Examining the ECEC Contexts EDEC28006
- Subject Code :
EDEC28006
ASSESSMENT 1 - PRESENTATION
Weighting:40%
Due:18th April, 11:45pm (AEST)
Word Count:1500-2000 words
Reference list:Minimum 10 references
Following your exploration of policy texts that inform early childhood practice, you are required to complete the following analysis. The policy texts that you are required to examine will be provided on Moodle.
Part A: Drawing on both the principles and practices in the EYLF, you are required to provide a synthesis of the approach/es to curriculum embedded in the EYLF. This synthesis must be supported with key references from the unit. (750 words)
Part B: Several theoretical perspectives inform the EYLF, and these can challenge traditional ways of seeing children, teaching and learning (AGDE, 2022, p. 13). The focus of the second part of this assessment task is on the view of children embedded in the EYLF and the NQS. You are asked to consider the assumptions about children contained in the EYLF and in Quality area 1 of the NQS. (750 - 1000 words)
The synthesis derived from Part A and B will be presented as a PowerPoint with voice over or similar multimedia resources. (750 - 1000 words)
Within this assessment, the use of Gen AI agents is as follows:
Gen AI content can be used to generate ideas and general structures, however, it must be acknowledged in your task. Gen AI is not to be used to create Assessment task content.
ASSESSMENT 1 CRITERIA SHEET: Presentation EDEC28006 Examining the ECEC Contexts, Term 1 2025.
Student:
|
CRITERIA |
HIGH DISTINCTION |
DISTINCTION |
CREDIT |
PASS |
FAIL |
|
Articulates throughsynthesis of the approach/es to curriculum embedded in the EYLF. |
Discerning and articulate synthesis of the approach/es to curriculum embedded in the EYLF. |
Informed and skilful synthesis of the approach/es to curriculum embedded in the EYLF. |
Sound and credible synthesis of the approach/es to curriculum embedded in the EYLF. |
Satisfactory synthesis of the approach/es to curriculum embedded in the EYLF. |
Limited or no understanding ofthe approach/es to curriculum embedded in the EYLF. |
|
Demonstrate knowledge and understanding oftheoretical perspectives that inform the EYLF and Quality area 1 of the NQSthat challenge assumptions about children |
Sophisticated and highly focused awareness and understanding of theoretical perspectives that inform the EYLF and Quality area 1 of the NQSthat challenge assumptions about children |
Discerning and thoughtful awareness and understanding of theoretical perspectives that inform the EYLF and Quality area 1 of the NQSthat challenge assumptions about children |
Reasonable awareness and understanding of theoretical perspectives that inform the EYLF and Quality area 1 of the NQSthat challenge assumptions about children |
Satisfactory evidence of awareness and understanding of theoretical perspectives that inform the EYLF and Quality area 1 of the NQSthat challenge assumptions about children |
Unclear evidence of awareness and understanding theoretical perspectives that inform the EYLF and Quality area 1 of the NQSthat challenge assumptions about children |
|
Appraises perspectives of children embedded in the selected policy text/s to explicate views that impact how teachers work with young children |
Thorough and well-reasoned appraisal of perspectives of children embedded in the selected policy text/s to explicate views that impact how teachers work with young children |
Thorough and coherent appraisal of perspectives of children embedded in the selected policy text/s to explicate views that impact how teachers work with young children |
Credible and sound appraisal of perspectives of children embedded in the selected policy text/s to explicate views that impact how teachers work with young children |
Satisfactory appraisal of perspectives of children embedded in the selected policy text/s to explicate views that impact how teachers work with young children |
No or limited appraisal of perspectives of children embedded in the selected policy text/s to explicate views that impact how teachers work with young children |
|
Student presents information usingauthoritativesources from unit readings and content to back claims and provide justification in accordance with accepted academic conventions including writing, spelling, grammar, paragraphing and accurate use of APA referencing. |
Superior control over information using authoritativesourcesfrom unit readings and content to back claims and provide justification in accordance with accepted academic conventions including writing, spelling, grammar, paragraphing and accurate use of APA referencing. |
Excellent control over information using authoritativesources from unit readings and contentto back claims and provide justification in accordance with accepted academic conventions including writing, spelling, grammar, paragraphing and accurate use of APA referencing. |
Good control over information using authoritativesourcesfrom unit readings and content to back claims and provide justification in accordance with accepted academic conventions including writing, spelling, grammar, paragraphing and accurate use of APA referencing. |
Satisfactory, yet sometimes inconsistent control over information using authoritativesourcesfrom unit readings and content to back claims and provide justification in accordance with accepted academic conventions including writing, spelling, grammar, paragraphing and accurate use of APA referencing. |
Limited control over information using authoritativesources to back claims and provide justification in accordance with accepted academic conventions including writing, spelling, grammar, paragraphing and accurate use of APA referencing. |
|
Sequencing and structure of presentation is concise, intelligible and articulates content to engage the reader
|
Discerning and explicitsequencing and structure of presentation is concise, intelligible and articulates content to engage the reader |
Informed and thoughtful sequencing and structure of presentation is concise, intelligible and articulates content to engage the reader |
Credible and considered sequencing and structure of presentation is concise, intelligible and articulates content to engage the reader |
Reasonable sequencing and structure of presentation is concise, intelligible and articulates content to engage the reader |
Poor sequencing and structure of presentation is concise, intelligible and articulates content to engage the reader |
Overall Grade HD D C P F
Numerical Grade: /50
Overall Grade: Lecturer/Tutor:
Comments:
