GDECE 104 Professional Teaching Practice 1: Assessment 2 (Professional ePortfolio – 1500 words, 40% weight)
The intention of the observation report is to identify, analyse and assess the children’s area of interest, and use the analysis as a starting point to compose learning experiences or lesson plans. This assessment will examine students understanding of evidence-based learning and how to interpret observations into meaningful and play-based teaching moments to foster children’s learning and development. Therefore, strong connections between observation analysis and children’s area of interest must be addressed.
In analysing the observations, it is essential and expected that students make frequent reference to the relevant learning frameworks to support and form the analysis. Students are also expected to use academic literature and relevant theories to support their assessment of the observation. An effective and accurate use of APA 7th referencing style is also required in this assessment.
Task description:
Following the early years learning framework planning cycle (Australian Government Department of Education [AGDE], 2022), develop 2 lesson plans or learning experiences for children based on assessment of an observation report. Drawing on principles and practices of early childhood pedagogy (AGDE, 2022), plan the learning experiences with emphasis on play-based learning with intentionality, adopting holistic approaches of children’s learning and development.
Task Instruction:
• Do an observation of children’s learning in the video provided, chose 1 of the videos provided below:
1. Connecting with practice: Young toddlers’ learning
2. Connecting with Practice: Marking with coloured pencils
3. Connecting with practice: Discovering– making connections 4. Connecting with Practice: Discovering – making music
• Write an observation report using a particular method of observation (the report is an appendix, not included in word count). Choose one of the following methods of observation (Arthur et al., 2020; Irving & Carter, 2018): – Running records
– Anecdotes (Anecdotal records)
– Checklists
– Learning stories
– Jottings
– Work samples (artefacts)
– Time samples
– Event samples
– Photographs
• Assess the observation report, using references from documents of learning frameworks (EYLF/VEYLDF/NQF/NQS), theories of children’s learning and development, and a range of relevant research and literature.
• Plan 2 learning experiences (lesson plans) based on assessment and analysis of the observation report.
• Provide rationale that includes critical reflection and justification of the learning experience with focus on play-based learning with intentionality, and holistic approaches of children’s learning and development.
Criteria:
• write an observation report using a particular method of observation and assess the observation report with in-depth analysis.
• Develop 2 lesson plans (student can use provided lesson plan template but welcome to write in paragraphs)
• Each lesson plan should be developed for teaching one topic, for example “colourful shapes”; “colouring monkey”; “vegetable man”; “five fingers”; “a hungry caterpillar” and so on.
• Each lesson plan should be designed with specific learning objectives that can be linked to EYLF.
• Each lesson plan needs to meet children’s learning and development needs (consider age appropriateness and relevance of the experience).
• Each lesson plan should include assessment strategies, learning environment arrangement, safety, and inquiry questions.
Word count: 1500 (excluding references and appendix)
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.
Referencing: APA7 (please refer to this guide for referencing guidelines)
Due Date: Friday 10th May 2024, 11:59 PM
Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the date and require documentary evidence, such as medical certificates.
Grading Scale:
GDECE104 Assessment 2: ePortfolio (1500 words)
Grade
Criteria
High Dis/nc/on
Dis/nc/on
Credit
Pass
Does not meet minimum standard
C1. Assess the observa/on with in-depth
analysis
(10 marks)
Observa/on is clearly ar/culated
and directly relevant to the learning context, with in-depth analysis using
effec/ve references from documents of learning frameworks and a range of
relevant
research and literature
Observa/on is clearly ar/culated
and directly relevant to the learning context, with in-depth analysis using
effec/ve references from documents of learning frameworks and relevant
research and literature
Observa/on is ar/culated and
relevant to the learning context, with analysis using references from
documents of learning frameworks and relevant research and literature
Observa/on is ar/culated but not
all relevant to the learning context, with limited analysis using references
from documents of learning frameworks and relevant research and literature
Observa/on is not ar/culated or
irrelevant to the learning context The
analysis is absent or inadequate No evidence of references from documents of
learning frameworks and relevant research and literature
C2.
Develop 2 lesson plans based on assessment of
observa/on report
(5 marks)
Two lesson plans are clearly
described, contain relevant details regarding aims, target cohort, dura/on,
and materials.
Connec/on
to EYLF clearly explained.
2 lesson plans are briefly
described, contain relevant details regarding aims, target cohort, dura/on,
and materials. Connec/on to EYLF men/oned
or briefly described.
2 lesson
plans are briefly described, contain relevant details regarding aims, target
cohort, dura/on, and materials.
Connec/on to EYLF men/oned.
2 lesson plans are provided but not
clearly described, contain relevant details regarding aims, target cohort,
dura/on, and materials.
Connec/on to EYLF
men/oned
Lesson
plans are developed with incomplete or irrelevant details regarding aims,
target cohort, materials, and connec/on to EYLF provided.
C3.
The lesson plans clearly reflect
children’s learning and development need
(10 marks)
Relevant learning ac/vi/es,
clearly address children learning
and development needs, and clearly explained with cri/cal reflec/on.
Relevant
learning ac/vi/es, clearly address children learning and development needs,
and clearly
explained
Relevant learning ac/vi/es, clearly
address children learning and development needs, and clearly described.
Relevant learning ac/vi/es,
superficially address children learning and development needs,
and briefly described.
Learning ac/vi/es stated. Connec/on
to children’s learning and development needs many be tenuous.
Learning ac/vi/es provided but are irrelevant or
contain key misunderstandings or inaccuracies.
Examples of prac/ce not provided.
C4. The lesson plans clearly
reflect playbased learning with inten/onality, adop/ng holis/c approach of
children’s learning and
development
(10 marks)
Ra/onale of play-based learning
with inten/onality are clearly explained, with cri/cal reflec/on, holis/c
approach is jus/fied by a range of relevant literature.
Ra/onale of play-based learning
with inten/onality are clearly explained, with cri/cal reflec/on, holis/c approach
is supported by a range of relevant literature.
Ra/onale of playbased learning with
inten/onality are clearly described, with some evidence of cri/cal reflec/on,
holis/c approach is supported by a range of relevant literature.
Ra/onale of playbased learning with
inten/onality are clearly described, with limited cri/cal reflec/on, holis/c
approach is supported by a relevant literature.
Ra/onale of playbased learning with
inten/onality are described, with limited cri/cal reflec/on, holis/c approach
is described supported by limited literature.
Ra/onale of playbased learning with
inten/onality and holis/c approach are described but are irrelevant or
contain key misunderstandings or inaccuracies.
Ra/onale of play-based learning with inten/onality
and holis/c approach not provided.
C5. Assignment is formaYed
according to requirements and wriYen
C4.1 The assignment is clear and
free of typographical and structural features that hinder understanding.
There is no confusion between author
C4.2 The assignment is clear with
minor typographical and structural features
C4.3 The assignment is clear with
typographical and structural features that may hinder
C4.4 The assignment has
typographical and structural features that significantly hinder
C4.5 The assignment has
typographical and structural features that prohibit understanding. There is
confusion between author voice and that of sources, or author’s voice is
clearly and cohesively. APA 7
referencing is used. Word limit is adhered to.
(5 marks)
voice and that of sources. The
assignment is formaYed according to stated requirements. The assignment is
formaYed according to stated requirements. Accurate mechanics of in-text and
endof-text APA (7th Ed.) referencing style were used.
Word limit
met.
that may hinder understanding.
There is minimal confusion between author voice and that of sources. The
assignment is mostly formaYed according to stated requirements. Accurate
mechanics of intext and end-oftext APA (7th Ed.) referencing style were used
with minor inconsistencies (no more than 2 errors).
Word limit met.
understanding. There is minor
confusion between author voice and that of sources. The assignment is partly
formaYed according
to stated requirements. Mechanics
of in-text and end-of-text APA (7th Ed.) referencing style were used with
inconsistencies (no more than 4 errors).
Word limit met.
understanding. There is confusion
between author voice and that of sources.
The assignment is minimally formaYed according to
stated requirements. Mechanics of in-text and end-of-text APA (7th Ed.)
referencing contain several errors.
Word limit met.
absent. The assignment is not formaYed according to
stated requirements.
Mechanics of in-text and end-of-text APA (7th Ed.)
referencing style were not used appropriately.
Word limit
not met.
References:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia.
Australian Government Department of Education [AGDE]. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
Irving, E., & Carter, C. (2018). The child in focus: learning and teaching in early childhood education. Oxford University Press.
