PLAY AND DOCUMENTATION ECTPP102A ASSIGNMENT
- Subject Code :
ECTPP102A
- University :
TAFE NSW Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
Subject Code: ECTPP102A
Subject Name: PLAY AND DOCUMENTATION
Course Code: HE20610
Course Name: BACHELOR OF EARLY CHILDHOOD EDUCATION AND CARE (BIRTH- 5)
Contents
1. Introduction
1.1.Subject overview
This subject is designed to provide students with the opportunity to explore early childhood pedagogy and examine how to put this theory into a practical context through documentation, reflection, planning and evaluation. You will engage with current perspectives on play based learning, documentation techniques and be introduced to underpinning early childhood principles contained within the Early Years Learning Framework and the Convention on the Rights of the Child. A unique characteristic of this subject is the gradual introduction of theory and techniques embedded in a practice based approach with ongoing academic feedback.
1.2.Pre-requisites
You must have successfully completed the following subject before attempting this subject: Nil
1.3.Co-requisites
To maximise your learning in this subject, you must complete the following subject at the same time as attempting this subject:
Nil
1.4.Credit points
This subject is worth 10 credit points.
1.5.Subject duration
Weekly face to face contact hours are 4 hours per week over 12 weeks.
- Lectures 2 hours per week
- Tutorials 2 hours per week
In addition, students are expected to undertake 6 hours per week of private study in order to achieve the subject learning outcomes.
1.6. TAFE NSW graduate attributes
As a result of successfully completing this subject, students will have developed a number of graduate attributes that will enhance their employability and contribution to the Australian workforce. For this subject these include:
2. TAFE NSW Higher Education graduates will have the ability to develop and employ a body of knowledge within a professional and applied context.
3. TAFE NSW Higher Education graduates will have the ability to communicate effectively in the profession using a variety of text and media.
1.7. ACECQA qualification assessment
This subject contributes to student knowledge and learning towards the following ACECQA qualification assessment:
1. Psychology and child development
2. Teaching pedagogies
4. Historical and comparative perspectives
6. Education and curriculum studies
1.8. AITSL teacher accreditation
This subject contributes to student knowledge and learning towards the following early childhood Australian Professional Standards for Teachers:
Standard 1 Know students and how they learn
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning
Standard 4 Create and maintain supportive and safe learning environments
Standard 5 Assess, provide feedback and report on student learning
2. Subject learning outcomes
At the end of this subject students will be able to:
- Explain play and play-based learning in early childhood
- Document, assess and plan for childrens learning, growth and development utilising play- based pedagogy.
- Apply developmental psychology, early childhood theories and relevant frameworks to curriculum planning.
3. Assessment
The table below summarises assessment requirements for this subject. Further details about assessment requirements including submission requirements and grading criteria are provided in the Appendices of this Subject Guide as well as on the subject Moodle.
Assessment Event |
Due Date |
Learning Outcomes Assessed |
Weighting |
1. Test |
Week 5 |
1,2 and 3 |
20% |
2. Documentation, Planning and Assessment Records |
Week 9 |
1,2 and 3 |
40% |
3. Essay |
Week 12 |
1,2 and 3 |
40% |
4. Subject schedule
The weekly schedule below must be read in conjunction with information provided on the subject Moodle.
WEEK NO: |
TOPICS AND ACTIVITIES |
Week 1 |
Topic: Government policies and relevant frameworks and contemporary perspectives Introduction to observation and planning Government policies and priorities Equity and social justice in education National learning and curriculum documents Quality assurance Theoretical frameworks Contemporary theories Defining pedagogy and curriculum Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Recommended texts: Ebbeck, M., & Waniganayake, M. (2016). Play in early childhood education learning in diverse contexts (2nd ed.). Oxford University Press. (Chapter 2). Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (Chapter 1). Robinson, C., Treasure, T., OConnor, D., Neylon, G., & Harrison, C. (2018). Learning through play: Creating a play-based approach within early childhood contexts. Oxford University Press. (Chapter 7). Readings: Australian Childrens Education & Care Quality Authority. (2017). Guide to the National Quality Standard. https://www.acecqa.gov.au/sites/default/files/acecqa/files/National- Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf |
WEEK NO: |
TOPICS AND ACTIVITIES |
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Australian curriculum: F-10 curriculum (version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/ 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. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022- V2.0.pdf Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators' guide to the Early Years Learning Framework for Australia. https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Tutorial: Using Arthur et al. (2021) (Chapter 1), Nolan & Raban (2015) (Chapter 1) and the Department of Education, Employment and Workplace Relations (2010) (pp. 54-57), develop a summary of the major early childhood learning theories, the related theorists and the implications for practice. Using the Australian Government Department of Education and Training, for the Council of Australian Governments (2009) (pp.13-15) critique the principles of the early years learning framework and identify how they link to the underlining theoretical perspectives. Add this to the summary above. Familiarise yourself with the National Quality Standards and the Australian Curriculum and identify how they link to the Early Years Learning Framework. |
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Week 2 |
Topic: Introduction to play based learning and its importance in early childhood Theoretical connections Ecological theory - implications for play and educators Cultural-historical theory - implications for play and educators Domains of development and - implications for play and educators Play stages |
WEEK NO: |
TOPICS AND ACTIVITIES |
Types of play The relationship between stages and types of play The play experience Play based pedagogy Curriculum approaches and pedagogies Play-based curriculum around the world Learning dispositions The early years learning framework and learning through play (Practices) Guiding and facilitating play and learning Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Recommended texts: Ebbeck, M., & Waniganayke, M. (Eds.). (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press. (Chapter 1). Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (Chapters 2- 6). Robinson, C., Treasure, T., OConnor, D., Neylon, G., & Harrison, C. (2018). Learning through play: Creating a play-based approach within early childhood contexts. Oxford University Press. (Chapters 2 & 3). Readings: Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2. https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ 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. (pp.16-26) https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022- V2.0.pdf |
WEEK NO: |
TOPICS AND ACTIVITIES |
Cheeseman, S. (2012). Observing children. NQS PLP e-newsletter, (39), 1-4. https://portal.childcarecollege.com.au/Documents/External/Observing_Child ren_NQS_PLP_E-Newsletter_No39.pdf Cheeseman, S. (2012). Responding to children's play. NQS PLP e-newsletter, (34), 1- 4. https://www.acecqa.gov.au/sites/default/files/2020- 12/RespondingToChildrensPlay.PDF Connor, J. (2010). Talking about 'play'. EYLF PLP e-newsletter, (1), 1-3. https://studylib.net/doc/8761905/talking-about--play---- early-childhood- Connor, J. (2010). Thinking about play. EYLF PLP e-newsletter, (3), 1-3. https://sonyaterborg.files.wordpress.com/2018/10/eylf-plp-e-newsletter- no-3-2010-thinking-about-play.pdf Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators guide to the early years learning framework for Australia. https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Tutorial: Using Nolan & Raban (2015) each student chooses one theorist from the text and will describe what play experiences and teacher interactions that theorist would recommend for early childhood. Compare how these ideas relate to the practices listed in Department of Education, Employment and Workplace Relations [DEEWR] (2009) (pp.14-18). Share with the class. Using Arthur et al. (2021) (Chapter 3) summarise the content into a quick reference guide to assist you in your future documentation of children. Create a slide show of early childhood programs across the world with pictures and key concepts of the curriculum approach used. |
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Week 3 |
Topic: Documenting and planning for physical/motor development Guidelines for documenting childrens learning Analysing and interpreting documentation Motor and perceptual experiences for infants |
WEEK NO: |
TOPICS AND ACTIVITIES |
Fine motor and manipulative experiences Gross motor experiences Building fundamental movement skills Growth health and nutrition experiences Links to the EYLF Links to the Australian curriculum Using the checklist Checklist Child Summary Advantages and disadvantages Physical growth and development Observing physical development Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Recommended texts: Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (pp. 36-37). Nilsen, B. A. (2023). Week by week: Plans for documenting childrens development (8th ed.). Cengage. (Chapter 4). Readings: Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2 . https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ 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. (pp.38-43) https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators guide to the Early Years Learning Framework for Australia. (pp. 59-147). https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf |
WEEK NO: |
TOPICS AND ACTIVITIES |
Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf Early Childhood Australia. (2013). Talking about practice: Adventurous play developing a culture of risky play. NQS PLP e-Newsletter, (58), 1-3. https://www.acecqa.gov.au/sites/default/files/2020- 11/AdventurousPlayDevelopingACultureOfRiskyPlay.pdf Tutorial: Go through a checklist observation example of motor development with interpretation with your teacher and a demonstration of completing an experience plan incorporating this. In your groups write a professional reflection and experience plan for a perceptual experience for an infant, a fine motor experience for a toddler and a gross motor experience for a pre-schooler. Each reflection and experience will be based on an observation from DEEWR (2010). The perceptual experience for an infant will be based on the observation titled Reflections (pp. 120-121); the toddler fine motor reflection and experience will be based on the observation titled The wonders of clay (pp. 140-142); and the Pre-schooler gross motor reflection and experience plan will be based on the observation titled Long jump in the sand pit (p.132). Interpret the observation. Each point identified should state the skill, where it was demonstrated in the observation and be justified with a reference to theory or developmental milestones. Each experience plan needs to include the following; A title for the experience that explains what it is A list of the materials required A rationale linking to your observation A link to an EYLF principle A list of the developmental learning outcomes A link to an EYLF outcome |
WEEK NO: |
TOPICS AND ACTIVITIES |
A list of the teaching strategies A link to an EYLF practice Set up one of your experiences and demonstrate it for the group. Using Nilsen (2023) (p. 77-112) develop a quick reference guide on the physical development of children. |
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Week 4 |
Topic Documenting and planning for emotional development Experiences for developing emotional expression Experiences and strategies for facilitating understanding and responding appropriately to others' emotions Modifying experiences to suit different temperaments Experiences to facilitate smooth transitions and develop attachment Links to the EYLF Links to the Australian curriculum Using jottings Advantages and disadvantages Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Recommended texts: Ebbeck, M., & Waniganayke, M. (Eds.). (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press. (Chapter 6). Nilsen, B. A. (2023). Week by week: Plans for documenting childrens development (8th ed.). Cengage. (Chapter 2 and 5). Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (pp. 21-28). Readings: Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2 . https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ |
WEEK NO: |
TOPICS AND ACTIVITIES |
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. (pp.38-43) https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators guide to the Early Years Learning Framework for Australia. (pp. 59-147). https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. (pp. 30-32). https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf Tutorial: Go through a jotting observation example on emotional development with interpretation with your teacher and a demonstration of completing an experience plan incorporating this. In your groups write a professional reflection and experience plan for two experiences to facilitate a transition, build attachment and explore expressing emotions. Your reflection and experiences will be based on two observations from DEEWR (2010) titled Sienna (p. 88) and A most significant change story: Master Chef! (p. 109). Interpret the observation. Each point identified should state the skill, where it was demonstrated in the observation and be justified with a reference to theory or developmental milestones. Then write your experience using the experience plan format provided by your teacher. Set up your experiences and demonstrate it for the group. Using Nilsen (2023) (Chapters 2 and 5) develop a quick reference guide on the emotional development of children. |
WEEK NO: |
TOPICS AND ACTIVITIES |
Week 5 |
Topic: Documenting and planning for social development Experiences for developing self-concept Experiences for developing theory of mind Experiences and interactions for building self esteem Experiences for developing identity awareness Experiences for building social understanding Experiences and interactions for exploring moral development Experiences and interactions for developing self-control Links to the EYLF Links to the Australian curriculum Using running records Advantages and disadvantages Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Recommended texts: Nilsen, B. A. (2023). Week by week: Plans for documenting childrens development (8th ed.). Cengage. (Chapter 2 and 5). Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (Chapter 3 and 4). Readings: 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. (pp.38-43) https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf |
WEEK NO: |
TOPICS AND ACTIVITIES |
Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators guide to the Early Years Learning Framework for Australia. (pp. 59-147). https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2 . https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ Tutorial: Go through a running record observation example on social development with interpretation with your teacher and a demonstration of completing an experience plan incorporating this. In your groups write a professional reflection and experience plan for an experience to facilitate social development. Groups can focus on different aspects. Your reflection and experience will be based on an observation from DEEWR (2010). Groups will choose from observations titled Two skyscraper! (p.108); Veggie soup and chocolate cake (pp.143-144); and Welcome to the animal ark (pp.146-147). Interpret the observation. Each point identified should state the skill, where it was demonstrated in the observation and be justified with a reference to theory or developmental milestones. Then write your experience (use the format provided in this guide); Set up your experience and demonstrate it for the group Using Nilsen (2023) (Chapters 2 and 5) develop a quick reference guide on the social development of children. |
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Week 6 |
Topic: Assessing and planning for childrens cognitive development Experiences for facilitating cognitive development in the sensorimotor stage Experiences for facilitating cognitive development in the preoperational stage Links to the EYLF Links to the Australian curriculum Using anecdotal records |
WEEK NO: |
TOPICS AND ACTIVITIES |
Advantages and disadvantages Anecdotal records a developmental approach Anecdotal records a sociocultural approach Anecdotal records a critical approach Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Recommended texts: Nilsen, B. A. (2023). Week by week: Plans for documenting childrens development (8th ed.). Cengage. (Chapter 3, 8 and 9). Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (Chapters 2, 5 and 6). Readings: Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2 . https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ 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. (pp.44-56) https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators guide to the Early Years Learning Framework for Australia. (pp. 59-147). https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf |
WEEK NO: |
TOPICS AND ACTIVITIES |
Tutorial: Go through an anecdotal record observation example on cognitive development with interpretation with your teacher and a demonstration of completing an experience plan incorporating this. In your groups write a professional reflection and experience plan for an experience to facilitate cognitive development. Groups can focus on different aspects. Your reflection and experience will be based on an observation from DEEWR (2010), groups will choose from observations titled Peekaboo! (pp.116-117); Shadow exploration (pp.122-123); and Using sticks to measure the garden (pp. 133). Interpret the observation. Each point identified should state the skill, where it was demonstrated in the observation and be justified with a reference to theory or developmental milestones. Then write your experience (use the format provided in this guide); Set up your experience and demonstrate it for the group. |
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Week 7 |
Topic: Documenting and planning for language development Experiences for developing language in the pre-linguistic stage Experiences for facilitating phonological development Experiences for facilitating semantic development Experiences for facilitating grammatical development Experiences for facilitating semantic development Experiences for facilitating pragmatic development Experiences for facilitating metalinguistic development Using conversations to document language development Links to the EYLF Links to the Australian curriculum Writing language samples Advantages and disadvantages Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. |
WEEK NO: |
TOPICS AND ACTIVITIES |
Recommended texts: Ebbeck, M., & Waniganayke, M. (Eds.). (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press. (Chapter 14). Nilsen, B. A. (2023). Week by week: Plans for documenting childrens development (8th ed.). Cengage. (Chapter 7 and 10). Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (Chapters 2 and 3). Readings: Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2 . https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ 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. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators guide to the Early Years Learning Framework for Australia. (pp. 59-147). https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf Touhill, L. (2013). Play-based approaches to literacy and numeracy. NQS PLP e- Newsletter, (66). https://pdf4pro.com/view/play-based-approaches-to- literacy-and-numeracy-5b1760.html |
WEEK NO: |
TOPICS AND ACTIVITIES |
Tutorial: Go through a language sample observation example with interpretation with your academic and a demonstration of completing an experience plan incorporating this. In your groups write a professional reflection interpreting language and experience plan for an experience to facilitate language development from DEEWR (2010) titled Welcome to the Animal Ark (pp.146-147). Interpret the observation. Each point identified should state the skill, where it was demonstrated in the observation and be justified with a reference to theory or developmental milestones and learning dispositions. Then write your experience (use the format provided by your teacher); Set up your experience and demonstrate it for the group Using Nilsen (2023) (p. 173-204) develop a quick reference guide on the language development of children. Practice practical skills such as reading a story, and singing songs, to build students confidence when going on placements. |
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Week 8 |
Topic: Documenting and planning for cognitive and creative development Experiences to interactions to foster attention Experiences to foster memory Experiences to develop metacognitive processes Experiences to foster concept development and academic learning Experiences to foster creativity Links to the EYLF Links to the Australian curriculum Using work samples Advantages and disadvantages Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. |
WEEK NO: |
TOPICS AND ACTIVITIES |
Recommended texts: Nilsen, B. A. (2023). Week by week: Plans for documenting childrens development (8th ed.). Cengage. (Chapters 9 and 11). Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (Chapter 2). Readings: Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2 . https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ 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.(pp.38-43) https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators guide to the Early Years Learning Framework for Australia. (pp. 59-147). https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf Tutorial: Go through a work sample observation example on creative development with interpretation with your teacher and a demonstration of completing an experience plan incorporating this. In your groups write a professional reflection and experience plan for an experience to facilitate creative development. Your reflection and experience will be based on an observation provided by your tutor. Interpret the observation. Each point identified should state the skill, where it was demonstrated in the observation and be justified with a |
WEEK NO: |
TOPICS AND ACTIVITIES |
reference to theory or developmental milestones. Then write your experience (use the format provided in this guide); Set up your experience and demonstrate it for the group. Using Nilsen (2023) (Chapters 9 & 11) develop a quick reference guide on the cognitive and creative development of children. |
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Week 9 |
Topic: Socio-context influence on play, documenting socio cultural aspects, writing daily diaries Family and cultural contexts of play Post developmental theories of play Gender, identity and play Popular culture and play Technology and media and play Equity and play Writing learning stories Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Recommended texts: Ebbeck, M., & Waniganayke, M. (Eds.). (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press. (Chapters 16 and 17). Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. (Chapters 5 and 6). Readings: Alliance for Childhood. (2012). Facing the screen dilemma: Young children, technology and early education. The Campaign for a Commercial-Free Childhood and the Alliance for Childhood. http://www.commercialfreechildhood.org/sites/default/files/facingthescre endilemma.pdf |
WEEK NO: |
TOPICS AND ACTIVITIES |
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2. https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ 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. (pp.50-56) https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators guide to the Early Years Learning Framework for Australia. (pp. 59-147). https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf Tutorial: Using the three observations in Arthur et al. (2021) (pp.296-298) write an interpretation that considers socio-cultural perspectives and critical and postmodern theories. Write a follow up experience plan to go with each. Set up an activity and demonstrate to the class. Go through a learning story observation example of a group experience with interpretation with your teacher and a demonstration of completing an experience plan incorporating this. The learning story will be interpreted using dispositions and any significant development. In your groups write a professional reflection using learning dispositions and interpreting any significant development and experience plan for an experience to facilitate learning dispositions, interests and any significant development identified. Use the example observation titled Pine cones and cumquats! (DEEWR, 2010, pp.118-119). Interpret the observation. Each point identified should state the skill, where it was demonstrated in the |
WEEK NO: |
TOPICS AND ACTIVITIES |
observation and be justified with a reference to theory or developmental milestones and learning dispositions. Then write your experience using the format provided by your teacher. Assessment 2 due |
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Week 10 |
Topic: Learning environments- sustainability in the curriculum Environmental design Aesthetic environments Spaces for learning Outdoor learning environments Inclusive environments Sustainable environments Writing a sustainability plan Spaces for relaxation Spaces for interaction Provocations Choosing resources Making resources Writing daily diaries Writing reflective journals Prescribed text: Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. Recommended text: Ebbeck, M., & Waniganayke, M. (Eds.). (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press. (Chapter 15). Readings: Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2. https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ 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. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf |
WEEK NO: |
TOPICS AND ACTIVITIES |
Department of Education, Employment and Workplace. (2010). Educators belonging, being and becoming: Educators guide to the early years learning framework for Australia. https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf Tutorial: Using DEEWR (2010) (pp.135-139 and 145-147). Plan a follow up experience for each piece of documentation that supports gardening and sustainability. Write a sustainability plan for a service using a particular aspect of sustainability. Using the same two observations from above, write them up as daily diary entries. Write a reflective journal from the educators viewpoint using the observation in DEEWR (2010) titled The explorations of guitars and their function in the toddler room (pp.97-98). |
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Week 11 |
Topic: Learning environments Aboriginal education Cultural concepts for Aboriginal people in the local areas Concepts of play in Aboriginal communities Aboriginal perspectives across the curriculum Relevant resources Cultural competence Relevant learning outcomes Identifying strengths and interests Writing child background information |
WEEK NO: |
TOPICS AND ACTIVITIES |
Writing a child summary Recommended text: Ebbeck, M., & Waniganayke, M. (Eds.). (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press. (Chapter 12). Readings: Australian Curriculum, Assessment and Reporting Authority. (n.d.). Learning F-2. https://www.australiancurriculum.edu.au/f-10-curriculum/learning-f-2/ 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. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022- V2.0.pdf Department of Education, Employment and Workplace. (2010). Educators belonging, being and becoming: Educators guide to the early years learning framework for Australia. https://www.dss.gov.au/sites/default/files/documents/05_2015/educators _guide_to_the_early_years_learning_framework_for_australia.pdf Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf Tutorial: Using DEEWR (2010) (pp.124 and 135-139) Plan a follow up experience for each piece of documentation that supports Aboriginal and Torres Strait Islander education. Research key components of Aboriginal culture for the area in which you are doing your professional placement. Look for community services, resources and cultural practices. Brainstorm questions you could include for families to gather information about the childs strengths, interests, routines and background. |
WEEK NO: |
TOPICS AND ACTIVITIES |
Week 12 |
Subject Revision & research time for Assessment 3 Assessment 3 due |
5. Recommended reference material
5.1. Prescribed text
Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia.
5.2.Recommended texts
Ebbeck, M., & Waniganayke, M. (Eds.) (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press.
Nilsen, B. A. (2023). Week by week: Plans for documenting childrens development (8th ed.). Cengage.
Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions.
Robinson, C., Treasure, T., OConnor, D., Neylon, G., & Harrison, C. (2018). Learning through play: Creating a play-based approach within early childhood contexts. Oxford University Press.
5.3.Subject readings
A list of materials to support weekly topics is provided in the subject schedule above and on the subject Learner Management System (LMS) Moodle. Readings and resources for viewing are available in the Bachelor of Education Early Childhood LibGuide https://tafensw.libguides.com/earlychildhooddegree
6. Additional information
6.1 Subject grading
Grades for individual assessment events and the subject as a whole are awarded as follows.
High Distinction: marks ranging from 85 to 100%
Where the student has demonstrated highly original, relevant and sophisticated applications of research, appraisal, enquiry and evaluation techniques resulting in innovative concepts that challenge existing conventions in the field of study.
Distinction: marks ranging from 75 to < 85>
Where the student has demonstrated a high level of performance indicating depth and breadth in research, appraisal, enquiry and evaluation with broad application of knowledge of theoretical concepts, and applied analytical thought.
Credit: marks ranging from 65 to < 75>
Where the student has undertaken an innovative and creative interpretation of assessment briefs, and has provided evidence of extended research and inquiry applied to assessment tasks.
Pass: marks ranging from 50 to < 65>
Where the student has met all requirements of assessment briefs to a satisfactory level.
Fail: marks under 50%
Where the student has not demonstrated satisfactory performance in assessment tasks or has failed to meet subject requirements.
Fail: Failure of a must pass event
Where the student has an overall mark for subject at a passing level, but has not demonstrated satisfactory performance in an event deemed a must pass event, resulting in failure of the subject as a whole. Fail is reported for the subject on the Transcript of Academic Record.
Fail: Withdrawn
Where the student withdraws from the subject on or after the final assessment due date or end of
subject examination date. Fail is reported on the Transcript of Academic Record.
6.2 Submission requirements/late submission procedure
Your teacher will advise you of the format required for each assessment task and the format for submission, which may be electronically.
Each assessment task must include a cover sheet, with a signed declaration indicating that the work is your own work and has not been previously submitted. If you are submitting your assessment via TurnItIn, you do not need to include a separate cover sheet.
Assessments that are not submitted on the due date will attract a marking penalty of 5 per cent of the total marks for the assessment event for each day the assessment is late, to a maximum of 10 days, or a maximum result of 50 per cent. Assessments submitted later than 10 days after the due date will not be marked unless the student has an approved extension or has successfully applied for special consideration.
Additional assessment information, including provisions for special circumstances and misadventure, requests for an extension of the assessment due date or to resubmit an assessment or sit an exam at a later date, can be found in the TAFE NSW Higher Education Assessment policy and procedures which you can download at:
https://www.tafensw.edu.au/about/policies-procedures/higher-education
6.3Student conduct and academic standards
TAFE NSW Higher Education encourages high standards of professional behaviour and academic conduct. You must conduct all work associated with this course in a manner that is environmentally, socially and culturally responsible, so as not to cause harm or disrespect to the environment, people or their values and beliefs.
You shall hold confidential all information about any specific organisation and their business or business activities, which may be divulged in the process of a work placement, lecture or tutorial, including lectures given by industry guest lecturers.
It is the policy of TAFE NSW Higher Education that respect and acknowledgement is given to intellectual property created by academics, writers, practitioners and other students whose work is cited in your submissions, or used to illustrate them. It is therefore important to use the APA 7th Edition citation system and include a reference list with every submission, to acknowledge the intellectual property of others that you have used to support your own proposals or position.
Penalties apply for plagiarism and other forms of academic misconduct.
Further information about academic conduct can be found in the TAFE NSW Higher Education Academic Integrity and Honesty policy and procedures which you can download at:
https://www.tafensw.edu.au/about/policies-procedures/higher-education
6.4.Approaches to teaching and learning
6.4.1. Methods of teaching and learning
Teaching methods for this subject will include:
- lectures
- small group tutorials
- online presentations
Learning activities will include:
- independent and/or group research activities
- group discussions
Resources will include:
- online learning materials
- websites
- readings
- textbooks
- videos
You will need:
- a computer for research to create documents and to complete assessment requirements
- a copy of the prescribed and recommended texts via hard copy or
6.4.2. Expected attendance
- In addition to attending lectures, tutorials and other learning activities, you are expected to undertake self-directed private study including reading, practical application of theoretical knowledge, and completion of assessment tasks.
- If you are unable to attend class-based learning activities you should notify the teacher and/or tutor and access the relevant learning materials to make up the missed class through private study.
- If you are unable to attend a class during which an assessment activity is scheduled, you must provide a Professional Practitioner certificate as evidence of your inability to attend class. Your teacher will advise you of alternative assessment requirements.
6.4.3. Supplementary learning activities
You are expected to:
- complete any pre-reading specified prior to attending classes
6.4.4. Student resource requirements
Students will need to purchase the subject texts:
Arthur, L., Beecher, B., Death, L., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia.
Appendix 1 Assessment Details
Assessment Event 1 Test (Open book Quiz)
Title: Analysis of play scenarios, play-based pedagogy, and early childhood theories, based on content from weeks 1-4.
Weighting: 20% Length: 1.5hours Due: Week 5
Learning outcomes: 1, 2, and 3
For this assessment, you will need to:
- Participate in an in-class, individual, written
- Answer a range of questions relating to play based pedagogy, child development and early childhood theories, theorists, and approaches.
This is an open-book task - students may support their answers using pre-written notes or consult resource materials such as the EYLF and relevant textbooks in hard copy only. Sharing of notes is not permitted.
Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts. Your assessment must use correct referencing, in APA 7th Ed.
All submissions must comply with the requirements listed in the Student Handbook for this course.
Assessment Event 2 Documentation, Planning and Assessment Records
Title: Documentation, assessing and planning for childrens learning
Weighting: 40%
Length: 2000 words (approx.)
Due: Week 9
Learning outcomes: 1, 2, and 3
Instructions:
1. Watch the Video Clips
- View three (3) video clips of childrens play, provided by your
- Observe each scenario carefully, noting key details about the children's actions, interactions, and developmental progress.
2. Document and Analyse Observations
- Using the provided template, document and analyse each
- Select three different forms of documentation from this list
- a jotting
- a running record
- an anecdote
- a learning story
- Ensure each observation is detailed and provides insight into the childs holistic development.
- Each piece of documentation is interpreted (analysed), supported by theories and linked to the EYLF
3. Develop Experience Plans
- For each piece of documentation, complete a follow-up experience plan using the experience plan template.
- The plan should reflect how you would extend or support the childs development based on your observation.
4. Academic Research and Referencing
- Demonstrate that you have read widely on the topic beyond the supplied readings and texts.
- Use APA 7th edition referencing for all sources cited in your
Important Notes:
- You are NOT required to implement your
- Ensure your work follows academic writing standards, including clarity, structure, and proper citation of sources.
All submissions must comply with the requirements listed in the Student Handbook for this course. The criteria for marking this assessment are given below.
TAFE NSW Higher Education Rubric Assessment Event 2
Subject name |
Play and Documentation |
Subject code |
ECTPP102A |
|||
Assessment No & name |
Assessment 2- Documentation and Planning |
Weighting |
40% |
Date Due |
Week 9 |
|
Criteria |
Fail 0 49% |
Pass 50 - 64% |
Credit 65 - 74% |
Distinction 75 - 84% |
High Distinction 85 100% |
Mark/Criteria Weighting |
Structure |
Does not meet style guidelines of assessment type. Academic language not applied. Poor sentence structure or paragraph construction. Informal language has been used to communicate meaning and, in many areas, meaning is unclear. The work includes multiple spelling and grammatical errors. |
Partially meets style guidelines of assessment type. Academic language has been attempted to communicate meaning. Grammatical conventions have been adhered to in most areas although there are minor errors. |
Meets style guidelines for assessment type. Formal academic language has been applied to communicate meaning. There is consistent adherence to grammatical conventions. |
Addressed all components of style guidelines for assessment type. Formal academic language has been applied consistently, and professional terminology has been used to clearly communicate meaning. There is consistent adherence to grammatical conventions. |
Thoroughly applied all components of style guidelines for assessment type. Formal academic language has been applied precisely, with discipline specific professional terminology to clearly communicate meaning. There is consistent adherence to grammatical conventions with no errors present. |
10% |
Referencing |
No attempt made to adhere to APA referencing conventions in both in-text referencing and the reference list is minimal or non- existent. |
Attempt made to adhere to APA referencing conventions in both in-text referencing and the reference list, but with minor errors. |
APA referencing conventions in both in- text referencing and the reference list are accurate. |
APA referencing conventions in both in- text referencing and the reference list have been used accurately and consistently. |
APA referencing conventions in both in- text referencing and the reference list have been used accurately and consistently and there are no errors present. |
10% |
Observations |
Documentation is missing or does not identify childs growth, development and wellbeing, and interaction with environment and others.
Documentation lacks sufficient detail to be able to analyse the childs current skills dispositions and knowledge. |
Documentation identifies childs growth, development and wellbeing, and interaction with environment and others. Documentation includes sufficient detail to be able to analyse the childs current skills dispositions and knowledge. |
Documentation identifies childs growth, development and wellbeing, and interaction with environment and others.
Documentation includes accurate description of what the child was observed to be doing. Documentation includes sufficient detail to be able to analyse the childs current skills dispositions and knowledge. |
Documentation identifies childs growth, development and wellbeing, and interaction with environment and others. Documentation includes accurate description of what the child was observed to be doing and is free from subjective language and judgement. Documentation includes considerable detail to be able to analyse the childs current skills dispositions and knowledge. |
Documentation identifies childs growth, development and wellbeing, and interaction with environment and others. Documentation includes accurate description of what the child was observed to be doing and is free from subjective language and judgement. Language utilised by the child is recorded accurately. Documentation includes extensive detail to be able to analyse the childs current skills dispositions and knowledge. |
25% |
||
Interpretation / Analysis |
The interpretation lacks detail about childs current skills dispositions and knowledge Inaccurate or links to developmental theory and knowledge are insufficient.
Links are not made to the EYLF or are incorrect. |
The interpretation is consistent with the documentation and briefly analyses the childs current skills dispositions and knowledge. Developmental theory and knowledge are minimally applied.
Accurate links to the EYLF. |
The interpretation is consistent with the documentation and clearly analyses the childs current skills dispositions and knowledge. Developmental theory and knowledge are applied, with accurate links to the EYLF. |
The interpretation is consistent with the documentation and comprehensively analyses the childs current skills dispositions and knowledge. Developmental theory and knowledge are applied, with accurate links to the EYLF. Analysis is thorough and well-supported by developmental theories. Demonstrates critical engagement with what was observed |
The interpretation is consistent with the documentation, and succinctly and comprehensively analyses the childs current skills dispositions and knowledge. Developmental theory and knowledge are applied, with accurate links to the EYLF. Analysis is sophisticated, drawing insightful connections to developmental theories and demonstrating strong critical thinking. |
25% |
Follow up Experience Plans |
Follow up experiences, strategies and intended outcomes are not identified. There is no relevance to the observation |
Follow up experiences are suitable though basic; Strategies and intended outcomes are identified. |
Follow up experiences are suitable and provided with appropriate detail, strategies and intended outcomes are accurately identified. |
Follow-up experiences are well-developed, clearly aligned with observations, and include well defined strategies and intended outcomes that demonstrate an understanding of how to extend childrens learning. |
Follow-up experiences are exemplary, innovative, and highly responsive to observations, providing sophisticated strategies and well-articulated intended outcomes that show a deep understanding of child development and learning. |
30% |
Grade |
/100% |
Subject Guide: ECTPP102A PLAY AND DOCUMENTATION
TAFE NSW Higher Education Assessment Event 3 - Essay
Title: Documentation, Planning and Assessment Records
Weighting: 40%
Length: 2000 words
Due: Week 12
Learning Outcomes: 1, 2 and 3
Your Task:
For this assessment you will need to write a 2000 word essay that examines the following:
- Discuss the significance of play and play-based learning in early childhood
- Explain how play fosters children's learning, growth, and
- Describe how educators can document, assess, and plan for children's development using play-based
- Critically analyse how developmental psychology, early childhood theories, and frameworks like the EYLF (Early Years Learning Framework) guide curriculum planning to support holistic child development.
Your assessment should show evidence that you have read widely on the topic including and beyond the
supplied readings and texts. Your assessment must use correct referencing, in APA 7th Ed.
All submissions must comply with the requirements listed in the Student Handbook for this course.
TAFE NSW Higher Education Rubric Assessment Event 3
Subject name |
Play and Documentation |
Subject code |
ECTPP102A |
|||||
Assessment No & name |
Assessment 3: Essay |
Weighting |
40% |
Date Due |
Week 12 |
|||
Criteria |
Fail 0 49% |
Pass 50 - 64% |
Credit 65 - 74% |
Distinction 75 - 84% |
High Distinction 85 100% |
Mark/Criteria Weighting |
||
Significance of Play and Play-Based Learning |
Fails to adequately discuss the significance of play and play-based learning, lacking clarity and depth. |
Provides a basic discussion on the significance of play and play-based learning, with limited depth. |
Presents a sound discussion on the significance of play and play-based learning but may lack depth in some areas. |
Offers a clear and well-supported discussion on the significance of play and play-based learning, with minor gaps. |
Provides an insightful and comprehensive discussion on the significance of play and play-based learning in early childhood education. |
20% |
||
Explanation of Play in Fostering Development |
Fails to explain how play fosters development or provides insufficient evidence. |
Provides a limited explanation of how play fosters development, with minimal evidence. |
Adequately explains how play fosters development, but may lack comprehensive evidence or depth. |
Clearly explains how play fosters development, with some supporting evidence, though lacking depth in certain areas. |
Thoroughly explains how play fosters children's learning, growth, and development, with strong supporting evidence. |
15% |
||
Documentation, Assessment, and Planning |
Fails to adequately describe how educators can document, assess, and plan using play-based pedagogy. |
Offers a limited description of documentation, assessment, and planning, with minimal examples or evidence. |
Gives an adequate description of documentation, assessment, and planning, but may lack depth or detail. |
Provides a clear and supported description of documentation, assessment, and planning, though with minor gaps in detail. |
Offers a detailed and well-supported description of how educators can document, assess, and plan for children's development using play-based pedagogy. |
15% |
||
Critical Analysis of Theories and Frameworks |
Lacks critical analysis and fails to effectively apply theories and frameworks to curriculum planning. |
Shows minimal analysis, with limited application of theories and frameworks to curriculum planning. |
Provides basic analysis of theories and frameworks with some application to curriculum planning but lacks depth. |
Shows strong critical analysis with clear application of theories and frameworks, though may lack depth in integration. |
Demonstrates exceptional critical analysis of developmental psychology, early childhood theories, and frameworks like EYLF, integrating them effectively into curriculum planning. |
20% |
||
Structure |
Essay is poorly structured, with little to no coherence in the presentation of ideas. |
Essay has basic structure but lacks coherence and clarity in presenting ideas. |
Adequately structured essay, but may have some issues with flow, coherence, or argument support. |
Well-structured essay with a clear flow of ideas; minor issues with coherence or support of arguments. |
Essay is exceptionally well-structured, with a logical flow of ideas and well-supported arguments throughout. |
10% |
Research and Referencing |
Fails to use academic sources effectively; referencing is incorrect or missing. |
Limited use of academic sources, with frequent referencing errors or missing citations. |
Adequate use of academic sources, but some references may be incorrectly cited or lacking. |
Good use of academic sources; most references are cited correctly, with minor errors in referencing style. |
Excellent use of a wide range of academic sources; all references are cited correctly following the required referencing style. |
10% |
Language, Grammar, and Spelling |
Poor use of language, with numerous errors in grammar and spelling; writing is unclear and difficult to follow. |
Basic use of language, with frequent errors in grammar or spelling; writing lacks clarity and conciseness. |
Adequate use of language, with some errors in grammar or spelling; writing may lack clarity or conciseness. |
Strong use of language, with minor errors in grammar or spelling; writing is clear and mostly concise. |
Exceptional use of language, with flawless grammar and spelling; writing is clear, concise, and engaging. |
10% |
Grade |
100% |
