the Case Study to use is the documentary in my blood it runs. Please follow instructions on the documents attached
https://www.netflix.com/au/title/81465127?source=35
Assessment Task 2: Essay Learning Task and Assessment: Learning outcome assessed Learning Task Assessment Type Weighting (range) 2. K1, K2, S1, S2, A1, A3 Demonstrate a critical understanding of key theoretical constructs which underpin family processes. Essay 30 – 45% Due Date: 17 October 2022, 23:59 Value: 40% Rationale for the Task: The task will address the following Learning Outcomes: K1. Critically analyse the ways in which global and national social, cultural and political structures and institutions can create, maintain and enhance privilege and power, and can oppress, marginalise and alienate individuals, groups and communities. K2. Evaluate and appraise the intergenerational impact on Indigenous and Aboriginal and Torres Strait Islander (ATSI) and First Nations People and communities of racism and oppression, and the legacy arising from colonisation, dispossession and the Stolen Generations’ experience. Skills (List as S1, S2 etc.) S1. Identify linkages between situation/problem and life conditions, with particular attention to issues of power, oppression and discrimination. S2. Critique the potential discriminatory aspects of legislation, policy and practice in Australian institutions, and articulate how these aspects impact on children and families. Application of knowledge and skills (List as A1, A2 etc.) A1. Demonstrate a critical appreciation of research informed analysis of case studies/scenarios, and evidence-based practice. A3. Apply initiative and judgments in planning, problem solving and decision-making. Details of task: Word limit: 2500 words (+/- 10%) ● Students will apply the 5 aspects of Bronfenbrenner’s ecological systems framework (micro, meso, exo, macro, chrono) to a case study analysis (to be provided)/ In order to undertake this case study analysis, the focus of this assessment task is to: o Identify ONE relevant aspect of each level of the child’s ecological system (microsystem, mesosytem, exosystem, macrosystem, chronosystem) relevant to their current situation o Critically discuss each of your five chosen aspects through an engagement with relevant peer-reviewed literature, to demonstrate evidence-informed analysis of the child’s current situation (a minimum of TWO different articles per ecological system level). ● This written piece provides you with an opportunity to engage with relevant peer-reviewed journal articles/book chapters, and where relevant other evidence-based literature such as industry-based reports, in your critical analysis of the child’s ecological systems framework. ● Students will identify a relevant aspect of each level of the ecological framework, which they think allows them to engage meaningfully with credible peer-reviewed literature, and contribute to developing evidence-informed insights about the child’s current situation. ● The case study has been specifically developed to provide multiple relevant aspects for each level of the ecological framework. Different students might choose different examples. ● Students should draw upon at least 2 peer-reviewed journal articles or book chapters in relevant textbooks to show engagement with theoretical/evidence-based research literature at each of the five levels on your ecological framework. Students will therefore need to include at least 10 references in their reference list. ● The peer-reviewed journal articles or book chapters do not necessarily need to explicitly name and focus on the systems level. For example, if a student is focusing on the microsystem level of “peers,” they do not necessarily need to source references which engage with ecological systems theory explicitly, and refer to the microsystem. You may find it more relevant to engage with resources which speak about how peer engagement influences a child’s development/well-being – ensuring that you select resources which reflect the particular circumstances of the child in the case study. ● Structure and word length: Students should divide their 2500 words evenly between the five systems levels (a total of 2,000 words - 400 words each systems level; references NOT included in word count), and their introduction/conclusion paragraphs (250 words each). They are expected to provide a brief, concise definition of each systems level in the introductory paragraph. The concluding paragraph should be used to integrate key points. ● Students DO NOT need to provide a summary of the case. Students should use their word count on critically discussing ecological systems in relation to evidence-based literature relating to the case study (rather than on extended summaries of the case study, or definitions of systems levels). ● The following core reading has been chosen to inform the development of this assessment task: Paat, Y. (2013) “Working with immigrant children and their families: An application of Bronfenbrenner’s ecological systems theory” Journal of Human Behaviour in the Social Environment (23), 954-966. ● Each of the 5 aspects is worth 7 marks (total 35 marks) includes referencing, adherence to APA and writing standards, structure and flow, credibility of sources within each sub- section). 5 marks will be allocated to the introduction and conclusion paragraphs of the essay. Marking matrix included at the end of this document. Rationale for Task: This task addresses the following Learning Outcomes: K1. Demonstrate an awareness of the ways in which global and national, social, cultural and political structures and institutions can create, maintain and enhance privilege and power, and can oppress, marginalise and alienate individuals, groups and communities. K2. Demonstrate an understanding of the intergenerational impact on Aboriginal and Torres Strait Islander peoples of racism and oppression, and the legacy arising from colonisation, dispossession and the Stolen Generations’ experience. S1. Identify linkages between situation/problem and life conditions, with particular attention to issues of oppression and discrimination. S2. Critique the potential discriminatory aspects of legislation, policy and practice in Australian institutions, and articulate how these aspects impact on children and families A1. Demonstrate a critical appreciation of research informed analysis of case studies/scenarios, and evidence-based practice. A3. Apply initiative and judgments in planning, problem solving and decision-making Marking Criteria for Written Piece (Application of Ecological Systems Theory to Case Study) High Distinction Distinction Credit Pass Fail Students’ written responses to each of the five levels (micro, meso, exo, macro, chrono) will be assessed on the following criteria (7 marks each) Demonstrates a high level understanding of the system level under explication, and high level capacity to critically discuss a relevant aspect through engagement with high quality relevant literature. Presents a high level of skill in Demonstrates a strong understanding of the system level under explication, and strong capacity to critically discuss a relevant aspect through engagement with strong quality relevant literature. Indicates advanced recognition of Demonstrates a moderate understanding of the system level under explication, and moderate capacity to critically discuss a relevant aspect through engagement with relevant literature. Demonstrates a basic level understanding of the system level under explication, and basic level capacity to critically discuss a relevant aspect through engagement relevant literature. Unable to demonstrate understanding of the system level under explication, and lacks capacity to critically discuss a relevant aspect through engagement with relevant literature. Writing &/or structure &/or articulating and presenting ideas / issues in a clear and concise way. Very high level research with high quality peer reviewed academic sources, with excellent integration of literature to argument. academic register in writing (eg diction) and analysis of material. Very good research skills, using predominantly quality relevant academic sources, with very good integration of literature to argument. Presents moderate level of writing skill. An obvious attempt at formal academic expression, but is lacking analysis Reasonable research skills, with reasonable integration of literature to argument. Writing, structure, syntax & presentation is inconsistent. Mostly description rather than evaluation & discussion or not well supported by evidence; limited integration of material. Low level research skills, with an overall reliance on poor quality sources. Inconsistent integration of literature to argument. presentation is/are poor. The paper is hard to read due to consistent syntax and/or language errors. Research reflects poor quality sources, and/or inadequate number of sources. Consistently poor integration of literature to argument. Introductory and concluding paragraphs. Introductory paragraph outlining the purpose of the essay, and offering concise definitions for each systems level. Concluding paragraph integrates key points. (5 marks) Presents a high level of skill in articulating and presenting ideas / issues in a clear and concise way. Presents a very good level of level of skill in articulating and presenting ideas / issues in a clear and concise way. Presents good level of skill in articulating and presenting ideas / issues in a clear and concise way. Presents adequate level of skill in articulating and presenting ideas / issues in a clear and concise way. Presents inadequate level of skill in articulating and presenting ideas / issues in a clear and concise way.