Faculty of Education XXXXXXXXXXASSESSMENT 1 TASK COVER SHEETUnit Code:Unit Name:Assessment...

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Faculty of Education
XXXXXXXXXXASSESSMENT 1 TASK COVER SHEET
Unit Code:
Unit Name:
Assessment title:
Student Name:
Student ID:
Unit Assessor:
Tutor:
Due Date:
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TCHR2003: Cu
iculum Studies in Early Childhood Education (Term 3, 2024)
Summary
    Title
    Assessment 1
    Type
    Critical Review
    Due Date
    Friday, 19 July 11:59 pm AEST/AEDT (Week 3)
    Length
    1500 words
    Weighting
    50%
    Academic Integrity
(See below for limits of use where GenAI is permitted)
    Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity
each against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
    Submission
    Word document submitted to Turnitin (for written assessments).
    Unit Learning Outcomes
    This assessment task maps to the following ULOs:
ULO1: describe and justify cu
iculum 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 cu
iculum key learning areas can be applied to support children’s learning
ULO4: create and analyse learning environments of cu
iculum key learning areas for children’s development and learning explain the role of the early
childhood educato
Rationale
This unit develops conceptual knowledge of the holistic and integrated approach to cu
iculum 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 Cu
iculum 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 cu
iculum framework (EYLF), National Quality Standard (NQF), and Australian Cu
iculum Foundation year) and to be able to justify how early childhood educators use play to plan and implement cu
iculum for young children in early childhood settings. Assessment 1 requires you define cu
iculum in early childhood education, discuss how educators use play to implement the cu
iculum and critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas (QA), and Australian Cu
iculum Learning Areas (Foundation Year). This assessment task will enable you to demonstrate a good working knowledge and understanding of early childhood education cu
iculum, 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 cu
iculum, frameworks, theory, and concepts.
1. Define what cu
iculum 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 children’s play to plan and implement cu
iculum 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 children’s learning and make relevant links to the NQS Quality Areas (300 words).
) 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 Cu
iculum, 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-standard
https:
www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
EYLF = Early Years Learning Framework https:
www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
ACARA = Australian Cu
iculum, Assessment, and reporting Authority https:
v9.australiancu
iculum.edu.au
Referencing Style Resource
About APA 7th - APA 7th Referencing Guide - Li
ary 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 Task’s 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 the SCU Academic Integrity Framework
NOTE: Academic Integrity
eaches include poor referencing, not identifying direct quotations co
ectly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fa
icating information.
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity
each against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Special Consideration
Please refer to the Special Consideration section of Policy https:
policies.scu.edu.au/document/view-cu
ent.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.cu
ent.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…
2
TCHR2003 Cu
iculum Studies in Early Childhood Education
Description of SCU Grades
High Distinction:
The student’s 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 student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s 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 student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The student’s 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 student’s performance could be described as competent in relation to the learning requirements specified.
Pass:
The student’s 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 student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.

Assessment 1 (TCHR2003, Term 3, 2024)
     Criteria
    HD + (100%)
    HD (85-99%)
    D (75-84%)
    C (65-74%)
    P (50-64%)
    Marginal Fail (35-49%)
    Fail (1-34%)
    Absent Fail (0%)
    1. Define what cu
iculum means in early childhood education and provide a rationale for your statement using unit content to support your discussion.
10%
    Excellent definition and rationale provided for early childhood education cu
iculum. Without any e
ors.
    Outstanding definition and rationale provided for early childhood education cu
iculum
    Very good definition and rationale provided for early childhood education cu
iculum.
    Good definition and rationale provided for early childhood education cu
iculum.
    Satisfactory definition and rationale provided for early childhood education cu
iculum.
    Limited definition and rationale provided for early childhood education cu
iculum.
    Very limited or no definition and rationale provided for early childhood education cu
iculum.
    Not attempted
    2. Discuss and justify how educators use children’s play to plan and implement cu
iculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, relevant references from the unit to support your discussion.
20%
    Discussion and justification are excellent on how educators use play to plan and implement early childhood cu
iculum with relevant references. Without any e
ors.
    Discussion and justification are outstanding on how educators use play to plan and implement early childhood cu
iculum with relevant references.
    Discussion and justification are very good on how educators use play to plan and implement early childhood cu
iculum with relevant references.
    Discussion and justification are good on how educators use play to plan and implement early childhood cu
iculum with relevant references.
    Discussion and justification are satisfactory on how educators use play to plan and implement early childhood cu
iculum with relevant references.
    Limited discussion and justification on how educators use play to plan and implement early childhood cu
iculum with relevant references.
    Very limited or no discussion and justification on how educators use play to plan and implement early childhood cu
iculum with relevant references.
    Not attempted
    3. Critical review of video:
a) Discuss the EYLF Practices and Principles the educator is using to promote children’s learning and make relevant links to NQS QA.
) Identify 2 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.
c) Identify 2 Learning Areas (Australian Cu
iculum, Foundation year, & relevant content descriptor codes) this activity may be covering, and describe an example from the video, for each of your selected Learning Areas.
60%
    Excellent critical review of video regarding:
· EYLF Principles & Practices used by the educator and NQS QA.
· Identifying 2 EYLF Learning Outcomes
· Identifying 2 appropriate Learning Areas (Australian Cu
iculum)
Using appropriate examples from the video. Without any e
ors.
    Outstanding critical review of video regarding:
· EYLF Principles & Practices used by the educator and NQS QA.
· Identifying 2 EYLF Learning Outcomes
· Identifying 2 appropriate Learning Areas (Australian Cu
iculum)
Using appropriate examples from the video.
    Very good critical review of video regarding:
· EYLF Principles & Practices used by the educator and NQS QA.
· Identifying 2 EYLF Learning Outcomes
· Identifying 2 appropriate Learning Areas (Australian Cu
iculum)
Using appropriate examples from the video.
    Good critical review of video regarding:
· EYLF Principles & Practices used by the educator and NQS QA.
· Identifying 2 EYLF Learning Outcomes
· Identifying 2 appropriate Learning Areas (Australian Cu
iculum)
Using appropriate examples from the video.
    Satisfactory critical review of video regarding:
· EYLF Principles & Practices used by the educator and NQS QA.
· Identifying 2 EYLF Learning Outcomes
· Identifying 2 appropriate Learning Areas (Australian Cu
iculum)
Using appropriate examples from the video.
    Limited critical review of video regarding:
· EYLF Principles & Practices used by the educator and NQS QA.
· Identifying EYLF Learning Outcomes
· Identifying appropriate Learning Areas (Australian Cu
iculum)
Limited use of appropriate examples from the video.
    Very limited or no critical review of video regarding:
· EYLF Principles & Practices used by the educator and NQS QA.
· Identifying EYLF Learning Outcomes
· Identifying appropriate Learning Areas (Australian Cu
iculum)
No use of appropriate examples from the video.
    Not attempted
    4. Standard of writing and presentation: spelling, punctuation, grammar, paragraph structure, APA 7th referencing style. The essay is well supported by appropriate research literature and references (NQS, EYLF, ACARA).
10%
    Excellent standard of writing, presentation, and use of appropriate references. Without any e
ors.
    Outstanding standard of writing, presentation, and use of appropriate references.
    Very good standard of writing, presentation, and use of appropriate references.
    Good standard of writing, presentation, and use of appropriate references.
    Satisfactory standard of writing, presentation, and use of appropriate references.
    Poor standard of writing, presentation, and limited or no use of appropriate references.
    Very Poor standard of writing, presentation, and limited or no use of appropriate references.
    Not attempted
2

cover-sheet-for-assessment-1-wldjjd3w.docx tchr2003-assessment-task-1-brief-2024-t3-final-final-eq32nidr.docx tchr2003-assessment-1-rubrics-2024-term-3-9-columns-final-final-0dqdcdne.docx all-resources-oz1vt0ls-hgudrsx3.zip

Dr Shweta · Accepted Answer

Ans 1 Curriculum refers to any criterion, element, or aspect that facilitates the learning process for students. The curriculum is the "blueprint" for the content taught at each level and within each discipline. Curriculum encompasses all the interactions, experiences, routines, and events in a setting that promotes children's learning, growth, and well-being. Since young children are amenable to a diverse array of experiences, the curriculum acts as the “front line" to boost their learning and development (Australian curriculum, Queensland curriculum). The curriculum's inclusions and exclusions shape children's learning and perspective about the world. It must be relevant to all local communities and children in their early childhood settings (Dewey; NQS 2018).
Ans 2 When educators critically reflect and evaluate planning and practice for and with children, they create an engaging, child-centered curriculum. This is achieved through the planning, analysis, and assessment of children's learning. Educators in early childhood education employ children's play as a basis for the development and execution of curriculum. The utilization of play in early childhood education is supported by a variety of theories, including: 
· Piaget's Cognitive Development Theory: Piaget posited that infants acquire knowledge through active exploration and interaction with their environment. This exploration works best in a play environment.
· Vygotsky's Sociocultural Theory: Vygotsky’s underscored the social and cultural context of learning. He contended that play enables children to internalize and practice social norms and roles.
· Psychosocial Theory of Erikson: Erikson posited that play is a means by which children can resolve psychosocial crises and cultivate a sense of self.
Play is also acknowledged as a critical element of early childhood education in the National Quality Standard (NQS) and the Early Years Learning Framework (EYLF).
Early Years Learning Framework (EYLF): 
EYLF (2009) emphasizes the significance of play in the promotion of children's learning and development, with a particular emphasis on the development of critical thinking, creativity, and problem-solving skills. It prioritizes play-based learning as a means of fostering the learning and development of children. It pinpoints the subsequent fundamental principles such as play is a critical component of effective learning, as it enables educators to establish secure, respectful, and reciprocal relationships with children. It fosters partnerships among educators, children, and families. It enables all children to learn at their own pace and participate, promotes respect for diversity and children are afforded the opportunity to acquire knowledge about and demonstrate appreciation for diversity through play. Play-based learning primarily fosters on-going learning and reflection for both children and educators.
National Quality Standard (NQS): 
The NQS underscores the necessity for educators to offer children the chance to participate in play-based learning that is both meaningful and pertinent to their lives (NQS, 2018). It also endorses the utilization of play in early childhood education. According to it educators can create programs that are tailored to the ideas, interests, strengths, and abilities of children through play-based learning. Educators are able to establish positive and respectful relationships with children through play and play-based learning fosters their collaboration with families and communities.
Curriculum planning and implementation through children's play are accomplished through the utilization of a variety of strategies by educators. Educators used techniques like using the interests and potentials of children to put in the picture the updated curriculum planning through hearing and observation of activities (Arthur et al., 2012), present open-ended wherewithal and supplies that foster children's investigation activity, resourcefulness, and knowledge all the way through play (Hill, 2012), fostering a tradition in which children are self-assured to make errors, take risks, and become skilled at from their experiences (Arthur et al., 2012), and integrating a different type of learning areas, such as science, literacy, and mathematics, through play (EYLF, 2009). 
Thus,

This assessment requires video to be watched, i will share the link to the video in the chat. Please use EYLF version 2.

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