Word/time limit:1500 (+/- 10%)Weighting:40%Individual/Team:IndividualDue date:11.55pmAEST Monday 22 August 2022 (Week 5)
Assessment 2: Presentation
Word/time limit:1500 (+/- 10%)Weighting:40%Individual/Team:IndividualDue date:11.55pmAEST Monday 22 August 2022 (Week 5)
If you have any questions aboutthis assessment, you can access theAssessment 2 Q&Adiscussion forum.
Assessment overview
This assessment is designed to build on your understanding of theory and perspectives of play, as you consider how these understandings inform play-based approaches in early childhood education. You will develop presentation preparation skills as you demonstrate your understanding of play, highlight the value of play, and explain learning and teaching in play-based approaches. Importantly, you will advocate for childrens right to play and begin to put theory into practice by identifying a play-based learning experience for children aged 2-3 years.
Please note:You are not required to present the slide deck for this assessment.
This assessment supportscourse learning outcomesK1, K2, K4, S2, A1, A3.To see a full list of the course learning outcomes for this course, please see theCourse description.
Assessment details
The learning materials and activities from Modules 1 and 2examined play, listed theories and perspectives that informed play-basedapproaches and highlighted the value of play in early childhood education settings. In Modules 3 and 4, we explored these ideas further with a focus onhow to construct and implement play-based approaches.
For this assessment, you are required to create a PowerPoint presentation slide deck that:
demonstrates your understanding of play, influential theories and play-based approaches to learning
highlights the critical importance of play for children's learning and development and advocate for childrens right to play in early childhood education settings.
identifies one suitable play-based learning experience for a small group of 23-year-old children and explains how this learning experience would support childrens learning and development.
Please consider:In order to address the learning outcomes/marking guide, thesuitable play-based learning experience should include nature/natural materials.Note: the reference list is not included in the word count.
Supporting resources
Please see the following supporting resources that will help you to complete this assessment:
Federation University Library has helpful information about referencing in APAon their HYPERLINK "https://federation.edu.au/library/student-resources/fedcite" t "_blank" FedCitepage.
EDECE 1019 Assessment 2: Presentation exemplar (PDF 1178KB)will provide guidance on how your slides might look when completing this assessment.
Submission details overview
This assessment will be submitted through Turnitin as a .DOC or .DOCX file only. You will find the relevant submission point on theAssessmentsoverview page.
Please allow a 24-hour turnaround for an originality report to be generated.
Assessment criteria
Understanding of play and knowledge of influential theories that inform play-based approaches (CLO: K1, A1).
Ability to articulate the value of play for children's learning and development and advocate for childrens right to play (CLO: K2, K4).
Demonstrate an understanding of how to implement a play-based approach (CLO: S2, A3).
Your work will be assessed using the following marking guide:
EDBED1011 Assessment 2: Learning experience plan template
Fill in the following template incorporating three learning experience plans based on an appropriate picture book. Follow the instructions included against each section.
Picture book chosen:
Literacy concept:
Numeracy concept:
Learning experience plan 1
Experience title and where it falls in the sequence of learning experiences: does it build upon a prior experience? Age group: Date:
Context: Is the experience planned for indoor or outdoor or both?Is it planned for a routine?How many children will be involved?How long during the day will it be available?
Resources: What equipment are you going to need?
Child/Children involved and objectives/goals: Who is this learning experience targeted at? A specific age group? A specific group of children? Add specific goals here that you would want the child/children you are planning for to achieve.
Rationale: Why have you set up this experience for children?
Teaching strategies: Think about your own teaching strategies to encourage learning.See page 26 of the Early Years Framework for Australia[EYLF] (AECEQA, n.d.) as this may help you reflect on teaching strategies in relation to the 5 learning outcomes.
Environment set-up: How are you going to make the environment welcoming to children?Is the environment aesthetically pleasing?Will you need to think about clean up after the experience and for children during the experience?
Think about childrens agency over their environment.Will there be choice?Can children help in the set up and pack up?
What will the children be doing? What does the learning experience involve?
Transition: If children are completing activity before a transition in routine, how will you allow this to run smoothly. Will you sing a song, so children are moving from the area gradually into a routine time?How will you get them to help pack up?
Reflection on teaching: What reflective questions will you need to ask yourself about your teaching?
Assessment & evaluation: Briefly discuss how you would assess the childrens learning. How would you evaluate the effectiveness of your plan and your teaching? How would you document the learning that takes place? Support with literature/references.
Link to framework: Using the VEYLDF/ EYLF as a guide, what expected learning do you think may occur?
Learning experience 2
Experience title and where it falls in the sequence of learning experiences: Age group: Date:
Context:
Resources:
Child/Children involved and objectives/goals:
Rationale:
Teaching strategies:
Environment set-up:
What will the children be doing?
Transition:
Reflection on teaching:
Assessment & evaluation:
Link to framework:
Learning experience 3
Experience title and where it falls in the sequence of learning experiences: Age group: Date:
Context:
Resources:
Child/Children involved and objectives/goals:
Rationale:
Teaching strategies:
Environment set-up:
What will the children be doing?
Transition:
Reflection on teaching:
Assessment & evaluation:
Link to framework:
EDBED1011 Assessment 2: Learning experience plan template
Fill in the following template incorporating three learning experience plans based on an appropriate picture book. Follow the instructions included against each section.
Picture book chosen:
Literacy concept:
Numeracy concept:
Learning experience plan 1
Experience title and where it falls in the sequence of learning experiences: does it build upon a prior experience? Age group: Date:
Context: Is the experience planned for indoor or outdoor or both?Is it planned for a routine?How many children will be involved?How long during the day will it be available?
Resources: What equipment are you going to need?
Child/Children involved and objectives/goals: Who is this learning experience targeted at? A specific age group? A specific group of children? Add specific goals here that you would want the child/children you are planning for to achieve.
Rationale: Why have you set up this experience for children?
Teaching strategies: Think about your own teaching strategies to encourage learning.See page 26 of the Early Years Framework for Australia[EYLF] (AECEQA, n.d.) as this may help you reflect on teaching strategies in relation to the 5 learning outcomes.
Environment set-up: How are you going to make the environment welcoming to children?Is the environment aesthetically pleasing?Will you need to think about clean up after the experience and for children during the experience?
Think about childrens agency over their environment.Will there be choice?Can children help in the set up and pack up?
What will the children be doing? What does the learning experience involve?
Transition: If children are completing activity before a transition in routine, how will you allow this to run smoothly. Will you sing a song, so children are moving from the area gradually into a routine time?How will you get them to help pack up?
Reflection on teaching: What reflective questions will you need to ask yourself about your teaching?
Assessment & evaluation: Briefly discuss how you would assess the childrens learning. How would you evaluate the effectiveness of your plan and your teaching? How would you document the learning that takes place? Support with literature/references.
Link to framework: Using the VEYLDF/ EYLF as a guide, what expected learning do you think may occur?
Learning experience 2
Experience title and where it falls in the sequence of learning experiences: Age group: Date:
Context:
Resources:
Child/Children involved and objectives/goals:
Rationale:
Teaching strategies:
Environment set-up:
What will the children be doing?
Transition:
Reflection on teaching:
Assessment & evaluation:
Link to framework:
Learning experience 3
Experience title and where it falls in the sequence of learning experiences: Age group: Date:
Context:
Resources:
Child/Children involved and objectives/goals:
Rationale:
Teaching strategies:
Environment set-up:
What will the children be doing?
Transition:
Reflection on teaching:
Assessment & evaluation:
Link to framework:
EDECE 1019 Assessment 2: Presentation exemplar
The following slides are a sample from previous students assessments. They have not been chosen as perfect examples (note they are a collection of individual slides from a variety of tasks and not designed to be a complete task that addresses all assessment criteria). For example, you do not need multiple examples of experiences for 23-year-olds.
It is important that you read the task details and rubric carefully and address all assessment requirements. These example slides have been provided to give you some guidance and give you an idea of what slides might look like for this task i.e., how they can be clear and informative, include a high standard of writing, use of APA referencing while ensuring the slide content remains visually appealing.
Please note that these slide examples use APA 6th edition. Ensure that you use APA 7th edition when completing your referencing for this assessment.
Exemplar 1
Exemplar 2
Exemplar 3
Exemplar 4
Exemplar 5
Exemplar 6
Exemplar 7
Referencing
Remember to add your references. It is recommended that you complete these references in a document then screenshot them and add them to the relevant slide. This will help with formatting. Please remember to reference chapters of your prescribed text, rather than the entire text as there are different authors for each chapter. Any images you have sourced from other external sources should also be referenced.
