Assessment 3: Creating a Movement Experience

Assessment 3: Creating a Movement Experience

Criteria

ObservationHigh Distinction (HD 80 - 100%)

Student has engaged in close and reflective observation of the children, or those in the videos.

Distinction (D 70 - 79%)

Student has engaged in close observation of the children, or those in the videos.

AnalysisHigh Distinction (HD 80 - 100%)

Children's movement and interactions have been deeply understood and clearly explained.

Distinction (D 70 - 79%)

The planned experience is appropriate, valuable and engaging for the chosen age group and related to the observations and analysis.

Reflection/ RationaleHigh Distinction (HD 80 - 100%)

Student has included clear and considered insights related to children's movement and how the planned experience links with knowledge learned in the unit.

Shows evidence of detailed critical reflection and considers multiple understandings of movement

Engaged in informed discussion of how moving with children has specific place based and political origins and implications.

Distinction (D 70 - 79%)

Student has included clear insights related to children's movement and how the planned experience links with knowledge learned in the unit.

Shows evidence of reflection and considers multiple understandings of movement

Discusses how moving with children has specific place based and political origins and implications.

Integration of unit materialsHigh Distinction (HD 80 - 100%)

Refers directly to a number of ideas from articles, readings, class discussions, and podcasts. This demonstrates appropriate connection to, and further the student's discussion

Unit materials are applied, clarified and extended throughout.Refers to at least two resources from the unit, and an early years framework.

Distinction (D 70 - 79%)

Refers directly to ideas from articles, readings, class discussions, and podcasts Unit materials are applied clarified and extended.

Refers to at least two resources including an early years learning framework

Clarity and communication (video presentation OR written)

High Distinction (HD 80 - 100%)

Writing style/presentation script is clear, engaging, and well-editedWrites/speaks with clarity and fluency and is mostly error-free.

Distinction (D 70 - 79%)

Writing/presentation style is engaging, and well-edited

Writes with clarity and is mostly error-free.

ReferencingHigh Distinction (HD 80 - 100%)

Referenced all resources correctly using Harvard referencing

Distinction (D 70 - 79%)

Referenced all resources using Harvard referencing with minimal errors

A3:Creating a Curricular Experience with Moving

Key Assessment Information

Develop a curricular experience for children that could be used in an early learning setting.WrittenApproximately 900

wordsDueTuesday 20th September by 11pm sydney,Australian time

The purpose of this assessment task is to:

LO 2: Articulate what capable children can do with their bodies across early childhood settings.

LO 3: Design curriculum reflective of moving with children that is complex, ethical, and political.

ASSESSMENT STRUCTURE

For this project, you will develop a curricular experience for children that could be used in an early learning setting. You will present your curricular experience, and your reflections on how it unfolded via awritten and/or video presentation.

Optional Videos for observation

VIDEO 1:BUSH KINDER exploring nature woodlands historic park Craigieburn kindergarten - Hothlyn Drive Childcare - CraigieburnBUSH KINDER exploring nature woodlands historic park craigieburn kindergarten - YouTubeVIDEO 2:The Land - New Day Films - Children, Youth, & Families - Anthropology - New Day FilmsThe Land - New Day Films - Children, Youth, & Families - Anthropology - YouTube RISKY PLAY

INSTRUCTIONS WITH SUB-INSTRUCTIONS

To get started on your assessment task, please follow the below instructions. Use this template to help stay on track: AT3see attachment

Observe & Record (over time) (You can use the children you work with or choose one video from the assessment resources.)

Please note, when we say "observation" here, we don't mean "write a single observation" in the way that is possibly used at your centre to write down what you see happening in a particular moment in time (eg Story Park, anecdotal observation, running record etc). We use the term to describenoticing "across time"for a bigger picture.

For those working in ECE we want you to notice what is happening over time. With the guiding question "how do children move in my classroom/home" and the additional prompts above in your mind, notice what is happening across the day/s. When you see something interesting in relation to movement, make a written (or voice recorded) note of it. This is the collection of the "data", or a collection of what you have observed or noticed.

Begin by noticinghow children move in your classroom, or in the videos provided:-their physical movement-their interactions with space and place-their relationships with other children, adults and animals.

What patterns, connections, relationships, places, and materials are part of childrens movement here?

Write down in full sentences the significant, important or interesting things that you have observed.

Analysis

Reflect on these storiesin your collection of notes (observations)

Draw on the knowledge you have gained throughout the unit (the weekly discussion posts, readings, podcasts, the developmental milestones and early childhood frameworks and other class content). Eg.moving as political.

Make connectionsbetween your observations and your learning from the unit so far.What do you think you have learnt about the children's movement in your observations?

Make sure that you include:

the most interesting or important things that you notice

then what you think thismeansorwhythis is important.

Whilst we might ask ourselves, "Is there anyone missing out," or "Is there anything that is stopping movement?" (critical lens/theory), we'renotlooking for what childrencan'tdo. We're looking atwhat children can doand are showing us they are ready to learn (strength based practice).

Planning

Thinking about your analysis above, develop a well thought out experience or collection of experiences or provocations that are:

clearly relevant to the chosen group of children

considering movement through and with place.

is descriptive and specific enough that someone reading your work will be able to implement this experience and will know why they are doing it.

Be very clear on:

what possibilities for movement are generated from your experience

why these possibilities are important

what possibilities for learning are made available through this experience.

Rationale:You must justifywhyyou have planned this experience.

How does it link with what you have observed?

How does it take into account place and space?

How is it appropriate for the chosen age group?

How does this link to the theories and research we've been looking at in class. For example: I will ...(set up), in order to ... (for what purpose) because ... (why)

Aminimumof 2 academic references from the unit material, (plus EYLF/VEYLDF in addition).

see attachments references

Ensure you have consulted theVU Harvard Referencing Style Guidefor bothin-text citationsandareference list(Please note, this is not a bibliography. Only list the references youhave used in your in-text citations.)please attach references in a separateWORD DOC

Implementation

Wherever possible, please implement your experience and be ready to reflect on the experience with the class.

Presentation paperorLink to your video presentation (uploaded to somewhere such as YouTube)

Reference list

ASSESSMENT CRITERIA

The following levels of criteria will be used to grade this assessment task:

Criterion 1: Observations

Criterion 2: Analysis

Criterion 3: Planning

Criterion 4: Reflection and rationale

Criterion 5: Integration of unit materials

Criterion 6: Clarity and communication (video or written)

Criterion 7: Referencing