TCHR2003: Curriculum Studies in Early Childhood Education (Term 4, 2024)
TCHR2003: Curriculum Studies in Early Childhood Education (Term 4, 2024)
Summary
Title Assessment 1
Type Critical Review
Due Date Friday, 13 September 11:59 pm AEST (Week 3)
Length 1500 words
Weighting 50%
Academic Integrity
Please write the first draft of your assessment yourself and ensure you write in your own words and provide appropriate references (APA 7). Then to further refine your assessment you are allowed to use AI tools such as Grammarly and Copilot to check your grammar, spelling and punctuation.
Submission Word document submitted to Turnitin (for written assessments).
Unit Learning Outcomes This assessment task maps to the following ULOs:
ULO1: describe and justify curriculum in early childhood education and care
services
ULO2: understand and demonstrate conceptual knowledge related to key
learning areas for children from birth to five years
ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support childrens learning
ULO4: create and analyse learning environments of curriculum key learning areas for childrens development and learning explain the role of the early
childhood educator
Rationale
This unit develops conceptual knowledge of the holistic and integrated approach to curriculum in the early childhood setting for children aged from birth to five years. Students learn about the importance of play, the Early Years Learning Framework (EYLF) (2022), National Quality Standard (ACECQA, 2020) and use an integrated approach of the learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts).
Task Description
As an early childhood educator, it is important that you have a good understanding of theory, Early Childhood curriculum framework (EYLF), National Quality Standard (NQF), and Australian Curriculum Foundation year) and to be able to justify how early childhood educators use play to plan and implement curriculum for young children in early childhood settings. Assessment 1 requires you define curriculum in early childhood education, discuss how educators use play to implement the curriculum and critically reflect on teacher and childrens interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas (QA), and Australian Curriculum Learning Areas (Foundation Year). This assessment task will enable you to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts. Note: For this unit, the terms educator and teacher are interchangeable.
Task Instructions
Write a critical response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts.1. Define what curriculum means in early childhood education and provide a rationale for your statement using the unit content and readings to support your discussion (100 words).
2. Discuss how educators use childrens play to plan and implement curriculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, using the unit content and readings to support your discussion (500 words).
3. Observe the teacher and children's interactions during an early childhood activity in the video provided in the Assessment 1 folder.
a) Identify and discuss relevant EYLF Principles and Practices the educator is using to promote childrens learning and make relevant links to the NQS Quality Areas (300 words).
b) Identify 2 relevant EYLF Learning Outcomes the children are learning during the activity. Describe a relevant example of what you see in the video that demonstrates the EYLF Learning Outcomes (300 words).
c) Identify 2 relevant Learning Areas (Australian Curriculum, Foundation Year, with relevant content description codes) this activity may be covering and describe an example from the video, for each of your selected Learning Areas (300 words).Use APA 7 referencing throughout and double-lined spacing, Times Roman 12-point Font.
Resources
NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/national-quality-standardhttps://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdfEYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdfACARA = Australian Curriculum, Assessment, and reporting Authority https://v9.australiancurriculum.edu.au/Referencing Style Resource
About APA 7th - APA 7th Referencing Guide - Library guides at Southern Cross University (scu.edu.au)Task Submission
Assessment 1 should be submitted using the Turnitin in the Assessments Tasks & Submission section on the Blackboard TCHR2003 site.
You must label your submission with your surname and initials and the Assessment Tasks name. You must label your submission with your surname and initials and the assessment task's name, e.g: JSmith student number _TCHR2003 Assessment 1.docx
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see theSCU Academic Integrity Framework
NOTE:Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
Please write the first draft of your assessment yourself and ensure you write in your own words and provide appropriate references (APA 7). Then to further refine your assessment you are allowed to use AI tools such as Grammarly and Copilot to check your grammar, spelling and punctuation.
Special Consideration
Please refer to the Special Consideration section of Policy https://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 possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the Grades and Feedback section on the Blackboard unit site. Please allow 7 days for marks to be posted.
Please note that re-submissions are not permitted for this unit as per SCU policy.
Assessment Grade Descriptions
continued on next page
Description of SCU Grades
High Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.
Pass:
The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The students performance fails to satisfy the learning requirements specified.
