A. The short program is thoughtful and realistic in its articulation and includes:
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The short program includes: an excellent justification for the choice of your topic and why it is an appropriate topic for your service; a comprehensive audit and critical reflection on the use of centre resources to assist in disrupting dominant discourses.
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The short program includes a very good justification for the choice of your topic and why it is an appropriate topic for your centre; an audit and critical reflection on the use of centre resources to assist in disrupting dominant discourses.
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The short program includes a satisfactory justification for the choice of your topic and why it is an appropriate topic for your centre; a satisfactory audit and reflection on the use of centre resources.
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The short program includes a basic justification for the choice of your topic and why it is an appropriate topic for your centre; a basic audit and reflection on the use of centre resources.
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The short program fails to includes a justification for the choice of your topic and why it is an appropriate topic for your centre; and/or fails to include an audit or reflection on the use of centre resources, or shows little understanding of the task.
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B. The activities within the short program demonstrate:
- Contains 3 learning experiences that are relevant and appropriate for exploring the topic
- Examples of questions that could be used to prompt children’s critical thinking about the chosen topic
- A well articulated justification for the three experiences, that draws upon concepts from subject readings and additional literature
/20
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All activities are a pedagogically sound and encourage children’s critical view of the topic;
Questions likely to be highly effective in encouraging children to engage critically with the chosen topic.
The rationale for the three activities demonstrates a strong connection to key concepts from a range of subject readings and additional literature.
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Most activities are pedagogically sound and encourage children’s critical view of the topic
Questions likely to be effective in encouraging children to engage critically with the chosen topic.
The rationale for the three activities demonstrates some connections to key concepts from subject readings and additional literature.
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Some activities are and encourage children’s critical view of the topic
Questions likely to be somewhat effective in encouraging children to engage critically with the chosen topic.
Rationale for the three activities demonstrates a few connections to key concepts from subject readings or additional literature.
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Few activities are pedagogically adequate to encourage and encourage children’s critical view of the topic and/or are informative rather than critically-oriented.
Questions likely to encourage limited critical engagement.
Rationale for the three activities has very few and/or very basic connections to key concepts from subject readings or additional literature.
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Activities are informative only, and are not likely to encourage children’s critical view of the topic
Questions not included, or are unlikely to encourage children to engage critically with the chosen topic.
Rationale for the three activities not included, or has no, or poor connections to the subject readings or additional literature.
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C. Professional reflection
- A well articulated discussion that reflects on your plunge experience and the key ideas raised in the text and modules in light of adopting a socially just approach to teaching.
/10
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The professional reflection is critical and articulates, explores and analyses the plunge and key ideas arising from the subject readings, and implications for socially just approach to teaching in Early Childhood settings.
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The professional reflection includes some analysis of key readings and the plunge experience and highlights some implications for socially just approach to teaching in Early Childhood settings.
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Clearly expresses a detailed and professional reflection on the plunge supported with some key readings. Engages with some implications for a socially just approach to teaching in Early Childhood settings.
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Mentions the plunge and makes basic links to key readings. Offers basic implications for a socially just approach to teaching in Early Childhood settings.
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Very basic discussion of key readings and/or does not consider the plunge experience. Does not discuss connections between the readings and a socially just approach to teaching in Early Childhood settings.
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Tertiary level of writing and referencing
/5
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High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Sustained evidence of correct citation and referencing formats.
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Good level of accuracy and control in articulation of ideas. Mostly logical and coherent text structure. Consistent approach to citation and referencing formats.
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Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised. Few errors in citation and referencing formats.
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Text structure or argument may lack clear organization. Minor spelling, punctuation or grammatical errors. A number of citation and referencing errors throughout.
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Significant number of spelling, punctuation or grammatical errors per page (over 3). Text structure lacks appropriate organisation. Inadequate citation and referencing formats used.
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