of why the right to play is important with reference to UNCRC, a wide range of key readings and further research.
Discussion articulates the connection between children's play, development and learning. Discussion demonstrates an understanding of the pressure on the child's right to play and how play can be marginalised.
A wide range of key readings and further research is drawn on for support.
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Clear explanation of why the right to play is important with reference to UNCRC and a wide range of key readings.
Discussion articulates the connection between children's play, development and learning and the pressures on the child’s right to play.
A wide range of key readings are drawn on for support.
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Explains why the right to play is important with reference to UNCRC and a range of key readings.
Discussion articulates the connection between children’s play, development and learning, using key readings for support.
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Describes why the right to play is important with reference to UNCRC and some key readings.
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Does not refer to why the right to play is important.
Only states that it is important with no explanation
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Criterion 3
Provides examples of how children's right to play is respected in the early childhood setting and /or ways that this could be improved
(8 marks)
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A range of relevant examples are provided and there is sophisicated critical reflection upon the extent to which the right to play is respected.
Assesses and justifies how effectively the examples support the right to play and / or show a need for improvement in recognising this right.
A wide range of key readings and further research is drawn on for support.
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A range of relevant examples are provided and there is critical reflection upon the extent to which the right to play is respected.
A wide range of key readings are drawn on for support.
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Relevant examples are provided.
Explains how these relate to the right to play drawing on some key readings for support.
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Relevant examples are described.
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Examples are not provided / do not relate to the right to play.
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Criterion 4
Draws on required readings to critically reflect upon the practices and / or policies of the early childhood service in relation to the right to play
(7 marks)
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Sophisticated connections between ideas from a wide range of key readings, policies, and further research to evaluate of the practices of the setting and themselves in a holistic way, rather than focused only upon specific examples.
The essay makes a compelling case for the conclusions that are drawn.
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Effectively draws on a wide range of key readings readings to make evaluative comments on practices of the setting as well as their own practices.
Strategies for improvement are provided and there is evidence of how personal actions and attitudes can impact on our teaching practices.
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Strong connections between the ideas contained in a range of key readings and the practices of the setting as well as their own practices.
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Some appropriate key readings are drawn to reflect on policies practices.
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No or inappropriate readings are drawn on to reflect on policies and practices.
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Criterion 5
The essay is clear and coherent and referenced according to APA
(5 marks)
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Language features and structures are used to convey meaning effectively, clearly, concisely, unambiguously, and in a tone appropriate to the audience and purpose with no spelling, grammatical, or punctuation errors. Referencing is comprehensive, demonstrates academic integrity, and conforms exactly to APA style.
Information from a variety of sources is clearly incorporated, synthesised and applied.
Complex ideas are clearly explained.
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Language features and structures are used to convey meaning effectively, clearly, unambiguously, and in a tone appropriate to the audience and purpose. Few spelling, grammatical, or punctuation errors. Referencing is comprehensive, demonstrates academic integrity, and conforms to APA style.
Fewer than three minor errors or omissions that don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity.
The discussion is easy to follow.
Ideas are logically organised and materials from a variety of sources are effectively linked.
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The text contains some errors in spelling, grammar, word choice, and structure, lacks clarity occasionally, but the meaning is apparent to the reader. Referencing is comprehensive and mostly accurate according to APA style conventions.
Between three and eight minor errors or omissions in style and formatting choices (e.g. italics, punctuation, underlining) that don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity.
Content is clear and easy to follow.
Information from a variety of sources is clearly incorporated and appropriately applied to the discussion.
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The text contains errors in spelling, grammar, word choice, and structure, but the meaning is apparent to the reader. Referencing is comprehensive and mostly accurate according to APA style conventions.
More than eight minor errors or omissions in style and formatting choices (e.g. italics, punctuation, underlining) that don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity.
Appropriate content, clearly presented and able to be followed.
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Poor organisation of ideas, difficulty in following the discussion, frequent spelling and grammar mistakes.
Information is not referenced where required and /or referencing shows no understanding of APA style.
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