GDECE 108 Professional Teaching Practice 2: Assessment 2 (Professional ePortfolio - 1500 words, 30% weight)

GDECE 108 Professional Teaching Practice 2: Assessment 2 (Professional ePortfolio - 1500 words, 30% weight)

Task description:

Following the early years learning framework planning cycle (Australian Government Department of Education [AGDE], 2022), develop 2 lesson plans or learning experiences for children based on assessment of two observation reports from your placement. Drawing on principles and practices of early childhood pedagogy (AGDE, 2022), plan the learning experiences with emphasis on dance, music, drama, visual arts, and media arts.

Task Instruction:

Assess the two observation reports from your placement, using references from documents of learning frameworks

(EYLF/VEYLDF/NQF/NQS), theories of childrens learning and development, and a range of relevant research and literature.

Plan 2 learning experiences (lesson plans) based on assessment and analysis of the observation report for children from 3-5.

Implement the two lesson plans and evaluate your learning experiences with critical reflection on in-depth analysis of childrens learning, new areas of interests as well as future improvements. Your analysis needs to be based on sophisticated understandings of the learning frameworks, childrens developmental milestones, theories of childrens learning and development and a range of relevant research and literature.

Criteria:

Develop 2 lesson plans (student can use provided lesson plan template but welcome to write in paragraphs)

Each lesson plan should be developed for teaching one topic, for example colourful shapes; colouring monkey; vegetable man; five fingers; a hungry caterpillar and so on.

Each lesson plan should be designed with specific learning objectives that can be linked to EYLF.

Each lesson plan needs to meet childrens learning and development needs (consider age appropriateness and relevance of the experience).

Each lesson plan should include assessment strategies, learning environment arrangement, safety, and inquiry questions.

Each lesson plan should include in-depth assessment and evaluation to reflect childrens learning, new areas of interests as well as future

improvement.

Word count: 1500 (excluding references and appendix)

Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.

Referencing: APA7 (please refer to this guide for referencing guidelines)

Due Date: Thursday 12th September 2024, 11:59 PM

Provide answer as per the grading scale given below:

Most important is Grading Scale: see criteria and Target High distinction

You can see in Criteria 3, C3 and criteria 4, C4, there is more marks. So they must be bit lengthy compared to c1, c2 in terms of word count.

GDECE108 Assessment 2: ePortfolio (1500 words)

Grade

Criteria High Distinction Distinction Credit Pass Does not meet minimum

standard

C1. Assess the observation with in-depth

analysis. (5 marks) C1.1 Observation is clearly articulated and directly

relevant to the learning

context, with in-depth analysis using effective references from documents of learning

frameworks and a range of relevant research and

literature.

(4 5) C1.2 Observation is

clearly articulated and directly relevant to the learning context, with in-depth analysis using effective references from documents of

learning frameworks and relevant research and literature.

(3.5) C1.3 Observation is articulated and

relevant to the

learning context, with analysis using references from documents of

learning frameworks and relevant

research and literature.

(3) C1.4 Observation is

articulated but not all relevant to the

learning context, with limited analysis using references from

documents of

learning frameworks and relevant research and literature.

(2.5) C1.5 Observation is not

articulated or irrelevant to the learning context.

The analysis is absent or inadequate.

No evidence of references from documents of learning frameworks and relevant

research and literature

(0 -2)

C2.

Develop 2 lesson plans based on assessment of observation reports.

(2.5 marks) C2.1 Two lesson plans are clearly described, contain

relevant details regarding aims, target cohort, duration, and materials.

Connection to EYLF clearly explained.

(2.5) C2.2 Two lesson plans are briefly described, contain relevant details regarding aims, target cohort, duration, and materials. Connection to EYLF mentioned or

briefly described. (2) C2.3 Two lesson plans are briefly described, contain relevant details

regarding aims, target cohort, duration, and materials.

Connection to EYLF mentioned.

(1.5) C2.4 Two lesson plans are provided but not clearly described, contain relevant details

regarding aims, target cohort, duration, and materials.

Connection to EYLF mentioned.

(1.25) C2.5 Lesson plans are

developed with incomplete or irrelevant details regarding

aims, target cohort, materials, and connection to EYLF

provided.

(0 1)

C3. The lesson plans clearly reflect play- based learning with intentionality,

adopting holistic approach of

childrens

learning and development

(10 marks) C3.1.1

Rationale of play-based

learning with intentionality are clearly explained,

with critical reflection, holistic

approach is justified by a range of

relevant

literature. (9 10) C3.1.2

Rationale of play-based

learning with intentionality are clearly explained,

with critical reflection, holistic

approach is supported by a range of

relevant

literature. (8 9) C3.2Rationale of play-based learning with intentionality are clearly described, with

some evidence of critical reflection, holistic

approach is supported by a range of relevant literature.

(7 7.5) C3.3

Rationale of play- based learning with intentionality are

clearly described, with limited critical reflection, holistic approach is supported by a

relevant literature.

(6 6.5) C3.4Rationale of play-based

learning with intentionality are described, with

limited critical reflection, holistic

approach is described supported by limited literature.

(5 5.5) C3.5.1

Rationale of play-based

learning with intentionality and holistic approach are described but are irrelevant or contain key misunderstan dings or

inaccuracies.

(2- 4) C3.5.2

Rationale of play-based

learning with intentionality and holistic approach not provided.

(0 2)

C4.

The lesson plans are evaluated with in-depth analysis of childrens

learning, new areas of

interests as well as future

improvements.

(10 marks) C4.1 Evaluation of the learning experiences

involves in-depth analysis of childrens learning, new

areas of interests as well as future improvements using effective references from documents of learning

frameworks, theories of childrens learning and

development, and a range of relevant research and

literature.

(8 10) C4.2 Evaluation of the learning

experiences involves general analysis of childrens learning,

new areas of interests as well as future

improvements. The

evaluation is drawn on relevant documents of learning frameworks, theories of childrens

learning and

development, and a range of relevant

research and literature. (7- 7.5) C4.3 Evaluation of the learning

experiences provided but

general in nature

with limited analysis of childrens

learning, new areas of interests as well as future

improvements. The evaluation is drawn on relevant

documents of learning

frameworks, theories of

childrens learning C4.4 Evaluation of the learning

experiences provided but some or all

require clarification.

Evaluation is

provided but contains superficial and

generic analysis of childrens learning, new areas of

interests as well as future

improvements.

(5 -5.5) C4.5 Evaluation of the

learning experiences is not provided or irrelevant.

Evaluation does not include any analysis of childrens

learning, new areas of interests as well as future improvement.

Evaluation is provided but contains superficial and

generic analysis of childrens learning, new areas of

interests as well as future

improvements.

and development, and a range of

relevant research and literature.

(6- 6.5) (0 5)

C5. Assignment is formatted

according to requirements and written clearly and

cohesively. APA 7 referencing is used. Word limit is adhered to.

(2.5 marks) C5.1 The assignment is clear and free of typographical and structural features that hinder understanding. There is no confusion between authorvoice and that of sources. The assignment is formatted

according to stated

requirements. The assignment is formatted according to

stated requirements. Accurate mechanics of in-text and end- of-text APA (7th Ed.)

referencing style were used. Word limit met.

(2.5) C5.2 The assignment is clear with minor typographical and

structural features that may hinder

understanding. There is minimal confusion

between author voice and that of sources. The assignment is mostly formatted according to stated requirements.

Accurate mechanics of in-text and end-of-text APA (7th Ed.)

referencing style were used with minor inconsistencies (no more than 2 errors). Word limit met.

(2) C5.3 The assignment is clear with typographical and structural features that may hinder

understanding.

There is minor confusion between author voice and that of sources. The assignment is partly formatted according to stated

requirements.

Mechanics of in-text and end-of-text APA (7th Ed.) referencing style were used with inconsistencies (no more than 4 errors). Word limit met.

(1.5) C5.4 The assignment has typographical and structural

features that

significantly hinder understanding. There is confusion between author voice and that of sources.

The assignment is minimally formatted according to stated requirements.

Mechanics of in-text and end-of-text APA (7th Ed.) referencing contain several

errors.

Word limit met.

(1.25) C5.5 The assignment has typographical and structural features that prohibit

understanding. There is confusion between author voice and that of sources, or authors voice is absent. The assignment is not formatted according to stated

requirements.

Mechanics of in-text and end- of-text APA (7th Ed.)

referencing style were not used appropriately.

Word limit not met.

(0 -1)

References:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Australian Government Department of Education [AGDE]. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0).

Australian Government Department of Education for the Ministerial Council.

Irving, E., & Carter, C. (2018). The child in focus: learning and teaching in early childhood education. Oxford University Press.