Guidelines for first assessment.

1. HCS321
Assessment 1

2. Assessment Item 1
Value: 50%
Due Date: 11th December 2018
(Monday- Week 5)
Length: 2,500

3. Task
The impact of adversity on childhood development may lead
to lifelong problems and impacts on risk, vulnerability and
resilience.
 Explore this statement by considering the key concepts and
theories of childhood development that have been
presented in the subject.
 How might children respond developmentally to adverse
events or experiences regarding their social and emotional
wellbeing?
 Do the contexts of cultural identity, gender, disability, loss
and grief, trauma, displacement/dispossession or social
isolation impact on adversity and the social and emotional
well-being of children?
 Give practical examples of situations to demonstrate how
these contexts may inform a child’s development.

4. The intention of this task is to
demonstrate your ability to
apply theoretical concepts to
contextual information and
identify how children/young
people are both individuals,
members of family and
community and have both
developmental vulnerabilities
and capacities.

5. Learning Outcomes
The following Learning Outcomes are assessed in the task;
 Be able to demonstrate a sound knowledge of children and
young people's social, emotional and psychological
development within cultural and other appropriate frames of
reference such as family and community
 Be able to articulate the likely impact of various forms of
disadvantage and adversity experienced by children, young
people and their carers upon children and young people's
development and the reasons for this
 Be able to identify the practical needs of children, young
people and their carers living in adverse situations, to promote
resilience, or to rehabilitate developmental progression

6. The importance of the marking criteria
 Hint- This is what we mark against
 Your markers for this assignment
are myself and Neil Barber
 If submitted on time your
assignment will be returned to you
within 15 business days

7. Criteria 0-49%
FL Grade
50-64%
PS Grade
65-74%
CR Grade
75-84%
DI Grade
85–100%
HD Grade
Clarity of structure, written expression,
presentation, correct citation, and
referencing.
/10
Writing provides little or no
evidence of
knowledge. Inadequate
citation & referencing.
Little apparent structure.
Very little sign of
imprecise statements.
Consistent approach to
citation & referencing with
few errors.
Logical structure.
Writing provides evidence
of knowledge and good
engaging writing.
Consistent approach to
citation & referencing.
Logical & consistent
structure.
Writing provides strong
evidence of knowledge
and excellent engaging
writing.
Sustained evidence of
correct citation and
referencing
Skilfully crafted, logical
structure.
Writing provides
exceptional evidence of
knowledge and engaging
writing.
Exceptional demonstration
of accurate citation and
referencing.
Exceptionally crafted,
logical structure.
Discusses with consistent and
accurate reference to relevant theories
of social, emotional, and psychological
development and adversity
/15
There is limited evidence
of reading or personal
research on the topic.
Evidence of use of the
subject reading materials
appropriate to the topic
and personal research on
the topic.
Evidence of good use of
the subject reading
materials and beyond
appropriate to the topic
including good personal
research on the topic.
Clear evidence of wide
reading beyond core
subject material and very
good personal research
on the topic.
Evidence of independently
and comprehensively
sourced wide reading
beyond core subject
material and excellent
personal research on the
topic.
Demonstrates the contexts of cultural
identity, gender, disability, loss and
grief, trauma, displacement/
dispossession or social isolation of the
child, family and community supported
by reference to relevant literature
and evidence of a level of relevant
critique of the application of theories
across those contexts
/15
There is limited evidence
that the essay question
has been addressed.
Limited discussion and
critique on the application
of the theories to the
various contexts.
There is evidence that
core aspects of the
question have been
addressed. Some
discussion and critique on
the application of the
theories to the various
contexts.
There is evidence that all
aspects of the question
have been addressed.
Evidence of good and
clear discussion and
critique on the application
of the theories to the
various contexts.
There is evidence that all
aspects of the question
have been addressed in
an engaging
way. Evidence of very
good and in-depth
discussion and critique on
the application of the
theories to the various
contexts.
There is evidence that all
aspects of the question
have been addressed in
an engaging, critical and
creative way. Evidence of
exceptional discussion
and critique on the
application of the theories
to the various contexts.
Demonstrate reasonable hypotheses
about the potential adversities a child
may experience in adolescence and
adulthood as a result of experiencing
adversity and trauma. /10
Little or no evidence of an
understanding of ideas
concepts and principles.
Evidence of a growing
understanding of ideas
concepts and principles.
Evidence of a good
understanding of ideas,
concepts and principles.
There is evidence of a
very good understanding
of ideas, concepts and
principles.
Comprehensive
understanding of ideas,
concepts and principles.

8. General Guidelines
Referencing
 APA6 (https://apps.csu.edu.au/reftool/apa-6)
 You require a minimum of 12-14 references for this
assignment, these can include readings that you have
accessed within the subject.
Presentation
 Please include an; Introduction, body and conclusion in
your paper. Write sentences into structure paragraphs,
lists and dot points are not recommended.
 Ensure that your assignment is not in PDF form

9. ALLAN Support
Types of appointments;
 Email
 Skype
 Phone
Available seven days each week.
 To book an appointment with an ALLaN Adviser:
http://student.csu.edu.au/study
 To receive feedback on a draft assignment:
http://student.csu.edu.au/study/skills/assignmentfeed
back

10. Adobe Drop in Session to Discuss
Assessment 1
Thursday 30th November from 12pm- 1pm
Please also post any questions to the forum,
or leave them in the ‘questions’ box in the
Connect meeting room. These will be
answered on the forum and addressed with
Adobe sessions.

11. Questions