Portfolio of planning cycle TCHR5010

Assessmentname:

Portfolioofplanningcycle

DueDate:

Friday13June11:59pm

Weighting:

50%

Length:

2000words

TaskDescription:

ThisPortfolioiscomprisedof twotasks.Youmustsubmityourassessmentasonedocument.

Task1:Anecdotalrecordandlearningexperience

Anecdotalrecord

Viewthevideoofpre-schoolersprovidedunderthelink"Video forAssessment2"and complete a detailed anecdotal record of the childrens learning (use the template provided).

Thelinkforthevideoisalsohere:https://youtu.be/sjon4rRQ_08

Learningexperienceplan

Basedontheanecdotalrecord,writeaplanontheplanningtemplateofalearning experience to follow up on and enhance the pre-school children's learning and development.

Task2:Reflectivepractice

Thisisa real-worldprojectbasedonscenariosorethicaldilemmasthatyouare likelyto encounterinyourprofessionalworkwithpreschoolers.Itisimportantthatyoudevelop skills and understanding of these issues, and reflect on how to address them, with reference to yourtheoretical understanding, the National Quality Standards (NQS), the Early Years Learning Framework (EYLF) and current research in the field.

Backgroundforthescenario

Youarethetrainedteacherinaroomwith25childrenaged3-5years.Theothereducators in the room include one trained with a Diploma in Children's Services, Michelle, and the othereducator,Zarla,isworkingtowardsCertificateIIIinChildren'sServices.Yourcentreis open for ten and a half hours per day from 7.30am until 6pm. You work full time on a variety of eight-hour shifts. The centre is licensed for 79 children and is a for-profit early learning centre.

Scenario

One of the children, Ishmael, in your room, who is 4.0 years old, sleeps for one hour perdayatyourcentre.Thechildarrivesatthecentreeverymorningat 7.45am andispickedup at 5.45pm five days perweek. Both parents workfull time.The parents cometoyou, asthe teacher in the preschool room, and say they do not want Ishmael to sleep anymore at the centre becauseshe isnotgoingto sleep at home until11pm. They need theirsleep, as they are both busy working. How do you respond to the parents, and what do you do to ensure that the parents and the children are achieving the best outcomes possible? Address the unit material, the relevant principles of the EYLF V2.0 (AGDE, 2022) and the NQS (ACECQA, 2018)- especially Quality areas 1, 2 and 6.

Referencingandformatting

APAReferencingstyleisrequiredtobeusedforthistask

Includeonereferencelistforallresponsesonanewpageattheendoftask

Aminimumof8(eight)academicsourcesaretobeincludedinthereferencelist

Ataminimum,yoursourcesforthistaskwillincludetheEYLF v2.0(AGDE,2022), NQS (ACECQA, 2018), the unit text, and a range of broader authoritative literature.Broaderliteraturemayincludecontemporarytextbooks,peerreviewed articles, and other authoritative sources

Formatting:UseAPA7formattingthroughout(thisincludesindentedparagraphs, double-lined spacing). No contents page is needed for this task.

ReferencingStyleResource

AboutAPA7th-APA7thReferencingGuide-LibraryguidesatSouthernCrossUniversity(scu.edu.au)

Resources

NationalQualityStandardhttps://www.acecqa.gov.au/nqf/national-quality-standard

EarlyYearsLearningFrameworkhttps://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

DetailsoftheUnittextareavailableviatheOrientationModuleontheunitBlackboardsite.

SupportResources

AcademicIntegritySCUguidelines

AcademicIntegrityModule-mandatorymoduleforfirstyearstudentsLearning Zone workshops, Quick Guides, student appointments

Submission

YoumustincludeandcompleteinfulltheprovidedSCUcoversheetaspartofyour submission (this canbe foundintheAssessment task folderonthe TCHR5010unit Blackboard site).

SubmissionofyourassessmentisviaTURNITIN.Thesubmissionlinkcanbefoundinthe

AssessmentTasksandSubmissionTabintheTCHR5010Blackboardsite.

Pleasenote:

ItisYOURresponsibilitytoensurethatyouhavesubmittedthecorrectfileandthe FINAL version of your assessment formarking BEFORE the due date/time.

AfteryouhavefollowedtheTurnItinsubmissionitisessentialyoudownloadtheDigital Receipt.

If you have any difficulty submitting your assignment, please contactTechnologyServicesand makesurethatyoulogajobwiththemsoyouhaveevidence of your attempted submission. To avoid any last-minute problems,

makesureyousubmitwellbefore11:59pmontheduedate.

LateSubmission/Extension

Please refer to the Special Consideration section of Policyhttps://policies.scu.edu.au/document/view-current.php?id=140

Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their My Enrolment page as early as possibleand prior to the original due date for thatassessmenttask,alongwithanyaccompanyingdocuments,suchasmedical certificates.

LateSubmissions&Penalties

PleaserefertotheLateSubmission&PenaltiessectionofPolicy

AcademicIntegrity

At SouthernCross University academic integrity means behavingwith the values of honesty,fairness,trustworthiness,courage,responsibilityandrespectinrelationto academic work.

TheSouthernCrossUniversityAcademicIntegrityFrameworkaimstodevelopaholistic, systematic and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework.

Forthistask:GenerativeArtificialIntelligence(GenAI)tools,suchasGrammarlyPremium,may beused ethicallyfor this Assessment Task.However, you must write in your ownwords and provide appropriate references (APA 7). Then, to further refine yourassessmentyouareallowedtouseAItoolssuchasGrammarlyandCopilottocheckyourgrammar, spelling and punctuation.

YoumustacknowledgeanyGenAIusage,identifywhathasbeenusedandhow,andprovide relevant evidence (e.g., screen shots) in an appendix.

If you use GenAI tools without acknowledgment it may result in an academic integrity breachagainstyouasdescribedintheStudentAcademicandNon-AcademicMisconduct Rules, Section 3.

For example:Youmay useGrammarlyPremium to providefeedback and suggestionson yourwritingforacademictone,writtenexpression,grammar,AustralianEnglishspelling, and punctuation. You must not use GenAI to generate ideas for this assessment task. If you choose to use these tools, you must include an appendix to demonstrate your work prior to using GenAI.

NOTE:AcademicIntegritybreachesincludepoorreferencing,notidentifyingdirect quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

GradesandFeedback

AssessmentsthathavebeensubmittedbytheduedatewillreceiveanSCUgrade.Grades and feedback will be posted to the Grades and Feedback section onthe Blackboard unit site. Please allow 10 days following submission for marks to be available.

MarkingCriteriaand&allocation

HighDistinction+(100%)

HighDistinction(85-99%)

Distinction(75-84%)

Credit

(65-74%)

Pass

(50-64%)

MarginalFail(35-49%)

Fail

(0-49%)

Notaddressed(0%)

Task 1: Anecdotal recordandlearning experience (45%)Articulation of the planningcycle.

Anecdotalrecordshows evidenceof understandingchildrenslearningand

developmentwithlinks totheory,theEYLFand NQS.

Demonstratesplanning forPreschoolerslearning anddevelopment, interestsand competencies with links to the EYLF, NQS and theory.

Exceptional

articulation of the planning cycle. The anecdotal record providesrich, insightfulobservationswith deepunderstandingofchildrens learningand development.

Comprehensiveand seamlessintegrationof relevant theory, EYLFLearning Outcomes,andNQS Quality Areas.

Planningis exemplaryhighlyresponsive to preschoolers'

interests,strengths,andcompetencies withclear theoretical and

practicaljustification.

Highlyeffectiveandclear

articulationof theplanning cycle.The anecdotalrecorddemonstratesstrongunderstandingofchildrens learningand development,with

consistentlyrelevant and accuratelinks

totheory,EYLF,andNQS. Planningis thoughtfuland well-aligned to preschoolersneeds,showingexcellent

awarenessof theirinterestsand

competencies.

Clear and competent

articulationof theplanning cycle.The anecdotalrecorddemonstratesasoundunderstandingofchildrens learningand development,with

appropriatelinkstotheory,EYLF,andNQS.

Planningreflectspreschoolersinterestsand strengths,withevidenceof intentional

teachingand theoreticalconsideration.

Adequate

articulationof theplanning cycle.Anecdotalrecordshows basicunderstandingof learning and development,withsome appropriatereferences to theory, EYLF, andNQS. Planningis generallyrelevant to preschoolers'interestsand competencies,thoughmay

lack depth or consistencyintheoreticalapplication.

Limitedarticulation oftheplanningcycle. Anecdotal record shows a basic or superficialunderstandingof childrenslearning anddevelopment.

Some links to EYLF, NQS, or theory are present but may be inconsistent or underdeveloped.Planningmeets minimalexpectationswithgeneral references to childrens needs.

Incompleteorunclear

articulationoftheplanning cycle.

Anecdotalrecordprovidesminimalinsight into childrens developmentandcontains few or unclear links to EYLF, NQS,ortheory. Planninglacks depth and is not sufficiently tailoredto preschoolersinterestsor competencies

Poor or missing articulationof theplanning cycle.Anecdotalrecordis

inaccurate,irrelevant,orabsent.No meaningful

connectiontoEYLF,NQS,or

theory.Planningisinappropriate or not evident.

No attempt madeto addressthe planningcycle,childrenslearning, or relevant

frameworks.Nosubmissionor contentprovided.

Task2:Reflective

practice (45%)Reflectionandresponse to one ethical dilemma encounteredinanearly childhood centre with considerationto:

-Allinvolved stakeholdersperspectives

-Theunitsreadings,

theEYLFandthe NQS,

Exceptional and deeplyreflectiveresponsedemonstrating

critical insight into theethicaldilemma. Allstakeholders perspectivesare thoughtfullyconsideredwith empathy and

nuance.Reflection

Highlyreflectiveandwell- reasonedresponse.

Demonstratesstrongunderstandingof the ethical dilemma and thoughtfullyincorporates

theviewsofall

Clear and consideredreflectionontheethical dilemma.

Stakeholdersperspectivesareaddressed

withsensitivity, andlinkstounit readings, EYLF,

NQS,and

Adequatereflectionwith clear effort to explorethe ethicaldilemma.Some perspectives

areconsidered,thoughdiscussionmay lack depth or

balance.

Basic reflection on theethicaldilemma withminimalcritical engagement.

Stakeholderperspectivesare

mentionedbutnot wellexplored.

Limited or surface- levelconnectionsto unitreadings,EYLF,

NQS,orscholarly

Superficialor unclearreflection.

Ethicaldilemmamay be poorly understoodor described, with minimalrecognitionof stakeholdersperspectives.

Fewor

Very limited or no reflection. Ethicaldilemmaisnot

appropriatelyaddressed.Stakeholderperspectivesareignoredor

misrepresented.No meaningful

useofreadings,

No submission or no attempt to address the ethicaldilemmaor related reflections.No contentprovided.

andscholarlysources.

isrichlysupported by scholarly sources, unit readings,theEYLF,and the NQS, integrated

seamlessly.Responseshows high-levelethicalreasoningand professionalintegrity, going beyondexpectations.

relevant

stakeholders.Reflectionis well-supportedby relevant readings,EYLF, NQS, and scholarlyliterature.

Showsadvanced

criticalthinkingandprofessionalawareness.

scholarlysourcesare relevant and mostly well integrated.Showsstrongethical

awarenessandreflectivethinking.

Referencesto readings,EYLF, NQS, and scholarlysourcesare present but maybelimited or unevenly applied.Showsdevelopingreflectiveand ethicalreasoning.

sources.Reflection meetsminimum standardsbutlacks depth and clarity.

irrelevantconnectionstorequired

frameworksorreadings.

Limiteddemonstrationof reflective or ethicalthinking.

EYLF,NQS,or

scholarlysources.Lacks evidenceof reflectionor understanding.

Criterion3

AcademicLiteracyincluding correct word count, correct writing conventions, use of professionallanguageand academic referencing (APA 7thstyle).

Aminimumof8academic references included.

(10%)

Flawlessuseof

academicwritingconventionsand APAreferencing witha comprehensiverange of high- quality,

authoritativesources.All referencesareaccuratelyformattedandseamlessly

integratedintothecontent.

Wordcountwithin

+/-10%oftheset

wordcount.

Accurateacademic

writingandAPAreferencingwith a strong rangeof relevantsources.Very minorformatting

errorsmaybe present.

Wordcount within +/- 10% ofthesetword count.

Goodacademic writingandAPA referencingwith a range of appropriatesources,thoughthere may be some errors or inconsistenciesinformatting. Wordcount within +/- 10% of the set word count.

Adequateacademicwritingand referencingwithsome relevant

sources.Someminor and inconsistenterrorswith formatting.

Wordcount within +/- 10% ofthesetword count.

Basic academic writingand referencingwith limitedsources.

Some errors and inconsistencieswithformatting.

Wordcountwithin

+/-10%oftheset wordcount.

Poor standard ofacademic writingand referencingwithconsistenterrorsin most/allareas. Wordcount significantlyunder or over

+/- 10% of the setwordcount for the task

Significantimprovementneededin

academicwritingand referencing.

Referencingisabsent,

incorrect,orirrelevant

Notattempted