TCHR2003 Curriculum Studies in Early Childhood Education
Summary
Title
Assessment 2
Type
Portfolio
Due Date
Friday, April 12 11:59 pm AEST/AEDT (Week 6)
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 breach against you as described in the Student Academic and Non- Academic Misconduct Rules, Section 3.
Under the Rules – Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive
Dean, with that determination being final and conclusive, and not subject to
further Appeal within the University. Students are not able to appeal
against academic misconduct via the Unit Assessor or unit staff.
Submission
Word document submitted to Turnitin (for written assessments).
Unit Learning Outcomes
This assessment task maps to the following ULOs:
ULO1: describe and justify curriculum 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 curriculum key learning
areas can be applied to support children’s learning.
ULO4: create and analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early childhood educator
Rationale
This unit develops conceptual knowledge of the holistic approach to curriculum in the early childhood setting. A focus is on an integrated approach to learning key curriculum areas of science and technology, mathematics, creative arts, language, history, and physical wellbeing for children aged from birth to five years. Students develop children’s conceptual knowledge of these areas, with links made to the Early Years Learning Framework (EYLF) (2022) and the National Quality Standard (ACECQA, 2020).
Task Description
The purpose of this assignment is to develop deeper knowledge and understanding of how everyday objects, routines, and resources in the early childhood setting can be used to promote children’s learning and development across the key learning areas (Australian Curriculum- Foundation) with links to the EYLF and learning outcomes and NQS QA. It is also important that early childhood
educators have a deep understanding of the role of children’s play in these learning environments to best promote children’s conceptual knowledge in key learning areas appropriate to the birth to five years. Assessment 2 requires you to analyse 2 early childhood education photos. You will analyse
one (1) photo in relation to the Infant and Toddler age group, and one (1) photo in relation to the Pre-school age group. Your analysis of each photo will explain how the environment is used to support children’s learning and development. Relevant links to theory and key learning areas and the EYLF will be used in addition to justifying the pedagogical approaches and the role of the teacher to support children’s early learning and development.
Task Instructions
There are six photos of environments in early childhood settings provided in the Assessment 2 folder.
Choose two of the photos considering one for the Infant and Toddler age group, and one for the Pre- school age group. Then respond to the following for each (750 words for each photo):
Explain how each of the environments in the photo can be used to promote children’s learning and development. Use theoretical and unit reference sources to support your explanation.Analyse the knowledge and understandings children can learn within each environment across two key learning areas [e.g., Physical Health & Well Being, Science, Maths, English (Literacy & Language), Creative Arts, Technologies, History] (Australian Curriculum – Foundation) with relevant links to the EYLF Learning Outcomes and NQS QA.Explain and justify the pedagogical approach/es and roles the early childhood educator could take in each of the learning environments to promote children’s learning and development.
Use a minimum of 8 references/scholarly sources that substantially support your discussion, including reference to unit content, research literature, Early Years Learning Framework (EYLF) (DET, 2022), National Quality Standard QA (ACECQA, 2018), and the Australian Curriculum (ACARA, 2022).
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
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023- 01/EYLF-2022-V2.0.pdf
ACARA = Australian Curriculum, Assessment, and reporting Authority https://v9.australiancurriculum.edu.au/
Referencing Style Resource
About APA 7th – APA 7th Referencing Guide – Library guides at Southern Cross University (scu.edu.au)
Task Submission
Assessment 2 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_TCHR2003 Assessment 2.docx
Please note that re-submissions for the assessment tasks for this unit are not permitted as per SCU policy.
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 breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
At SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the Assessment Item by the Unit Assessor.
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 breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Under the Rules – Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.
Special Consideration
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & Penalties
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
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.
TECH2400 Introduction to Cyber Security Assignment Help
TCHR3001 Early Childhood Matters Assignment Help
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.
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.
