EDEC324 Rubric A2 T1 2022

Criteria	HD+ 100.00	HD 90.00	D+ 84.00	D 80.00	C+ 74.00	C 70.00	P+ 64.00	P 60.00	P- 50.00	N+ 25.00	N 1.00
LO 1 20 Monitor and critique the organisational structure of a children’s service, including the climate and key workplace processes. Key insight from placement is relevant and learning analysed	Key insight strongly analysed. Learning strongly analysed. Demonstrated clear understanding of organisational processes and analysed well.	Key insight strongly analysed. Learning well analysed. Demonstrated understanding of organisational processes and analysed well.	Key insight well anlaysed. Learning well analysed. Demonstrated understanding of organisational processes and analysis relevant.	Key insight analysed. Learning analysed. Demonstrated understanding of organisational processes and analysis mostly relevant.	Key insight somewhat analysed. Learning somewhat analysed. Demonstrated understanding of most organisational processes and description relevant.	Key insight somewhat analysed. Learning described. Demonstrated understanding of most organisational processes and description relevant.	Key insight well described. Learning well described. Demonstrated understanding of some organisational processes and description relevant.	Key insight described. Learning described. Demonstrated understanding of some organisational processes and description included.	Key insight described, sometimes not always clearly. Learning described. Demonstrated understanding of some organisational processes and limited description included.	Key insight hard to determine. Learning not clearly described. Demonstrated limited understanding of some organisational processes and description missing key points.	Key insight unclear. No learning discussed. Demonstrated limited understanding of organisational processes and description missing lots of key points.
LO 2 20 Analyse an early childhood leader’s management roles and strategies for successful decision making.	Strong, clear links made to leader’s management role, supported by relevant literature. Strategies for leading analysed, supported by relevant literature.	Strong links made to leader’s management role, supported by relevant literature. Strategies for leading analysed, supported by relevant literature.	Clear links made to leader’s management role, supported by some relevant literature. Strategies for leading analysed, supported by some relevant literature.	Clear links made to leader’s management role, supported by some relevant literature. Some strategies for leading analysed, supported by relevant literature.	Clear links made to leader’s management role, sometimes supported by some relevant literature. Some strategies for leading analysed, supported by some relevant literature.	Links made to leader’s management role. Some links made to literature. Some strategies for leading analysed, some links made to relevant literature.	Leader’s management role discussed. Limited links made to literature. Some strategies for leading discussed, some links made to relevant literature.	Leader’s management role discussed. Unclear links made to literature. Some strategies for leading discussed, limited links made to relevant literature.	Leader’s management role discussed. Limited links made to literature. Some strategies for leading discussed, limited links made to relevant literature.	Leader’s management role mentioned with no detail. No links made to literature. Strategies for leading mentioned. No links to literature.	Leader’s management role not mentioned. No links made to literature. No strategies for leading mentioned. No links to literature.
LO 3 20 Critically document key meanings across the early childhood field.	Leadership theory and styles analysed and strong links made to leader. Early Childhood leadership analysed. Knowledge clearly demonstrated.	Leadership theory and styles analysed and some links made to leader. Early Childhood leadership analysed. Knowledge demonstrated.	Leadership theory and styles analysed and limited links made to leader. Early Childhood leadership analysed. Some knowledge demonstrated.	Leadership theory and styles clearly analysed. Early Childhood leadership analysed. Most knowledge demonstrated.	Leadership theory and styles analysed. Early Childhood leadership analysed. Limited knowledge demonstrated.	Leadership theory and styles mostly analysed. Early Childhood leadership mostly analysed. Limited knowledge demonstrated.	Some leadership theory and styles analysed. Early Childhood leadership mostly analysed. Some knowledge demonstrated.	Limited leadership theory and styles analysed. Early Childhood leadership mostly analysed. Limited knowledge demonstrated.	Limited leadership theory and styles analysed. Early Childhood leadership described. Some knowledge demonstrated.	Leadership theory and styles mentioned. Early Childhood leadership mentioned. Knowledge not demonstrated.	Leadership theory and styles not mentioned. Limited early Childhood leadership mentioned. No knowledge demonstrated.
LO 4 20 Examine every day ethical and legal responsibilities relevant to being a leader and advocate for the early childhood field.	Pseudonym appropriately used for centre and staff. Language and explanations emphasise early childhood professionalism (industry not used). Clear explanation of future advocate role.	Pseudonym appropriately used for centre and staff. Language and explanations mostly emphasise early childhood professionalism (industry not used). Clear explanation of future advocate role.	Pseudonym appropriately used for centre and staff. Language or explanations emphasise early childhood professionalism (industry not used). Mostly clear explanation of future advocate role.	Pseudonym appropriately used for centre and staff. Language or explanations mostly emphasise early childhood professionalism (industry not used). Mostly clear explanation of future advocate role.	Pseudonym appropriately used for centre and staff. Language or explanations sometimes emphasise early childhood professionalism (industry not used). Mostly clear discussion of future advocate role.	Pseudonym appropriately used for centre and staff. Language or explanations mostly emphasise early childhood professionalism (industry not used). Mostly clear discussion of future advocate role.	Pseudonym appropriately used for centre and staff. Some explanations emphasise early childhood professionalism (industry not used). Sometimes clear discussion of future advocate role.	Pseudonym appropriately used for centre and staff. Limited explanations emphasise early childhood professionalism (industry not used). Sometimes clear discussion of future advocate role.	Pseudonym appropriately used for centre and staff. Limited explanations hint at early childhood professionalism (industry used). Limited discussion of future advocate role.	Pseudonym not used for centre and staff. Limited explanations hint at early childhood professionalism (industry used). No discussion of future advocate role.	Pseudonym not used for centre and staff. Pseudonym not used appropriately. Lack of professionalism in assignment (industry used). No discussion of future advocate role.
LO 5 10 Demonstrate professional responsibility and standards of communication and literacy. Appropriate layout (title, headings, length). Writing easy to read and understand	The assignment was well constructed, no errors and a pleasure to read. No errors within the reference list or with in-text citations. More than 8 references included. Clear strong links between sources and content.	The assignment was well constructed, no errors and a pleasure to read. No errors within the reference list or with in-text citations. More than 7 references included. Strong links between sources and content.	The assignment was well constructed, minor errors and a pleasure to read. Only minor errors within the reference list or with in text citations. More than 6 references included. Strong links between sources and content.	The assignment was well constructed, minor errors and a pleasure to read. Only minor errors within the reference list or with in text citations. 6 references included. Strong links between sources and content.	The assignment was well constructed, some errors and was overall easy to read. A few errors within the reference list or with in-text citations. 5 references included. Clear links between sources and content.	The assignment was well constructed, some errors and mostly easy to read. A few errors within the reference list or with in-text citations. 5 references included. Some clear links between sources and content.	The assignment needed editing due to errors. Some sentences difficult to follow or understand. Errors with the reference list and in-text citations. 4 references included. Some sources did not match the content.	The assignment needed editing due to a number of errors. Some sentences difficult to follow or understand. Errors with the reference list and in-text citations. 4 references were included. Some sources did not match the content.	The assignment needed editing due to many errors. Some sentences difficult to follow or understand. Errors with the reference list and in-text citations. 4 references were included. Sources did not match the content.	The assignment needed lots of editing due to errors. Many sentences difficult to follow or understand. Length was not appropriate. Lots of errors with the reference list and in-text citations. Less than 4 references were included. Sources did not match the content.	The assignment needed lots of editing due to errors. Many sentences difficult to follow or understand and content was lost. Length was not appropriate. Reference list incomplete. In text citations incorrect. Less than 4 references were included. Sources did not match the content.
LO 6 10 Negotiate leader/manager workplace plans for later documenting, implementing and critically reflecting on. Placement goals are SMART.	Placement goals are SMART. Unit learning strongly analysed. Well supported. Own leadership strongly analysed. Well supported.	Placement goals are SMART. Unit learning strongly anlaysed. Mostly supported. Own leadership strongly anlaysed. Mostly supported.	Placement goals are SMART. Unit learning well analysed. Somewhat supported. Own leadership well analysed. Somewhat supported.	Placement goals are SMART. Unit learning analysed. Own leadership analysed.	Placement goals are SMART. Unit learning somewhat analysed. Own leadership somewhat analysed.	Placement goals are SMART. Unit learning beginning to be analysed. Own leadership beginning to be analysed.	Placement goals are SMART. Unit learning clearly discussed. Own leadership clearly discussed.	Placement goals are not SMART. Unit learning described. Own leadership described.	Placement goals are not SMART. Unit learning described. Sometimes discussion unclear. Own leadership described. Sometimes discussion unclear.	Placement goals are not included. Unit learning not well described. Own leadership rarely mentioned.	Placement goals are not included. Unit learning not included. Own leadership not mentioned.

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