GDECE105 - Becoming an Early Childhood Practitioner
GDECE105 - Becoming an Early Childhood Practitioner
Assessment 2: Online eResource Development (1500 words, 30% weight)
Task description: Develop two sequences of learning experiences appropriate for 0-2 year olds and 3-5 year olds, one focuses on STEM, and one focuses on literacy. Base each sequence on the practical application of play-based learning with intentionality to support childrens learning across domains of development. Specific strategies for inclusive practice should be provided, as should additional supports and modifications for diverse learners, including indigenous learners and learners with disabilities.
Criteria:
Two learning sequences are provided, one for 0-2 year olds and one for 3-5 year olds, one focuses on STEM and one focuses on literacy.
Three learning experiences are contained in each sequence, and are age/developmentally appropriate and clearly work towards the stated learning objective(s)
Rationale of the practical application of play-based learning with intentionality is justified, drawing on relevant academic readings.
Specific strategies for inclusive practice are provided, including additional supports and modifications for diverse learners.
Relevant academic literature is drawn upon to justify learning objectives, learning experiences, learning materials and supports for diverse learners.
For each sequence:
Learning objectives and targeted aged group of the sequence clearly identified.
Three learning experiences are clearly described, and each of experiences contains relevant details of its aim, duration, and materials to be used
Learning experiences are planned with consideration of diverse learners, including indigenous learners and learners with disabilities, drawing on relevant academic readings.
Word count: 1500 (excluding references)
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: Wednesday 21th August 2024, 11:59PM
Grading Scale:
GDECE105 - Becoming an Early Childhood Practitioner
Assessment 2: Online eResource Development (1500 words, 30% weight)
Criteria Grade High Distinction Distinction Credit Pass Does not meet
minimum standard
C1. Two learning Two learning sequences Two learning sequences Learning sequences are not clearly identified and key details are missing.
sequences are are provided, specific are provided, specific provided, specific and and group (0-2 year and and group (0-2 year and group and content 3-5 year) and content 3-5 year) and content focus are identified focus (STEM and focus (STEM and literacy) literacy) are clearly are identified (2,5 marks/ sequence,
total 5 marks) identified but key details are
inaccurate or irrelevant. C2. Two learning Three learning Three learning Three learning Three learning The learning
sequences provided, experiences are clearly experiences are experiences are clearly experiences are clearly experiences are
each contains three described, each clearly described, described, each described, each contains provided but
learning experiences contains relevant each contains relevant contains details of its details of its aim, incomplete or missing
that are details of its aim, details of its aim, aim, duration, and duration, and materials some details.
age/developmentally appropriate and
clearly work towards the stated learning objective(s)
(5 marks/sequence,
total 10 marks) duration, and materials to be used.
Age/developmentally appropriateness and relevance to the stated learning objective(s)
are clearly justified. duration, and
materials to be used. Age/developmentally appropriateness and relevance to the
stated learning objective(s)
are briefly explained. materials to be used but not all relevant. Age/developmentally appropriateness and relevance to the
stated learning objective(s)
are outlined. to be used but not all relevant.
Age/developmentally appropriateness and relevance to the stated learning objective(s)
are stated. Age/developmentally appropriateness and relevance to the stated learning objective(s)
are missing or referred to but inaccurate.
C3. Rationale of the
practical application of play-based learning
with intentionality is justified, drawing on relevant academic readings.
(5 marks) Rationale of the
practical application of play-based learning
with intentionality is clearly justified, with critical analysis,
supported by a range of relevant literature. Rationale of the
practical application of play-based learning with intentionality is explained, with
analysis, supported by relevant literature. Rationale of the
practical application of play-based learning
with intentionality is outlined, with
analysis, supported by relevant literature. Rationale of the practical application of play-based learning with
intentionality is described, with limited analysis, supported by limited literature. Rationale of the
practical application of play-based learning
with intentionality is mentioned but are
irrelevant or contain key misunderstandings or inaccuracies.
C4. Specific strategies for inclusive practice provided, including additional supports and modifications for diverse learners
(5 marks) Specific strategies for inclusive practice and supports for diverse
learners are explained in detail. Specific strategies for inclusive practice and supports for diverse
learners are explained, but lack of detail Specific strategies for inclusive practice and supports for diverse
learners are outlined Specific strategies for inclusive practice and supports for diverse
learners are mentioned but relevance to the
learning sequences may be tenuous Specific strategies for inclusive practice and supports for diverse
learners are not drawn upon.
C5. Assignment is formatted according to
requirements and C5.1 The assignment is clear and free of
typographical and C5.2 The assignment is clear with minor
typographical and C5.3 The assignment is clear with
typographical and C5.4 The assignment has typographical and
structural features that C5.5 The assignment has typographical and
structural features that
written clearly and cohesively. APA 7 referencing is used. Word limit is adhered to.
(5 marks) structural features that hinder understanding. There is no confusion between author voice 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. 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. 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. 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. 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.
