This assessment requires video to be watched, i will share the link to the video in the chat. Please use EYLF version 2.
Faculty of Education ASSESSMENT 1 TASK COVER SHEET Unit Code: Unit Name: Assessment title: Student Name: Student ID: Unit Assessor: Tutor: Due Date: Date Submitted: Use of GenAI Yes I have used GenAI □ Type of GenAI used (please tick all that apply) · I have used Premium Grammarly □ · I have used Co-Pilot □ · I have used other GenAI (please explain) □ No I have not used GenAI □ If you have special consideration, please provide a copy of the approval letter. www.scu.edu.au Lismore Coffs Harbour Gold Coast PO Box 157, Lismore NSW 2480 Australia Hogbin Drive, Coffs Harbour NSW 2450 Australia Locked Mail Bag 4, Coolangatta QLD 4225 Australia T +61 2 6620 3000 F +61 2 6620 3700 T +61 2 6659 3777 T +61 7 5589 3000 F +61 7 5589 3700 CRICOS Provider 01241G TCHR2003: Curriculum Studies in Early Childhood Education (Term 3, 2024) Summary Title Assessment 1 Type Critical Review Due Date Friday, 19 July 11:59 pm AEST/AEDT (Week 3) Length 1500 words Weighting 50% Academic Integrity (See below for limits of use where GenAI is permitted) Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. Submission Word document submitted to Turnitin (for written assessments). Unit Learning Outcomes This assessment task maps to the following ULOs: ULO1: describe and justify curriculum in early childhood education and care services ULO2: understand and demonstrate conceptual knowledge related to key learning areas for children from birth to five years ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning ULO4: create and analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early childhood educator Rationale This unit develops conceptual knowledge of the holistic and integrated approach to curriculum in the early childhood setting for children aged from birth to five years. Students learn about the importance of play, the Early Years Learning Framework (EYLF) (2022), National Quality Standard (ACECQA, 2020) and use an integrated approach of the learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts). Task Description As an early childhood educator, it is important that you have a good understanding of theory, Early Childhood curriculum framework (EYLF), National Quality Standard (NQF), and Australian Curriculum Foundation year) and to be able to justify how early childhood educators use play to plan and implement curriculum for young children in early childhood settings. Assessment 1 requires you define curriculum in early childhood education, discuss how educators use play to implement the curriculum and critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas (QA), and Australian Curriculum Learning Areas (Foundation Year). This assessment task will enable you to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts. Note: For this unit, the terms educator and teacher are interchangeable. Task Instructions Write a critical response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts. 1. Define what curriculum means in early childhood education and provide a rationale for your statement using the unit content and readings to support your discussion (100 words). 2. Discuss how educators use children’s play to plan and implement curriculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, using the unit content and readings to support your discussion (500 words). 3. Observe the teacher and children's interactions during an early childhood activity in the video provided in the Assessment 1 folder. a) Identify and discuss relevant EYLF Principles and Practices the educator is using to promote children’s learning and make relevant links to the NQS Quality Areas (300 words). b) Identify 2 relevant EYLF Learning Outcomes the children are learning during the activity. Describe a relevant example of what you see in the video that demonstrates the EYLF Learning Outcomes (300 words). c) Identify 2 relevant Learning Areas (Australian Curriculum, Foundation Year, with relevant content description codes) this activity may be covering and describe an example from the video, for each of your selected Learning Areas (300 words). · Use APA 7 referencing throughout and double-lined spacing, Times Roman 12-point Font. Resources NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/national-quality-standard https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf ACARA = Australian Curriculum, Assessment, and reporting Authority https://v9.australiancurriculum.edu.au/ Referencing Style Resource About APA 7th - APA 7th Referencing Guide - Library guides at Southern Cross University (scu.edu.au) Task Submission Assessment 1 should be submitted using the Turnitin in the Assessments Tasks & Submission section on the Blackboard TCHR2003 site. You must label your submission with your surname and initials and the Assessment Task’s name. You must label your submission with your surname and initials and the assessment task's name, e.g: JSmith student number _TCHR2003 Assessment 1.docx Academic Integrity At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information. GenAI May Not be Used Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. Special Consideration Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140 Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their My Enrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. Late Submissions & Penalties Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255 Grades & Feedback Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7 days for marks to be posted. Please note that re-submissions are not permitted for this unit as per SCU policy. Assessment Grade Descriptions … continued on next page… 2 TCHR2003 Curriculum Studies in Early Childhood Education Description of SCU Grades High Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified. Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified. Credit: The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified. Pass: The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified. Fail: The student’s performance fails to satisfy the learning requirements specified. Assessment 1 (TCHR2003, Term 3, 2024) Criteria HD + (100%) HD (85-99%) D (75-84%) C (65-74%) P (50-64%) Marginal Fail (35-49%) Fail (1-34%) Absent Fail (0%) 1. Define what curriculum means in early childhood education and provide a rationale for your statement using unit content to support your discussion. 10% Excellent definition and rationale provided for early childhood education curriculum. Without any errors. Outstanding definition and rationale provided for early childhood education curriculum Very good definition and rationale provided for early childhood education curriculum. Good definition and rationale provided for early childhood education curriculum. Satisfactory definition and rationale provided for early childhood education curriculum. Limited definition and rationale provided for early childhood education curriculum. Very limited or no definition and rationale provided for early childhood education curriculum. Not attempted 2. Discuss and justify how educators use children’s play to plan and implement curriculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, relevant references from the unit to support your discussion. 20% Discussion and justification are excellent on how educators use play to plan and implement early childhood curriculum with relevant references. Without any errors. Discussion and justification are outstanding on how educators use play to plan and implement early childhood curriculum with relevant references. Discussion and justification are very good on how educators use play to plan and implement early childhood curriculum with relevant references. Discussion and justification are good on how educators use play to plan and implement early childhood curriculum with relevant references. Discussion and justification are satisfactory on how educators use play to plan and implement early childhood curriculum with relevant references. Limited discussion and justification on how educators use play to plan and implement early childhood curriculum with relevant references. Very limited or no discussion and justification on how educators use play to plan and implement early childhood curriculum with relevant references. Not attempted 3. Critical review of video: a) Discuss the EYLF Practices and Principles the educator is using to promote children’s learning and make relevant links to NQS QA. b) Identify 2 EYLF Learning Outcomes the children are learning during the activity. Describe a relevant example of what you see in the video that demonstrates the EYLF Learning Outcomes. c) Identify 2 Learning Areas (Australian Curriculum, Foundation year, & relevant content descriptor codes) this activity may be covering, and describe an example from the video, for each of your selected Learning Areas. 60% Excellent critical review of video regarding: · EYLF Principles & Practices used by the educator and NQS QA. · Identifying 2 EYLF Learning Outcomes · Identifying 2 appropriate Learning Areas (Australian Curriculum) Using appropriate examples from the video. Without any errors. Outstanding critical review of video regarding: · EYLF Principles & Practices used by the educator and NQS QA. · Identifying 2 EYLF Learning Outcomes · Identifying 2 appropriate Learning Areas (Australian Curriculum) Using appropriate examples from the video. Very good critical review of video regarding: · EYLF Principles & Practices used by the educator and NQS QA. · Identifying 2 EYLF Learning Outcomes · Identifying 2 appropriate Learning Areas (Australian Curriculum) Using appropriate examples from the video. Good critical review of video regarding: · EYLF Principles & Practices used by the educator and NQS QA. · Identifying 2 EYLF Learning Outcomes · Identifying 2 appropriate Learning Areas (Australian Curriculum) Using appropriate examples from the video. Satisfactory critical review of video regarding: · EYLF Principles & Practices used by the educator and NQS QA. · Identifying 2 EYLF Learning Outcomes · Identifying 2 appropriate Learning Areas (Australian Curriculum) Using appropriate examples from the video. Limited critical review of video regarding: · EYLF Principles & Practices used by the educator and NQS QA. · Identifying EYLF Learning Outcomes · Identifying appropriate Learning Areas (Australian Curriculum) Limited use of appropriate examples from the video. Very limited or no critical review of video regarding: · EYLF Principles & Practices used by the educator and NQS QA. · Identifying EYLF Learning Outcomes · Identifying appropriate Learning Areas (Australian Curriculum) No use of appropriate examples from the video. Not attempted 4. Standard of writing and presentation: spelling, punctuation, grammar, paragraph structure, APA 7th referencing style. The essay is well supported by appropriate research literature and references (NQS, EYLF, ACARA). 10% Excellent standard of writing, presentation, and use of appropriate references. Without any errors. Outstanding standard of writing, presentation, and use of appropriate references. Very good standard of writing, presentation, and use of appropriate references. Good standard of writing, presentation, and use of appropriate references. Satisfactory standard of writing, presentation, and use of appropriate references. Poor standard of writing, presentation, and limited or no use of appropriate references. Very Poor standard of writing, presentation, and limited or no use of appropriate references. Not attempted 2