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Task
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Createa professional development audiovisual presentation that includes a plan of useable strategies (ideas and experiences) for improving educator wellness and wellbeing in relation to two chosen issues, to be implemented in an early childhood setting. The professional development presentation should be created using PowerPoint (or a similar presentation method, e.g. Zoom or YouTube) and have early childhood educators as the intended audience. You will record your voice onto the PowerPoint slides or your preferred presentation tool. This audiovisual presentation should be a resource that would be useful to provide professional development on educators' wellness and wellbeing in an early childhood setting. Refer to EC curriculum documents such as the EYLF, NQS, and the Code of Ethics in relevant places.
The following aspects, all of which should be drawn from themodule content, assigned subject readings, andrelevant EC documentsmust be included in the presentation:
Identify and discusstwoissuesthat could adversely impact the wellness and wellbeing of educators in the early childhood education setting where you work.
Discusstheimplicationsfor educators if these identified issues remained unresolved.
Create a planwith useablestrategies(ideas and experiences) to improve educator wellness and wellbeingin relation to these two issuesthat could be implemented in an early childhood setting. The strategies discussed must relate to resolving the identified issue/s not just general strategies for educators wellness and wellbeing.
Explainhow the role of leaders and advocates in the early childhood profession is important in supporting the wellness and wellbeing of early childhood educators.
Instructions for the PowerPoint slides:
Your audiovisual presentation should consist of11 + slides and should last approximately 10-15 minutes.It must be accompanied by detailed and referenced slide notes in the Notes section; these need to written using an academic style of writing with clear paragraphs and scholarly literature synthesised where appropriate. The word count for the Notes section should be 1500 words (+ or - 10%) with the words on the slides not counted in the word count.
To make PowerPoint slides, there are many websites to help you. For a start, try these:
HYPERLINK "http://www.makeuseof.com/tag/10-tips-for-preparing-a-professional-presentation/" http://www.makeuseof.com/tag/10-tips-for-preparing-a-professional-presentation/
HYPERLINK "http://www.wikihow.com/Create-a-PowerPoint-Presentation" http://www.wikihow.com/Create-a-PowerPoint-Presentation
The main slides should only include key points as your academic notes will be in the Notes section written under each slide. The words on the slides are the key points of what you have written in the Notes section, and spoken in your voice-over. On each slide, please include a heading, bullet points, an image, or perhaps a short quote (with reference). They must align closely with your notes in the Notes section, and your voice-over. The key points are for your audience to clearly see what you will be discussing in your PPT. Your slide notes will be the bulk of your content and your voice-over.
You must include references (including assigned subject readings) throughout your slide notes. Only include references on your slides if you are using a direct quote.
Add a voice-over recording of your presentation.This should be approximately 10-15 minutes - no longer,and should align closely with your notes in the Notes section of your presentation. Inevitably there will be some digression and improvisation but the essence of your voice-over is your slide note 'script'.
The general format of the presentation should be as follows:
Slide 1: Your name, student number, and subject code.
Slide 2: Acknowledgement to Country
Slide 3: PPT presentation objectives.
Slide 4: Issue 1 - Describe the first issue and why it is an issue for educators' wellness and wellbeing.
Slide 5: Implications for educators' wellness and wellbeing if Issue 1 is not resolved.
Slide 6: Strategies and plan to resolve Issue 1.
Slide 7: Issue 2 - Describe the second issue and why it is an issue for educators' wellness and wellbeing.
Slide 8: Implications for educators' wellness and wellbeing if Issue 2 is not resolved.
Slide 9: Strategies and plan to resolve Issue 2.
Slide 10: The role of leaders and advocates to value, support, and promote educators' wellness and wellbeing.
Slide 11: Thank you slide
Slide 12: References (include all references using APA 7th ed.).
This assessment task will assess the following learning outcome/s:
be able to examine the socialisation and environmental influences on health issues and how they apply to children and staff in early childhood settings.
be able to discuss the role leaders and advocates in the early childhood profession have on ensuring conditions in early childhood settings that support the wellness and wellbeing of children and staff.
be able to create a plan with useable ideas and experiences to improve wellness and wellbeing for early childhood centre staff that could be implemented in an early childhood setting.
This assessment task also provides students with opportunities to:
Reflect on the social value placed on wellness and wellbeing and how this influences educators' perspectives on teaching practice in early childhood settings.
Consider theoretical and practical means for fostering the wellness and wellbeing of educators in early childhood settings.
Evaluate how well early childhood services provide for the wellness and wellbeing of educators.
Explain the value of providing for the wellness and wellbeing of those involved in early childhood settings.
Recognise and understand the role of leaders and advocates in the early childhood profession in ensuring conditions in early childhood settings support the wellness and wellbeing of educators.
Practice some typical early childhood leadership skills, namely addressing an audience which in this case will be your colleagues.
Develop concrete ideas to create change for the better in your early childhood setting.
Marking criteria and standards
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Marking Criteria
High Distinction
85% - 100 Distinction
75% - 84% Credit
65% - 74% Pass
50% - 64% Fail
0% - 49%
Identify and discusstwo issuesthat could negatively affect EC educators' wellness and wellbeing.
/7 Marks Introduces, and expands upon, two issues that could negatively impact EC educators' wellness and wellbeing clearly. Provides examples highly applicable to the real-world. Rigour and sustained focus to the presentation are achieved through synthesis of pertinent scholarly and subject readings. Discussion shows an in-depth understanding of how each issue is represented in their workplace. Delivered in a relatable manner for the intended audience to identify with.
6.0 - 7.0 marks Two issues are presented clearly and connect with EC wellness and wellbeing. A detailed, and real-world, understanding of these issues is evident. Focus on the presentation is maintained through the integration of a range of scholarly and subject readings. Introduces the topic in a manner that raises awareness.
5.3 - 5.9 marks Two issues impacting the EC educators' wellness and wellbeing are discussed. An understanding of these issues is evident. Scholarly and subject readings have been included to support a sustained focus to their presentation.
4.6 - 5.2 marks Issues impacting EC educators' wellness and wellbeing are coherently presented with key ideas and/or evidence supported consistently with subject readings. An understanding of content learned is evident, though there may be a lack of real-world examples/ connections.
3.5 - 4.5 marks Issues are either not presented or do not address EC educators' wellness and wellbeing. Required readings and/or understanding derived from the subject modules are not evident to support a necessary level of conceptual and/or theoretical depth.Voice-over not included.
0 - 3.4 marks
Discuss, explain, and provide evidence for; the implications the two issues chosen may have for educators if they remain unaddressed.
/7 Marks Critically evaluates the two issues presented, discusses the implications/risks of failing to address these issues. Evidence and examples are provided, and referenced to subject readings and other scholarly literature, to justify the realistic, informed, and positively focused response.
6.0 - 7.0 marks Discusses and explains the implications of failing to address the two issues presented. Evidence, and examples are provided, and referenced to justify the response. Considerations are realistic and transferable to the real-world.
5.3 - 5.9 marks Discusses and explains the implications of not addressing the two issues presented. Evidence is provided, and referenced, to justify main points raised. Considerations are realistic and pertain to educators' wellness and wellbeing.
4.6 - 5.2 marks Explains the implications of not addressing and resolving the issues raised. Evidence is provided, and referenced, to support main points given. Considerations pertain to educators' wellness and wellbeing.
3.5 - 4.5 marks Implications are either not presented or do not address EC educators' wellness and wellbeing issues. Required readings and/or understanding derived from the subject modules are not evident to support a required level of conceptual and/or theoretical depth.Voice-over not included.0 - 3.4 marks
Create a clear, evidence-based plan which features highly transferablestrategies(ideas and experiences) that could be used in an authentic setting to improve educators' wellness and wellbeing.
/7 Marks Workplace knowledge, relevant strategies, and carefully selected EC readings and research are integrated with explicit connections to illustrate a plan for improving educators' wellness and wellbeing. A realistic plan is given to illustrate how this may work in practice to resolve this issue.
6.0 - 7.0 marks Workplace knowledge, known strategies, and carefully selected EC readings and research relate to the explicit plan to resolve the issue and improve educators' wellness and wellbeing. Clear evidence of such a plan having the ability to effect real change in the workplace.
5.3 - 5.9 marks Workplace knowledge and relevant research explicitly connect to improving educators' wellness and wellbeing. Plan is well supported by subject EC readings and research with an understanding of how to address real-world workplace wellness and wellbeing issues evident.
4.6 - 5.2 marks Proposed plan for improving educators' wellness and wellbeing is adequately supported by subject EC readings and research, and workplace knowledge.
3.5 - 4.5 marks Plan lacks evidence and/or lacks justification based on subject EC readings and research. Workplace knowledge is limited and/or there is a lack of strategies. Voice-over not included.
0 - 3.4 marks
Explain, and provide evidence, as to how EC leaders and advocates can support educators' wellness and wellbeing.
/7 Marks Explains, with the intent to empower, what EC leaders/advocates can do to support and promote educators' wellness and wellbeing. Information and strategies have been provided from scholarly readings and relevant EC curriculum documents including the NQS QAs and the Code of Ethics, to make clear evidence-based connections.6.0 - 7.0 marks Explains what EC leaders/ advocates can do to help support and promote educators' wellness and wellbeing in relation to early childhood settings. Information and strategies have been provided from scholarly readings and relevant EC documents to make clear evidence-based connections. There is a clear intent to share expertise with others.
5.3 - 5.9 marks Explains what EC leaders/advocates can do to help educators' wellness and wellbeing with some strategies selected from scholarly readings and/or relevant EC documents. There is an intent to share available information with others, building on their understanding.
4.6 - 5.2 marks The concept of how EC leaders and advocates can support educators' wellness and wellbeing is evident. Subject readings and relevant EC documents have been referred to. Strategies have been included. An understanding of the actions that can be taken is evident.
3.5 - 4.5 marks Not able to explain and/or provide relevant evidence to help support educators' wellness and wellbeing. Understanding derived from the subject modules and EC curriculum documents is not evident to support a required level of understanding.EC curriculum documents, including the NQS and Code of Ethics is not included in the discussion.Voice-over not included.0 - 3.4 marks
Presentation Quality:
Visually engaging, professionally constructed/written, clear to read, concise, and provides the consideration of each aspect addressed.
/7 Marks Voice-over is professional, yet authentic, which has an uplifting and engaging effect on the audience.Any images or graphics used are appropriate. Visual layout is attractive with text strategically implemented to ensure the audience can take away key points with the slides supporting understanding of the topic addressed.Overall, the message presented is delivered in a sophisticated and professional way and engages the audience.
6.0 - 7.0 marks Voice-over is professional, clear, and instructive.Any images or graphics used are appropriate. Visual layout is uncluttered, well laid out, relatable, and elements have been chosen to help support ideas presented.Written elements are kept to a minimum to address key points. Overall, the presentation is professional and encourages audience engagement.
5.3 - 5.9 marks Voice-over is clear and professional.Any images or graphics are appropriate. Visual layout is relatable with content selected to support ideas presented.Written elements are clear and concise.Overall, the presentation is professional with each slide created to address a key idea.
4.6 - 5.2 marks Voice-over is clear.Images and graphics used are appropriate. An attempt has been made to make the slides visually attractive.Most slides encourage the audience to reflect on an idea or issue. The slides are relatively concise. Overall, the presentation addresses the necessary criteria in some way.
3.5 - 4.5 marks Voice-over is not included. Visually the slides are sparse or overcrowded. Images and/or graphics are not well selected.Overall, the presentation would not stimulate audience engagement and/or does not address necessary criteria.0 - 3.4 marks
Academic writing & APA 7th ed. referencing style.
/5 Marks Referencing conforms to APA 7th ed. style conventions.Subject readings included.Writing is at a high academic standard.4.3 - 5.0 marks Referencing conforms to APA 7th ed. style conventions with very few errors.Subject readings included.Writing is highly developed towards an academic standard.3.8 - 4.2marks Referencing conforms to APA 7th ed. style conventions appropriately, though with some errors.Subject readings included.The student is starting to write academically.3.3 - 3.7 marks Referencing applying APA 7th ed. style conventions has been attempted with some areas for improvement.Subject readings are included.The students writing is coherent.2.5 - 3.2 marks Referencing does not conform to APA 7th ed. style conventions.Subject readings are not included.The student's writing has many errors present.Has gone over/ under the word count: + or 10 % of 1500 words.
0 - 2.4 marks
This assessment must be created on a PowerPoint or a similar presentation tool (discuss suitable alternatives with your tutor) and submitted through EASTS. The required 'notes' should be written in the Notes section under each of the slides. You will record your voice-over of the presentation on each of the slides.
The presentation may be EITHER submitted as a file to EASTS, OR it can be stored digitally (e.g. Google Drive or YouTube) and the link to it posted in the CoverSheet and submitted to EASTS. (Note: please ensure that the link is accessible for the marker and not set to private viewing only).Please do not submit a PDF file.
Note:If you are using a digital presentation tool where no slide notes are able to be provided, please copy and paste your Notes below the marking rubric in your Coversheet.
The assessment task should be within +/- 10% of the word limit.
Text in PowerPoint slides should not be less than 28- point font (text in notes can be at the normal font size).
Proofread your work so that it is free of typographical errors, spelling, grammar, and punctuation mistakes.
Use language that is appropriate to academic tasks. Ensure you use respectful and appropriate early childhood terminology. Maintain a formal tone in your writing/speaking at all times. For assistance, see Academic Skills: HYPERLINK "https://www.csu.edu.au/current-students/learning-resources/build-your-skills/academic-skills-help" t "https://outlines.csu.edu.au/delivery/published/EEB309/202360/A/D/_blank" https://www.csu.edu.au/current-students/learning-resources/build-your-skills/academic-skills-help
Your reference list should contain all source documents and assigned subject readings that you refer to, quote, or paraphrase from. It must conform to the APA 7th ed. referencing style: HYPERLINK "https://cdn.csu.edu.au/__data/assets/pdf_file/0011/3371843/Charles-Sturt-University-APA-7th-ed.-Referencing-Summary.pdf" t "https://outlines.csu.edu.au/delivery/published/EEB309/202360/A/D/_blank" https://cdn.csu.edu.au/__data/assets/pdf_file/0011/3371843/Charles-Sturt-University-APA-7th-ed.-Referencing-Summary.pdf
Reference lists are NOT counted in the word count.
Please check your work in Turnitin (plagiarism-checking software) before submitting to EASTS.
Academic writing quality - please note and duly follow these points:
Do not use conversational or emotive language such as 'great', 'fantastic' in your writing. Find more sophisticated and formal equivalents such as 'valuable', 'worthwhile', and 'interesting'.
Do not use contractions such as can't, didn't, or shouldn't. These should be written as cannot, did not, and should not.
Please write in the third person (grammar) point of view. This involves using pronouns such as him, her, it, they, or them. Please do not use the first person point of view which predominantly uses pronouns such as I and me, and the second person point of view in which the main pronouns used are you and yours.
