Curriculum Studies in Early Childhood Education TCHR2003 assesment
- Subject Code :
TCHR2003
- University :
Southern Cross University Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
TCHR2003: Curriculum Studies in Early Childhood Education (Term 1, 2025)
Summary
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Title |
Assessment 2 |
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Type |
Portfolio |
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Due Date |
13 June 11:59 pm AEST (Week 6) |
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Length |
1500 words |
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Weighting |
50% |
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Submission |
Word document submitted to Turnitin (for written assessments). |
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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 childrens learning ULO4: create and analyse learning environments of curriculum key learning 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.
Task Description
The purpose of this assignment is to develop deeper knowledge and understanding of how everyday objects, routines, and resources in the early childhood setting can be used to promote childrens learning and development across the learning areas 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 appropriate to birth to five years. Assessment 2 requires you to analyse 1 early childhood education 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
Use the template (including the cover page) provided in the Assessment 2 folder on the TCHR2003 Blackboard Site.
Part 1. ( USE OF GENERATIVE AI (CHATGPT) PERMITTED FOR THIS PART)
Instructions: Use ChatGPT to generate an image of an Early Childhood Education learning environment (indoor or outdoor). You must screenshot the prompts that you use to create your image and include these as an appendix. The image that you create must have a play-based focus, and must consider 3 (three) of the following learning domains: language and literacy, creative arts, physical and emotional wellbeing, history and culture (time, equity and social justice)
Part 2 ( YOU MUST NOT USE GENERATIVE AI BEYOND REASONABLE LIMITS FOR THIS PART)
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.
The analysis must make relevant links to:
2 (two) EYLF Principles 2 (two) EYLF Practices .
2 (two) relevant EYLF Learning Outcomes , 2 (two) relevant links to the NQS QAs , and
2 (two) links to specific developmental domains (physical/cognitive/language/social and emotional/creative).
Justify your discussions using theory, the unit content and relevant academic readings.
Part 3
Referencing
- APAReferencing style is required to be used for this task
- Includeone reference list for all responses on a new page at the end of task
- Aminimum of 10 (ten) academic sources are to be included in the reference list
- At a minimum, your sources for this task will include the EYLF v2.0 (AGDE, 2022), NQS (ACECQA, 2018), and a range of broader authoritative Broader literature may include contemporary textbooks, peer reviewed articles, and other authoritative sources
Formatting: Use APA 7 formatting throughout (this includes indented paragraphs, double-lined spacing, Times Roman 12-point font).
Referencing Style Resource
About APA 7th - APA 7th Referencing Guide - Library guides at Southern Cross University (scu.edu.au)
Resources
National Quality Standard Quality https://www.acecqa.gov.au/nqf/national-quality-standard
Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022- V2.0.pdf
Unit materials to support your submission
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. Please also revisit workshop/tutorial recordings as required.
Task Submission
Assessment 2 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 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 own SIMILARITY CHECK via Turnitin, PRIOR to thedue date, to identify and resolve any academic integrity issues prior to submitting - see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately after three attempts, you will need to wait 24 hours.
- Itis YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time .
- Turnitin 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 uploadedsuccessfully: Download digital Use 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, make sure you submit well before 11:59pm on the due date.
Please note that re-submissions for the assessment tasks for this unit are not permitted as per SCU policy.
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.
For this assessment task: Full GenAI use and purpose specific.
Please ensure you write in your own words and provide appropriate references (APA 7). Then, to further refine your assessment you are allowed to use AI tools such as Grammarly and Copilot to
check your grammar, spelling and punctuation, however, you must acknowledge that you have used 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 used for 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 via SCU Library referencing guides. If you are not sure how to, or how much you can use GenAI tools in your studies, contact me as your Unit Assessor. If you use GenAI tools without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Under the Rules - Student Academic and Non-Academic Misconduct Rules (Section 3) students have the 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 further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.
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 7-10 days for marks to be posted.
Please note that re-submissions are not permitted for this unit as per SCU policy .
Description of Grades
continued on next page
Assessment 2 Rubric (TCHR2003)
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Marking Criteria and & allocation |
High Distinction + (100%) |
High Distinction (85-99%) |
Distinction (75-84%) |
Credit (65- 74%) |
Pass (50- 64%) |
Marginal Fail (35-49%) |
Fail (0- 49%) |
Not addressed (0%) |
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Criterion 1: The image created has 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, equity and social justice). The prompts used to create the image have been included in an appendix. (25%) |
The image demonstrates an exceptional play-based focus, seamlessly integrating all four learning domains with innovative and creative approaches. The selection of prompts is highly effective, clearly supporting the intended learning outcomes. The appendix is thorough, with detailed and well-organised prompts that offer clear insight into the design process. |
The image has a strong play- based focus and effectively incorporates at least three learning domains. The prompts used are relevant and enhance the educational value of the image. The appendix is well- structured, providing a clear and detailed account of the prompts used. |
The image demonstrates a play-based approach and covers at least three learning domains. The prompts are appropriate and support the image's educational intent. The appendix includes all prompts, with a good level of detail and clarity. |
The image has a play-based focus and addresses at least three learning domains. The prompts are included in the appendix, though there may be some gaps in detail or clarity. The integration of the learning domains is evident but not fully developed. |
The image reflects a basic play-based approach and considers at least two learning domains. The prompts are included in the appendix but may lack detail or relevance. The image meets the minimum requirements but lacks depth in connecting the learning domains. |
The image has a limited play- based focus and may only address one or two learning domains. The prompts in the appendix are incomplete, unclear, or not well-connected to the image's educational objectives. Significant improvement is needed in aligning the image with a play-based approach and the required learning domains. |
The image lacks a play- based focus and does not adequately address the required learning domains. The prompts may be missing, irrelevant, or not included in the appendix. The work demonstrates minimal understanding of the criterion. |
No image submitted or the image is entirely unrelated to a play-based approach and the specified learning domains. No prompts are included in the appendix. |
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Criterion 2 : Analysis regarding how the learning environment created can support children's learning and development by identifying analysing what children can learn |
Provides an exceptional, insightful analysis of how the |
Presents a comprehensive and well- structured analysis of how |
Delivers a clear and detailed analysis of the learning environments |
Provides a satisfactory analysis of how the environment supports |
Offers a basic analysis of the learning environment's role in |
The analysis lacks clarity and provides minimal insight into how the |
Demonstrates a significant lack of understanding of the learning |
No analysis provided. The submission does not address how |
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within the environment. Explanation and justification of the learning that could occur and the pedagogical approaches that the early childhood educator could implement in the environment. (30%) |
learning environment supports children's learning and development. Demonstrates deep, critical analysis of what children can learn within the environment, incorporating advanced theories and research. Offers a highly convincing and original justification of pedagogical approaches, showing creativity and an exceptional understanding of early childhood education practices. |
the learning environment fosters children's learning and development. Shows strong analytical skills in identifying learning opportunities within the environment. Justification of pedagogical approaches is clear, and well- considered, demonstrating a deep understanding of relevant practices. |
impact on children's learning and development. Provides a solid analysis of learning opportunities within the environment. The justification of pedagogical approaches is thoughtful, demonstrating a good understanding of relevant practices. |
learning and development, with a basic analysis of what children can learn. The justification of pedagogical approaches is sound but may lack depth or strong theoretical support. Demonstrates an adequate understanding of early childhood practices. |
supporting children's development. The analysis of learning opportunities may be surface level, with limited detail. Justification of pedagogical approaches is present but may be vague or not fully aligned with best practices in early childhood education. |
learning environment supports children's learning. The analysis is underdeveloped, and the justification of pedagogical approaches is weak, with limited connection to practice. |
environment's role in supporting development. The analysis of learning opportunities is incorrect or missing, and the justification of pedagogical approaches is absent or irrelevant. |
the learning environment supports children's learning and development, nor does it include any pedagogical justification. |
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Criterion 3: Analysis has included relevant links to 2 (two) EYLF Principles and 2 (two) EYLF Practices. Relevant links to 2 (two) EYLF Learning Outcomes, 2 (two), 2 (two) relevant links to the NQS QAs, and 2 (two) links to specific developmental domains |
Analysis has included explicit and highly relevant links to 2 EYLF Principles, 2 EYLF Practices, 2 EYLF |
Analysis has included clear and relevant connections to 2 EYLF Principles, 2 EYLF Practices, 2 EYLF Learning Outcomes, 2 |
Analysis effectively links to the required EYLF Principles, Practices, Learning Outcomes, NQS QAs, and |
Analysis has clear links to at least 2 EYLF Principles, 2 EYLF Practices, 2 EYLF Learning Outcomes, 2 NQS QAs, and 2 |
Analysis has some relevant links to EYLF Principles, Practices, Learning Outcomes, NQS QAs, and |
Analysis has only limited or unclear links to EYLF Principles, Practices, Learning Outcomes, NQS QAs, and |
Analysis demonstrates a significant lack of understanding of the EYLF, NQS, and developmental |
No analysis provided. The submission does not address the EYLF Principles, Practices, |
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(physical/cognitive/language/social and emotional/creative) have been made. The discussion is supported by theory, the unit content and relevant readings. (30%) |
Learning Outcomes, 2 NQS QAs, and 2 developmental domains. Demonstrates exceptional critical analysis and synthesis of theory, unit content, and relevant readings. Integrates contemporary research and advanced theoretical perspectives seamlessly, showcasing originality and depth of understanding. |
NQS QAs, and 2 developmental domains. The discussion is strongly supported by relevant theories, unit content, and high-quality readings. Demonstrates critical thinking and a deep understanding of early childhood education frameworks. |
developmental domains. The discussion is supported by appropriate theories, unit content, and readings. Shows good analytical skills and a sound understanding of the relevant educational frameworks. |
developmental domains. The discussion is supported by relevant theory, unit content, and readings, though depth and critical analysis may be limited. Demonstrates a competent understanding of early childhood education frameworks. |
developmental domains. The discussion is supported by general theories and unit content but may rely on broad or surface-level connections. Shows a basic understanding of the frameworks with limited critical analysis. |
developmental domains. The theoretical support is weak or minimally connected to the unit content and readings. Shows a lack of critical analysis and a limited understanding of educational frameworks. |
domains. The discussion is largely irrelevant, with few or no appropriate links to the required frameworks. Theoretical support is absent or misapplied, showing minimal engagement with unit content or readings. |
Learning Outcomes, NQS QAs, developmental domains, or relevant theoretical support. |
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Criterion 4 Referencing and Academic Integrity Academic Literacy including correct word count, correct writing conventions, use of professional language and academic referencing (APA 7th style). A minimum of 10 academic references included. (15%) |
Flawless use of academic writing conventions and APA referencing with a comprehensive range of high- quality, authoritative sources. All references are accurately |
Accurate academic writing and APA referencing with a strong range of relevant sources. Very minor formatting errors may be present. Word count within +/- 10% of the set word count. |
Good academic writing and APA referencing with a range of appropriate sources, though there may be some errors or inconsistencies in formatting. Word count within +/- 10% of the set word count. |
Adequate academic writing and referencing with some relevant sources. Some minor and inconsistent errors with formatting. Word count within +/- 10% of the set word count. |
Basic academic writing and referencing with limited sources. Some errors and inconsistencies with formatting. Word count within +/- 10% of the set word count. |
Poor standard of academic writing and referencing with consistent errors in most/all areas Word count significantly under or over +/- 10% of the set word count for the task |
Significant improvement needed in academic writing and referencing. Referencing is absent, incorrect, or irrelevant |
Not attempted |
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formatted and seamlessly integrated into the content. Word count within +/- 10% of the set word 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 applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The students 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 students performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The students 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 students performance could be described as competent in relation to the learning requirements specified.
Pass:
The students 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 students performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The students performance fails to satisfy the learning requirements specified.
