CurriculumStudiesinEarlyChildhoodEducation TCHR2003
- Subject Code :
TCHR2003
- University :
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TCHR2003:CurriculumStudiesinEarlyChildhoodEducation (Term1,2025)
Summary
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Title |
Assessment2 |
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Type |
Portfolio |
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DueDate |
Friday,18thApril11:59pmAEST(Week6) |
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Length |
1500words |
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Weighting |
50% |
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Submission |
WorddocumentsubmittedtoTurnitin(forwrittenassessments). |
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UnitLearningOutcomes |
ThisassessmenttaskmapstothefollowingULOs: ULO1:describeandjustifycurriculuminearlychildhoodeducationandcare services ULO2:understandanddemonstrateconceptualknowledgerelatedtokey learning areas for children from birth to five years ULO3:argue,withreferencetotheliterature,howcurriculumkeylearning areascanbeappliedtosupportchildrenslearning ULO4:createandanalyselearningenvironmentsofcurriculumkeylearning areas for childrens development and learning explain the role of the early childhood educator |
Rationale
This unit develops conceptual knowledge of the holistic approach to curriculum in the early childhood setting. There is a focus on an integrated and holistic approach of learning domains for children aged from birth to five years. Students develop childrens conceptual knowledge of these domains, with links made to the Early Years Learning Framework [EYLF] (AGDE, 2022), National Quality Standard [NQS] (ACECQA, 2018) theory and literature.
TaskDescription
Thepurposeofthisassignmentis todevelopdeeperknowledgeandunderstandingofhoweveryday objects, routines, and resources in the early childhood setting can be used to promote childrens learning and development across the learning areas (Australian Curriculum- Foundation year) with links to the EYLF Principles and Practices and Learning Outcomes and NQS QA. It is also important
that early childhood educators have a deep understanding of the role of childrens play in these learning environments to best promote childrens conceptual knowledge in learning areas appropriatetobirthtofiveyears. Assessment2requiresyoutoanalyse1earlychildhoodeducation photo and explain how the environment is used to support childrens learning and development.
Relevant links to theory and key learning areas and the EYLF Principals and Practices will be used to justify the pedagogical approaches used by the educator teacher to support childrens early learning and development.
Task Instructions
Usethetemplate(includingthecoverpage)providedintheAssessment2folderontheTCHR2003 Blackboard Site.
Part1.(USEOFGENERATIVEAI(CHATGPT)PERMITTEDFORTHISPART)
Instructions: Use ChatGPT to generate an image of an Early Childhood Education learning environment (indoororoutdoor).Youmustscreenshot the prompts that you use to create your image and include these as an appendix.The image that you createmusthave a play-based focus, andmustconsider3(three) ofthefollowinglearningdomains:language and literacy, creative arts, physical and emotional wellbeing, history and culture (time, equity and social justice)
Part2(YOUMUSTNOTUSEGENERATIVEAIBEYONDREASONABLELIMITSFORTHISPART)
Analyse how the learning environment in the image that you have created can support children's learning and development by justifying what children can learn within the environment.
Theanalysismustmakerelevantlinksto:
2(two)EYLFPrinciples 2(two)EYLFPractices.
2 (two) relevant EYLF Learning Outcomes,2(two)relevantlinkstotheNQSQAs,and
2(two)linkstospecificdevelopmentaldomains(physical/cognitive/language/social and emotional/creative).
Justify your discussions using theory, the unit content and relevant academic readings.
Part3
Referencing
- APAReferencingstyleisrequiredtobeusedforthistask
- Includeonereferencelistforallresponsesonanewpageattheendoftask
- Aminimumof10(ten)academicsourcesaretobeincludedinthereferencelist
- At a minimum, your sources for this task will include the EYLF v2.0 (AGDE, 2022), NQS (ACECQA,2018),andarangeofbroaderauthoritativeBroaderliteraturemay include contemporary textbooks, peer reviewedarticles, andotherauthoritativesources
Formatting:UseAPA7formattingthroughout(thisincludesindentedparagraphs,double-lined spacing, Times Roman 12-point font).
ReferencingStyleResource
AboutAPA7th-APA7thReferencingGuide-LibraryguidesatSouthernCrossUniversity(scu.edu.au)
Resources
NationalQualityStandardQualityhttps://www.acecqa.gov.au/nqf/national-quality-standard EarlyYearsLearningFrameworkhttps://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Unitmaterialstosupportyoursubmission
The unit workshops will feature guest speakers and will support you to break down the requirementsoftheassessmenttask.Ensurethatyoueitherattendtheseliveorwatchthe recordings as these will set you up for success.
An example of a completed task can be found in the Assessment task folder on the unit Blackboard sire and will be addressed in workshops.
TaskSubmission
Assessment2shouldbesubmittedusingtheTurnitinintheAssessmentsTasks&Submission
sectionontheBlackboardTCHR2003site.
You must label your submission with your surname and initials and the Assessment Tasks name. You must label your submission with your surname and initials and the assessment task's name, e.g: JSmith student number_TCHR2003 Assessment 2.docx
- You are strongly advised to undertake your ownSIMILARITY CHECKvia Turnitin,PRIORto the due date, toidentifyandresolveanyacademicintegrityissuespriortosubmitting-seeSCU Academic Integrity and Turnitin.You can submit up to three times and receive the similaritymatch report immediately after three attempts, youwill needto wait 24 hours.
- It isYOURresponsibilitytoensurethatyouhavesubmittedthecorrectfileandtheFINAL versionof your assessment for markingBEFORE the due date/time.
- Turnit in does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digitalUse the hyperlink to download your digital receipt and store this with your assignment file.
- If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them, so you have evidence of your attempted submission. To avoid any last-minute problems,makesureyousubmitwellbefore11:59pm on the due date.
Pleasenotethatre-submissionsfortheassessmenttasksforthisunitarenotpermittedasperSCUpolicy.
AcademicIntegrity
AtSouthernCrossUniversityacademicintegritymeansbehavingwiththevaluesofhonesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
TheSouthernCrossUniversityAcademicIntegrityFrameworkaimstodevelopaholistic,systematic, and consistent approach to addressing academic integrity across the entire University. For more information see theSCU Academic Integrity Framework
NOTE:Academic Integrity breaches includepoor referencing, not identifying direct quotations correctly,closeparaphrasing,plagiarism,recycling,misrepresentation,collusion,cheating,contract cheating, fabricating information.
Forthisassessmenttask:FullGenAIuseandpurposespecific.
Please ensure you write in your own words and provide appropriate references (APA 7). Then, to furtherrefineyourassessmentyouareallowedtouseAItoolssuchasGrammarlyandCopilotto
checkyourgrammar,spellingandpunctuation,however,youmustacknowledgethatyouhaveused AI for this purpose and provide relevant evidence (e.g., screen shots) in an appendix.
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT,may be usedfor this Assessment Task. If you use GenAI tools, you must use these ethically and acknowledge their use. To find out how to reference GenAI in your work consult the referencing style for your unit viaSCU Libraryreferencing guides. Ifyou are notsure howto,or howmuch you can use GenAI tools inyourstudies, contactmeasyourUnitAssessor.IfyouuseGenAItoolswithoutacknowledgmentitmayresultinan academic integrity breach against you as described in theStudent Academic and Non-AcademicMisconduct Rules, Section 3.
UndertheRules-StudentAcademicandNon-AcademicMisconductRules(Section3)studentshavethe right to Appeal against the Academic Integrity Officers academic misconduct Determination,to the Executive Dean,with that determination being final and conclusive, and not subject to furtherAppeal within the University.Students are not able to appeal against academic misconduct via theUnit Assessor or unit staff.
SpecialConsideration
Please refer to the Special Consideration section of Policyhttps://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.
LateSubmissions&Penalties
PleaserefertotheLateSubmission&PenaltiessectionofPolicyhttps://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 7-10 days for marks to be posted.
Assessment2Rubric(TCHR2003)
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MarkingCriteriaand&allocation |
HighDistinction+ (100%) |
HighDistinction(85-99%) |
Distinction(75-84%) |
Credit (65-74%) |
Pass (50-64%) |
MarginalFail(35-49%) |
Fail (0-49%) |
Notaddressed(0%) |
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Criterion1:Theimagecreatedhas a play-based focus and has considered 3 (three) of the following learning domains: language and literacy, creative arts, physical and emotional wellbeing, history and culture (time,equityandsocialjustice). Thepromptsusedtocreatethe imagehavebeenincludedinan appendix. (25%) |
Theimage demonstratesanexceptionalplay-basedfocus, seamlesslyintegratingall four learning domainswith innovativeandcreativeapproaches.Theselection of prompts is highlyeffective, clearlysupportingthe intendedlearningoutcomes.The appendix is thorough,with detailedand well-organisedpromptsthat offer clear insightintothe designprocess. |
Theimagehasa strongplay- basedfocusand effectivelyincorporatesat least three learningdomains.The promptsused arerelevantand enhancethe educationalvalue of the image.The appendixiswell- structured,providingaclear anddetailed accountofthe promptsused. |
Theimage demonstratesa play-basedapproachand covers at least three learning domains.The promptsare appropriateandsupportthe image'seducationalintent.The appendixincludesall prompts,witha good level of detailand clarity. |
The image has a play-basedfocus andaddressesat least three learningdomains.The promptsare included in the appendix,thoughthere may be some gaps in detail or clarity.The integrationof thelearning domainsis evident but not fully developed. |
Theimage reflectsabasic play-basedapproachand considersat least two learningdomains.The promptsare includedinthe appendixbut maylackdetail or relevance. Theimage meetsthe minimum requirementsbutlacksdepth inconnecting thelearning domains. |
Theimagehasa limitedplay- basedfocusand may only address one or two learning domains.The prompts in the appendixare incomplete,unclear, or not well-connectedto the image's educational objectives.Significantimprovementisneededin aligningthe image with a play-basedapproachandtherequired learningdomains. |
Theimage lacksaplay- basedfocus anddoesnot adequatelyaddressthe requiredlearningdomains.The promptsmay bemissing, irrelevant, or notincludedin theappendix. Thework demonstratesminimalunderstandingofthe criterion. |
No image submittedor the image is entirelyunrelated to a play-basedapproachand thespecified learningdomains.No promptsare includedinthe appendix. |
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Criterion2:Analysisregardinghow the learning environment created cansupportchildren'slearningand development by identifying analysingwhatchildrencanlearn |
Providesan exceptional,insightfulanalysis of howthe |
Presentsa comprehensiveandwell- structured analysisofhow |
Deliversaclear anddetailed analysis of the learning environments |
Providesa satisfactoryanalysisofhow theenvironment supports |
Offers a basic analysisofthe learning environment's rolein |
Theanalysis lacksclarityand provides minimalinsight intohowthe |
Demonstratesasignificant lack of understanding ofthelearning |
No analysis provided.Thesubmissiondoesnot addresshow |
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within the environment. Explanationandjustificationofthe learning that could occur and the pedagogical approaches that the early childhood educator could implement in the environment. (30%) |
learning environmentsupportschildren'slearningand development.Demonstratesdeep, critical analysisof whatchildren canlearn withinthe environment,incorporatingadvancedtheoriesand research. Offersahighly convincingandoriginaljustificationof pedagogicalapproaches,showingcreativity and anexceptional understandingofearly childhoodeducation practices. |
thelearning environment fosterschildren'slearningand development. Shows strong analyticalskillsin identifyinglearning opportunitieswithinthe environment. Justificationof pedagogicalapproachesis clear, and well- considered,demonstratinga deepunderstandingofrelevant practices. |
impact on children'slearningand development.Providesasolid analysisof learning opportunitieswithinthe environment. Thejustification ofpedagogical approachesis thoughtful,demonstratinga goodunderstandingofrelevant practices. |
learningand development,with a basic analysisofwhat childrencan learn.The justificationof pedagogicalapproachesis sound but may lack depth or strongtheoreticalsupport. Demonstratesanadequate understandingofearly childhood practices. |
supportingchildren'sdevelopment.Theanalysisof learningopportunities maybesurface level, with limiteddetail. Justificationof pedagogicalapproachesis presentbutmay be vague or not fully aligned withbest practicesinearly childhoodeducation. |
learning environmentsupportschildren'slearning.The analysisis underdeveloped,andthe justificationof pedagogicalapproachesis weak, with limitedconnectiontopractice. |
environment'srolein supportingdevelopment.Theanalysisof learningopportunitiesis incorrect or missing, and thejustificationof pedagogicalapproachesis absent or irrelevant. |
thelearning environmentsupportschildren'slearningand development,nor does it includeany pedagogicaljustification. |
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Criterion3:Analysishasincluded relevant links to 2 (two) EYLF Principles and 2 (two) EYLF Practices.Relevantlinksto2(two) EYLF Learning Outcomes, 2 (two), 2 (two) relevant links to the NQS QAs, and 2 (two) links to specific developmentaldomains |
Analysis has includedexplicit and highlyrelevantlinks to 2 EYLF Principles, 2 EYLFPractices, 2 EYLF |
Analysishas includedclear andrelevant connectionsto2 EYLFPrinciples,2 EYLFPractices,2 EYLFLearning Outcomes,2 |
Analysiseffectivelylinks to the required EYLFPrinciples, Practices,LearningOutcomes,NQS QAs,and |
Analysishas clearlinkstoat least 2 EYLF Principles,2 EYLFPractices,2 EYLFLearning Outcomes, 2 NQSQAs,and2 |
Analysishas somerelevantlinks to EYLF Principles, Practices,LearningOutcomes,NQS QAs,and |
Analysishasonly limitedor unclear linksto EYLFPrinciples, Practices,LearningOutcomes,NQS QAs,and |
Analysisdemonstratesasignificant lack of understandingof the EYLF, NQS, and developmental |
No analysis provided.Thesubmissiondoesnot addressthe EYLF Principles, Practices, |
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(physical/cognitive/language/socialandemotional/creative)havebeen made. The discussion is supported by theory, the unit content and relevant readings. (30%) |
LearningOutcomes, 2 NQSQAs,and 2 developmentaldomains. Demonstratesexceptional criticalanalysisandsynthesis of theory, unit content, and relevantreadings. Integratescontemporaryresearchand advancedtheoreticalperspectivesseamlessly,showcasing originalityand depthof understanding. |
NQSQAs,and2 developmentaldomains.The discussionis stronglysupportedby relevanttheories,unitcontent, and high-qualityreadings. Demonstratescriticalthinkingand a deep understandingofearly childhood education frameworks. |
developmentaldomains.The discussionis supportedby appropriatetheories, unit content, and readings.Shows goodanalytical skills and asoundunderstandingoftherelevant educational frameworks. |
developmentaldomains.The discussionis supportedby relevanttheory,unit content, andreadings, though depth andcritical analysismaybe limited. Demonstratesacompetentunderstandingofearly childhoodeducation frameworks. |
developmentaldomains.The discussionis supportedby generaltheories andunitcontent but may rely on broador surface-levelconnections.Shows a basic understandingoftheframeworks withlimited criticalanalysis. |
developmentaldomains.The theoreticalsupportisweak or minimally connectedto theunitcontent andreadings. Shows a lack of critical analysis and a limited understandingofeducational frameworks. |
domains.The discussionis largely irrelevant,withfeworno appropriatelinks to the required frameworks.Theoreticalsupportis absent or misapplied,showingminimalengagementwithunit content or readings. |
LearningOutcomes,NQS QAs, developmentaldomains, or relevanttheoreticalsupport. |
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Criterion4 ReferencingandAcademicIntegrity AcademicLiteracyincluding correctwordcount,correctwriting conventions, use of professional language and academic referencing (APA 7thstyle). Aminimumof10academic references included. (15%) |
Flawlessuseof academic writingconventionsandAPA referencingwitha comprehensiverange of high- quality, authoritativesources.All referencesare accurately |
Accurate academicwriting andAPA referencingwith astrongrangeof relevantsources. Very minor formattingerrorsmay be present. Wordcount within+/-10%of the set word count. |
Goodacademic writingandAPA referencingwitha range of appropriatesources,though there may be some errors or inconsistenciesinformatting. Wordcount within +/- 10% ofthesetword count. |
Adequateacademicwritingand referencingwithsomerelevant sources.Some minor and inconsistent errorswith formatting.Wordcount within +/- 10% ofthesetword count. |
Basic academic writingand referencingwith limitedsources. Someerrorsand inconsistencieswithformatting. Wordcount within +/- 10% ofthesetword count. |
Poorstandardof academicwritingandreferencing withconsistent errorsin most/allareas Wordcount significantlyunderorover +/- 10% of the setwordcount for the task |
Significantimprovementneededin academicwritingand referencing. Referencingisabsent, incorrect,orirrelevant |
Notattempted |
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formattedand seamlesslyintegratedinto thecontent. Wordcount within +/- 10% ofthesetword count. |
High Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applyingrelevantskillsandconcepts,andshowsexceptionalabilitytosynthesise,integrateandevaluateknowledge.Thestudentsperformancecouldbedescribedas outstanding in relation to the learning requirements specified.
Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insightand ability in researching, analysing and applyingrelevantskillsandconcepts,andshowsawell-developedabilitytosynthesise, integrateandevaluateknowledge.Thestudentsperformancecouldbedescribed as distinguished in relation to the learning requirements specified.
Credit:
Thestudentsperformance,inadditiontosatisfyingallofthebasiclearningrequirementsspecified,demonstratesinsightandabilityinresearching,analysingandapplying
relevantskillsandconcepts.Thestudentsperformancecouldbedescribedascompetentinrelationtothelearningrequirementsspecified.
Pass:
Thestudentsperformancesatisfiesallofthebasiclearningrequirementsspecifiedandprovidesasoundbasisforproceedingtohigher-levelstudiesinthesubjectarea.
Thestudentsperformancecouldbedescribedassatisfactoryinrelationtothelearningrequirementsspecified.
Fail:
The students performance fails to satisfy the learning requirements specified.
