Play Based

EDEC109 S2 2020

Due Date: 8 November 2020 (11:59pm)

Assessment 2:

Play-Based Project and Presentation (2500 words equivalent)

Students develop and document a play-based activity appropriate for implementation with children aged 3-4 years old. They must link the activity to appropriate curriculum outcomes. They need to discuss the pedagogical theory underpinning their activity and the implications and considerations for implementing and evaluating the activity.

This task addresses learning outcomes 4-6

4. Explain the fundamental role of a play-based curriculum in children’s learning and development and explore and contrast the notion of play in a variety of socio-cultural contexts

5. Apply observation and program planning skills to develop play-based educational experiences for individual children and groups of children

6. Apply key components of the processes used to select, adapt, and/or create a curricular program experiences for individual children and groups of children

Task: A.

Using the lesson plan framework below, develop a play-based activity appropriate for a specified group of children (3-4 years old) that is clearly linked to 1. appropriate EYLF outcomes, and 2. is appropriate for the specific nature (socio-cultural context) of the target group of

children who will participate in the lesson. B.

Record a one-minute video of yourself explaining the play-based activity to other educators

Lesson Plan Framework (Task A) The required structure for this assignment is as follows. Please note, this is not in the format of an essay. Word count: Average number of words per section is approximately 200 words. All sections do not need to be the same length. References must be included in APA format with a reference list attached. The reference list does not contribute to the word count. 1. Learning Objective(s)

a) Identify the target group of children for this lesson (specify age, special needs, cultural background etc.)

b) State the objective of the lesson and how it links to the EYLF. 2. Rationale

a) Relate this plan to the i. the nature of the children you have selected for this lesson and

ii. observations, needs, interests, background, and experiences relevant to these children.

b) Explain how and why this lesson i. is of value to the target group of children

ii. might connect to future learning, and iii. contributes to the overall development of these children.

3. Organisation Describe and explain how and why the children will be

a) selected, b) grouped, c) located, and d) organised

in a way that suits this activity. 4. Resources

Describe the resources needed for the lesson and how they will be used. 5. Activity

Clearly state the steps, transitions (if any) and timing of the lesson. 6. Assessment

Describe a) the observations to be made that will indicate achievement of the outcomes in the

children and b) how assessment observations will be recorded.

7. Evaluation of teaching and reflections of learning Explain how you will

a) reflect on, b) get feedback for, and c) evaluate your delivery of the lesson

8. Modifications, strategies for future learning and feedback Explain how you might use your reflections and the feedback you have received to improve this lesson for future teaching.

Reading and Research

1. You are expected to refer in APA format wherever relevant a. to the chapters of your textbook we have covered in the lectures, or b. links that have been provided in the PowerPoint Presentations of your lectures.

You may also refer to other relevant texts and/or peer-reviewed journal articles such as may be found on the shelves in or online through the College library.

2. You should to provide evidence of research that: a. justifies your choice of activity for the target group of your children, b. acknowledges the pedagogical theory underpinning the activity, and/or c. justifies what children will learn, and how they will develop, through the activity.

Referencing

In-text referencing and reference list (at the end of your essay) must be formatted according to APA guidelines. Click here to access the Excelsia College APA guide.

Video Recording Structure (Task B) Summarize what you have written in your plan. You can use the same structure, BUT do not just read from your plan.

Imagine you are in a staff meeting with other educators and they want to know what you have planned and why.

Due Date 11:59 PM 8th November 2015. This is at end of teaching week 11.

Grading Rubric

Item Fail Pass Credit Distinction High Distinction Outcome/s Does not link to valid EYLF

Outcome/s Links to valid EYLF Outcome/s Links to valid EYLF Outcome/s,

and practice/s or principles Links to valid EYLF Outcome/s practice/s and principles

Links to valid EYLF Outcome/s practice/s and principles that are clearly related to the target group

Rationale Does not provide adequate or valid rationale.

Provides basic rationale related to child observations, needs, interests, background, and experiences with some inaccuracies. Unclear or irrelevant information may be present.

Provides sound rationale related to child observations, needs, interests, background, and experiences with few inaccuracies. Some unclear or irrelevant information may still be present.

Provides thorough and accurate rationale related to child observations, needs, interests, and background. No unclear or irrelevant information.

Provides comprehensive and accurate rationale related to child observations, needs, interests, and background. Accurately related to the target group. No unclear or irrelevant information.

Organisation of class

Does not adequately consider lesson organisation

Identifies type of group (individual, small group etc.) that will receive the lesson.

Identifies and describes the group (individual, small group etc.) that will receive the lesson. Identifies location of group in the ELE centre.

Identifies and describes the group (individual, small group etc.) that will receive the lesson. Identifies location of group in the ELE centre. Considers access, hygiene and safety related issues.

Identifies and describes the group (individual, small group etc.) that will receive the lesson. Identifies location of group in the ELE centre. Considers access, hygiene and safety related issues. Considers cultural issues relevant to composition of the group

Resources Does not provide adequate list of resources required

Provides basic list of appropriate resources required for the lesson.

Provides appropriate list of resources required for the lesson and appropriate transitions. Identifies location of resources.

Provides appropriate list of resources required for the lesson and appropriate transitions. Identifies location of resources. Includes consideration of how to safely use the resources.

Provides appropriate list of resources required for the lesson and appropriate transitions. Identifies location of resources. Includes consideration of how to safely use the resources. Provides instruction on clean- up and safe disposal of used resources.

Item Fail Pass Credit Distinction High Distinction Activity Does not adequately identify

steps and timing Basic identification of steps and timing.

Sound identification of steps and timing. Relates steps and timing to use of resources. Relates steps and timing to a basic understanding of the target group.

Thorough identification of steps and timing. Relates steps and timing to a basic understanding of the target group. Relates steps and timing to a basic understanding of the target group.

Comprehensive identification of steps and timing. Relates steps and timing to a basic understanding of the target group. Relates steps and timing to a basic understanding of the target group. Includes consideration of incoming and outgoing transitions

Assessment Does not adequately relate assessment to outcomes.

Relates assessment to the outcomes set for the lesson.

Relates assessment to the outcomes set for the lesson and the EYLF.

Relates assessment to the outcomes set for the lesson and the EYLF. Identifies observations to be made in accord with the EYLF objectives set in outcomes.

Relates assessment to the outcomes set for the lesson and the EYLF. Identifies observations to be made in accord with the EYLF objectives set in outcomes. Considers social and cultural issues in method of assessment.

Evaluation of teaching

Does not adequately consider evaluation of teacher performance

Basic consideration of evaluation of teacher performance.

Sound consideration of teacher performance with accurate relation to EYLF objective in outcomes.

Thorough consideration of teacher performance with accurate relation to EYLF objective in outcomes. Proposes method to gather feedback.

Thorough consideration of teacher performance with accurate relation to EYLF objective in outcomes. Proposes method to gather feedback. Considers appropriateness of pedagogy in design and delivery of teaching activity.

Item Fail Pass Credit Distinction High Distinction Modifications: strategies for future learning and feedback

Does not adequately consider how lesson plan might be improved in the future.

Basic reflection on how lesson plan might be improved in the future.

Sound reflection on how lesson plan might be improved in the context of the EYLF.

Sound reflection on how lesson plan might be improved in the context of the EYLF. Suggests how feedback from participants is to be considered for continuous improvement.

Sound reflection on how lesson plan might be improved in the context of the EYLF. Suggests how feedback from participants is to be considered for continuous improvement Suggest how the delivery, outcomes, and evaluation processes might be reported to the organisation.

Referencing Referencing inadequate or absent.

APA referencing present, mostly accurate but inaccurate may contain some inaccuracies.

APA referencing is accurate and adequately related to set readings.

APA referencing is accurate, adequately related to set readings. Effective use of in- text citations for improved argument. Shows evidence of independent research beyond set readings.

APA referencing is accurate, adequately related to set readings. Effective use of in- text citations for improved argument. Shows evidence of independent and relevant research beyond set readings.

Writing Writing is off topic, incoherent or incomprehensible

All sentences able to be understood by the reader.

Effective use of sentences and paragraphs. Accurate use of key terminology.

Highly effective writing with good use of key terminology.

Highly engaging and insightful writing with good use of key terminology.

Presentation (video recording)

Incoherent or largely incomprehensible presentation. Fails to communicate the written plan.

Communication of basic elements of the unit. Reads largely from written plan.

Clear communication of all key aspects of the unit, paraphrased effectively from written plan.

Engaging communication of all key aspects of the unit

Highly engaging communication of all key aspects of the unit