TCHR5001 Assessment Brief 2

TCHR5001 Assessment Brief 2

Assessment Details

Item Assessment 2

Type Design Task

Due Friday 4th October 2024, 11:59 pm AEDT (end of Week 6)

Group type Individual / Group

Length 1500 words

(750 words for the written statements and 750 words allocated at your discretion)

Weight 50%

Gen AI use Permitted, restrictions apply

Aligned ULOS ULO1, ULO2, ULO3, ULO4

Resources Assessment 2 Template

Deliverables & Submissions 1x document (PDF or Word) submitted via Turnitin

Resubmissions Assignment resubmissions are not permitted in this unit.

Marking Instructor Marked

Grades & Feedback SCU Letter Grade, Assessment Rubric, Written Feedback

Assignment Rationale

As an Early Childhood Teacher, a critical part of your role is to create learning environments that are inclusive of diverse perspectives, responsive to children's interests and needs, and provide play experiences that support the learning, development, and wellbeing of all, no matter their circumstances. Your decisions and actions should be underpinned by relevant early childhood research, theory, and policy documents. This assessment task offers an opportunity for informed decision-making.

This assignment aligns with the following Unit Learning Outcomes (ULOs)

ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies.

ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers, and parents/carers.

ULO3: analyse the relationships between philosophy, theory, and pedagogy to the learning environment for all young children (birth 5 years).

ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional.

Task Description

This task requires students to reflect on key issues presented in Modules 1-6 and design a learning space, a play-based learning experience and a play-based resource, for children aged 0-5 years. Each design will be supported by a written statement. A template will be provided.

Instructions

Part A: Play Space Design

You are asked to design an entire indoor or outdoor play space for an age group of your choice (0-1 year, 1-2 years, 2-3 years, or 3-5 years) or one corner of the outdoor or indoor space. Consider elements such as the layout and available resources, how they are used, and their purposes. You may use any computer program to create the design, or it can be hand-drawn. Your design must be inserted into the template provided on the Blackboard site and clearly labelled. Provide a 250-word written statement explaining how your personal philosophy on play-based pedagogy has informed your design for this particular age group.

Part B: Learning Experience Plan Using the provided learning experience plan template, plan a small group play-based learning experience for your chosen age group (0-1 year, 1-2 years, 2-3 years, or 3-5 years) that will take place in your designed play space. Ensure your learning experience includes objectives based on the Early Years Learning Framework Learning Outcomes. Then, write a 250-word statement explaining the theoretical perspectives that underpin your learning experience.

Part C: Play-Based Resource Design Desing a resource that engages the chosen age group of children (0-1 year, 1-2 years, 2-3 years, or 3-5 years) in play-based learning. The resource should encourage learning through play and can take various forms, such as a toy, game, activity kit, or interactive digital resource. It can be something you create yourself or build on an existing resource (Please ensure you appropriately acknowledge, reference, and cite the resource you drew upon). Then, write a 250-word statement explaining the resources intended use and how it supports childrens learning, development, and wellbeing.

Your task must be supported and informed by:

A range of theoretical perspectives presented in Module 2

Academic sources (readings, journal articles, book chapters, etc.)

Professional sourcesand ECEC policies(Early Years Learning Framework, National Quality Standard, United Nations Convention on the Rights of the Child, Code of Ethics, Developmental Milestones, etc.)

Formatting

APA 7 formatting is required for this task.

Assessment 2 Template already includes the Southern Cross University cover page, but it is your responsibility to indicate if and how you have used GenAI in the assessment and provide a copy/screenshot of special consideration approval

For the written statements, please use an easy-to-read font (e.g. Arial 12, Times New Roman 12) and a 1.5-space

Referencing

APA 7 Referencing style is required to be used for this task. Please refer to the APA 7th edition. Referencing Guide for this task - https://libguides.scu.edu.au/apaYou must:

Create a reference list on the last page of the Assessment 2 Template with a minimum of 6 references, although you may use more. References are not counted in the overall word count

Literature needs to include the unit textbook, accompanied by peer-reviewed articles, book chapters, and other authoritative sources. At a minimum, your sources for this task will include the unit required text, unit readings, EYLF (AGDE, 2022) and broader literature.

If you have used an AI tool or technology in completing your assessment (for example, brainstorming, understanding concepts, generating examples, summarising readings), acknowledge how you have used AI tools or technologies is required.

You can create this acknowledgement by adding a declaration at the end of your reference list. For example, I acknowledge the use of ChatGPT to brainstorm concepts ------- for this assessment as a starting point for initial research before writing my assessment.

Submissions

Follow the steps to complete the task:

Download the Assessment 2 Template provided on the Blackboard site.

Save the document with your surname, initials, and the assessment title. For example KamenaracO_TCHR5001designtask

Insert your play space design, learning experience, resource and three (3) written statements into the template.

Add one reference list to the end of the template. Ensure your reference list is in alphabetical order and adheres to APA7th Referencing Guidelines

Once complete, submit the Word document via the Turnitin link in the Assessment and Submission section of the Blackboard site.

Generative AI (Artificial Intelligence) use Policy

You are permitted to use generative AI (Gen AI) tools responsibly and ethically to complete components of this assignment.

Please do not post confidential, private, personal, or otherwise sensitive information into Gen AI tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication.

Below are the details of permitted and prohibited uses of Gen AI for this assignment:

Permitted use

Students are permitted to use Generative AI to:

clarify concepts, theories, ideas, etc., discussed in class

generate preliminary ideas for writing

edit a working draft of the assessment

read and summarise research and supporting evidence for the assessment

Prohibited use

Students are not permitted to use Generative AI to:

generate definitions or writing used in their final submission.

produce arguments or refine thinking on their final submission

Any of these actions will constitute and be treated as a breach of academic integrity.

Gen AI Acknowledgement

Your use of AI tools must adhere to the SCU Academic Integrity Framework, which includes upholding honesty, ethics, professionalism, and academic integrity. All use of Gen AI must be explicitly documented and acknowledged in your submission. If you use generative AI tools without acknowledgment, it may result in an academic integrity breach against you, as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. To find out how to reference generative AI in your work, consult the referencing style for your unit via the library referencing guides.

Referencing

You must use APA citation style for in-text citations and a reference list. Remember to cite all sources used, including generative AI tools, to acknowledge their contributions to your work. The reference list is not included in the word limit. Refer to the SCU (Southern Cross University) Library Guides for detailed instructions on APA formatting, and to ensure your referencing is accurate, refer to the SCU Library Guides.

To find out how to reference generative AI in your work, consult the referencing style for your unit via the library referencing guides. If you use generative AI tools without acknowledgement, it may result in an academic integrity breach against you, as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

Academic Integrity

Adherence to SCU's academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit. Examples of academic misconduct include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCUs academic integrity policies and guides for detailed information on what constitutes a breach, and the consequences involved.

Special Considerations

Students wishing to request special consideration must submit a Request for Special Consideration form via their MyEnrolment 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

Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached. A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date. A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.

Grades & Feedback

Assignments submitted by the due date will receive an SCU Letter Grade, a Turnitin originality report, an assessment rubric evaluating performance against specified criteria and standards, and written feedback from the assignment marker. Grades and feedback will be posted to the Grades & Feedback section on the learning site. Please allow up to seven business days for marks to be posted.

Grading Criteria & Standards

Works submitted by the due date will be evaluated against the grading criteria and standards outlined below and summarised in the Assessment Rubric. For more information regarding SCU grades and standards, visit Final Grades.Continued next page . . .

Assessment Rubric

Grading Criteria High Distinction

(85-100%) Distinction

(75-84%) Credit

(65-74%) Pass

(50-64%) Fail

(1-49%)

Criterion 1. (15%) (ULO1,2&3)

Part A. Play-space design. (Layout and resources). The design is outstandingly creative, well-organised and appropriate to the chosen age group. Chosen resources and layout demonstrate an outstanding understanding of play-based pedagogy and safety considerations. Design is clearly labelled. The design is creative, well-organised and appropriate for the chosen age groups developmental needs. Chosen resources and layout show a very good understanding of play-based pedagogy and safety considerations. Design is labelled. The design is organised and suitable for the chosen age groups developmental needs. Chosen resources and layout demonstrate a good understanding of play-based pedagogy. Design is labelled. The design is somewhat organised and suitable for the chosen age groups developmental needs. Chosen resources and layout indicate a basic understanding of play-based pedagogy. Design is labelled. The design is poorly organised and/or inappropriate for the chosen age groups developmental needs. Chosen resources and/or layout indicate poor understanding of play-based pedagogy.

Criterion 2. (15%)

(ULO2,3&4)

Part A. Written statement. (Philosophy informing design). The connection between the personal philosophy on play-based pedagogy and the design is outstandingly well-articulated and supported by detailed examples. The connection between the personal philosophy on play-based pedagogy and the design is clearly articulated and supported by relevant examples, through play. The connection between the personal philosophy on play-based pedagogy and the design is adequately articulated and supported by some examples.

The connection between the personal philosophy on play-based pedagogy and the design is somewhat articulated, with few supporting examples. The connection between the personal philosophy on play-based pedagogy and the design is poorly articulated or unsupported by examples.

Criterion 3. (15%)

(ULO1,2&3)

Part b: Play-based learning experience (plan)

The learning experience is outstandingly creative and engaging, providing authentic and interesting opportunities for learning through play. The plan offers extremely clear steps and considerations for implementation.

The learning experience is creative and engaging, offering interesting opportunities for learning through play. The plan offers clear steps and considerations for implementation. The learning experience is somewhat creative and engaging, offering good opportunities for learning through play. The plan offers steps and considerations for implementation. The learning experience shows limited creativity and engagement, with a basic opportunity for learning through play. The plan offers steps and considerations for implementation. The learning experience lacks creativity and engagement, offering minimal opportunities for learning through play. The plan lacks clarity in the steps for implementation. Criterion 4. (15%) (ULO1,3&4)

Part B. Written statement. (Theoretical perspectives underpinning learning experience). The written statement provides an outstanding explanation of the theoretical perspectives underpinning the learning experience, demonstrating a deep understanding and application of these theories. The written statement provides a strong explanation of the theoretical perspectives, demonstrating a good understanding and application. The written statement provides a good explanation of the theoretical perspectives, with some understanding and application. The written statement provides a basic explanation of the theoretical perspectives, with limited understanding and application. The written statement provides a poor explanation of the theoretical perspectives, demonstrating little to no understanding.

Criterion 5. (15%) (ULO1,2&3)

Part C. Play-based resource.

The resource is engaging, age-appropriate and provides outstanding support for children's learning, development, and wellbeing.

The resource is engaging, age-appropriate and provides strong support for children's learning, development, and wellbeing. The resource is age-appropriate and provides adequate support for children's learning, development, and wellbeing. The resource provides basic support for children's learning, development, and wellbeing. The resource provides minimal support for children's learning, development, and wellbeing.

Criterion 6. (15%)

(ULO1,3&4)

Part C. Written statement (How does the play-based resource support childrens learning, development and wellbeing, links to developmental domains) The written statement is outstandingly clear and thorough, providing a deep and insightful explanation of the resources intended use and how it supports children's learning, development, and wellbeing with clear links to a range of developmental domains. The written statement is clear and comprehensive, providing a strong explanation of the resources intended use and how it supports children's learning, development, and wellbeing with clear links to at least three developmental domains. The written statement is generally clear and detailed, providing a good explanation of the resources intended use and how it supports childrens learning, development, and wellbeing, with links to at least two developmental domains. The written statement is somewhat clear, providing a basic explanation of the resources intended use and how it supports childrens learning, development, and wellbeing, with links to a developmental domain. The written statement lacks clarity and detail, providing an inadequate explanation of the resources intended use and how is supports children's learning, development, and wellbeing, with little link to developmental domains.

Criterion 7. (10%)

(ULO1-4)

Supporting evidence, including academic and professional resources/literature. Outstanding use of academic and professional sources and literature throughout the task. Outstanding integration of these materials with deep and insightful connections. The submission demonstrates an advanced understanding and critical engagement with the materials. Very good use of academic and professional sources and literature throughout the task. There is a strong integration of these materials with clear and relevant connections. Good use of academic and professional sources and literature. Clear but, at times, superficial connections. Basic use of academic and/or professional sources and literature. Some connections are unclear or lack depth. Limited or incorrect use of academic and/or professional sources and literature.

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.

SCU Assessment Cover Sheet

Unit Code: TCHR5001

Unit Name: Play and Pedagogy in Early Childhood Education

Assessment 2: Digital Task

Submission Details

Student Name Student ID Unit Assessor Tutor Due Date Date Submitted Gen AI Acknowledgement

Please select one of the following options:

I have not used Gen AI to complete this assignment

I have used Gen AI to complete this assignment

Type of Gen AI used (please tick all that apply)

Premium Grammarly

Microsoft Co-Pilot

Other (please explain)

Special Considerations

If you have special consideration, what is the approved due date: xxxxxxxx

Please provide a copy of the approval letter with this assessment.

TCHR5001 Assessment 2: Template

Part A: Play Space Design

Instructions:

You are asked to design an indoor or outdoor play space for an age group of your choice (0-1 year, 1-2 years, 2-3 years, or 3-5 years). Consider elements such as the layout and available resources, how they are used, and their purposes. You may use any computer program to create the design, or it can be hand-drawn. Your design must be inserted into this template (in the section below). And clearly labelled. In a separate section following the design, provide a 250-word written statement explaining how your personal philosophy on play-based pedagogy has informed your design for this particular age group.

Design:

(Insert youre the image of the design here)

Written Statement:

(Insert your 250-word statement)

Part B: Play-Based Learning Experience

Instructions:

Using the provided learning experience plan template, plan a small group play-based learning experience for the chosen age group (0-1 year, 1-2 years, 2-3 years, or 3-5 years). The activity will take place in your designed play space (Part A). Ensure your learning experience includes objectives based on the Early Years Learning Framework Learning Outcomes. Then, write a 250-word statement explaining the theoretical perspectives that underpin your planned learning experience.

Name of experience: (Insert experience/activity a name)

Aim: (What is the overall goal of the experience? What do you want the children to learn?)

EYLF Learning Outcomes: (What are the intended EYLF learning outcomes and indicators that will be achieved?)

Age group: (What age group are the children that you are planning for?)

Timing Procedure

(How you will implement this plan) Considerations

(Space, time, supervisions, differentiation) Environment

(Resources/Materials) Teaching Strategies

How long will each part of the experience take? Keep in mind the age of the children, and include an estimated time. Introduction to the learning experience.

Body of the learning experience

Conclusion and transition This section must clearly link to each section of the procedure. Think about your approach to teaching each step of your procedure; what teaching strategies will you use? What practices will be best to assist in delivering the learning experience?

Written Statement

(Insert 250-word statement here)

Part C: Play-Based Resource

Instructions:

Design a resource that engages your chosen age group of children (0-1 year, 1-2 years, 2-3 years, or 3-5 years) in play-based learning and supports the intended learning experience. The resource should encourage learning through play and can take various forms, such as a toy, game, activity kit, interactive digital resource, outdoor equipment, etc. It can be something you create yourself or build on an existing resource (Please ensure you appropriately acknowledge, reference, and cite the resource you drew upon). Then, write a 250-word statement explaining the resources intended use and how it supports childrens learning, development, and wellbeing.

Design:

(Insert your resource here)

Written Statement:

(Insert your 250-word statement here)

Reference List