Design task

1

TCHR5001 PLAY AND PEDAGOGIES IN EARLY CHILDHOOD EDUCATION Summary

Title Assessment 2: Design Task

Type Design Task

Due Date Monday, 9th October 11:59 pm AEST (start of Week 7)

Length 2000 words

Weighting 50%

Academic Integrity

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.

Submission 1 word document with reference list uploaded to the Assessment Tasks and Submission area of the unit site.

Unit Learning Outcomes This assessment task maps to the following ULOs: ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers and parents/carers ULO3: analyse the relationships between the philosophy, theory and pedagogy to learning environment for all young children (birth – 5 years) ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional

2

Rationale Part of your role as an Early Childhood Teacher is to plan and implement learning environments and experiences that support children’s learning and development through play. These decisions must be underpinned by relevant early childhood research, theory and policy documents.

Task Description This task requires students to reflect upon key issues presented in Modules 1-6 and design a play space and learning experience for children 0-5 years, supported by a written statement.

Task Instructions

1. You are to design an indoor and/or outdoor play space for an age group of your choice. You can choose from birth-2 years, 2-3 years or 3-5 years.

Your design may be created using any computer program you wish, or it can be hand drawn. Consider the layout of and resources in your play

space. Your design must be inserted into the template (word document) provided and it must be clearly labelled. Your play space design will need

to demonstrate the knowledge and understanding you have gained throughout the unit. Your design choices must be supported by the theories,

curriculum and policy documents, and unit content we have explored.

2. Using the learning experience template provided, you are to plan a small group play-based learning experience for your chosen age group that

could take place in your designed play space (approximately. 500 words). Your learning experience will need to demonstrate the knowledge and

understanding you have gained throughout the unit. It must be underpinned by the theories, curriculum and policy documents, and unit content

we have explored.

3. Your play space design and your play-based learning experience must be supported by a written statement (1500 words), justifying your choices for

the design and learning experience. You must make clear links to the Early Years Learning Framework (AGDE, 2022) and relevant early childhood

theories, research and literature, including the unit textbook.

3

Follow the steps to complete the task:

• Open the Design Task Template on the unit site and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment2_designtask

• Edit the cover page with the following details: o Student name and Student ID o Unit code and name o Unit Assessor and Tutor names o Date submitted

• Insert your play space design, learning experience and written statement into the template.

• Complete one reference list on word document

• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.

Referencing APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.

Resources

• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).

• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National

Quality Standards.

• Robinson, C., Treasure, T.,O'Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University Press.

Task Submission Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task's name.

4

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.

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.

Special Consideration 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 MyEnrolment 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.

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.

• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date • a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark

reaches zero.” Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.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 7-10 days for marks to be posted.

5

Assessment Rubric

Marking Criteria and % allocation

High Distinction + 100%

High Distinction (85–99%)

Distinction (75–84%)

Credit (65–74%)

Pass (50–64%)

Marginal Fail

(35-49%) Fail

(1-34%)

Not Addresse

d (0%)

Knowledge and understanding of theoretical perspectives of play-based pedagogy. 20%

Achieves all criteria for High Distinction with no errors.

Shows an outstanding understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a range of theoretical perspectives. Includes an element of critical reflection when discussing theoretical perspectives.

Shows an insightful understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a range of theoretical perspectives.

Shows a competent understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a minimum of two theoretical perspectives.

Shows an adequate understanding of the theoretical underpinnings of play-based pedagogy, drawing at least one theoretical perspective.

Limited understanding of the theoretical underpinnings of play-based pedagogy.

No understanding demonstrated of the theoretical underpinnings of play-based pedagogy.

Knowledge and understanding of the role of play in children’s learning and development. 20%

Achieves all criteria for High Distinction with no errors.

Shows an outstanding knowledge and understanding of the role of play in children’s learning and development in a number of developmental domains. E.g. physical, social and emotional, cognitive etc.

Shows an insightful knowledge and understanding of the role of play in children’s learning and development with reference to number of developmental domains. E.g. physical, social and emotional, cognitive etc.

Shows a competent knowledge and understanding of the role of play in children’s learning and development with reference to developmental domains. E.g physical, social and emotional, cognitive etc.

Shows an adequate knowledge and understanding of the role of play in children’s learning and development with reference to developmental domains.

Little knowledge and understanding of the role of play in children’s learning and development. No developmental domains are discussed.

No knowledge and understanding of the role of play in children’s learning and development. No developmental domains are discussed.

Knowledge and understanding of the link between the EYLF (AGDE, 2022) and play. 20%

Achieves all criteria for High Distinction with no errors.

Outstanding knowledge and understanding of the links between the EYLF and play. Insightful links made throughout pitch.

Very good knowledge and understanding of the links between the EYLF and play. Insightful links made throughout pitch

Competent knowledge and understanding of the links between the EYLF and play.

Links made between the EYLF and play.

Inconsistent links made between the EYLF and play

No links made between the EYLF and play.

Supporting evidence includes a range of relevant early childhood policy, research and literature. 20%

Achieves all criteria for High Distinction with no errors.

Outstanding use of sources as supporting evidence. Includes outstanding use of readings from the unit and academic sources beyond those provided in the unit.

Insightful use of sources as supporting evidence. Includes use of readings from the unit and academic sources beyond those provided in the unit.

A competent use of sources as supporting evidence. Minimum: reference to relevant unit readings and some evidence of wider academic reading.

An adequate use of sources as supporting evidence. Minimum: reference to relevant unit readings. Sources from wider reading are not relevant/ suitable.

Supporting sources are inappropriate/ non-academic.

No academic sources used as supporting evidence.

Design of play space. 10%

Achieves all criteria for High Distinction with no errors.

Design is of a professional standard. It is clear, organized and labelled effectively. Includes title and key.

Design is of a professional standard. It is clear, organized and labelled effectively.

Design is neat, clear to read and labelled.

Design is somewhat neat, clear to read and labelled.

Design is not clear, some labels added.

Design is not clear, no labels added.

Academic writing conventions, including APA 7th referencing. 10%

Achieves all criteria for High Distinction with no errors.

An outstanding level of academic writing is present. No errors noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity. No suggestions to improve academic writing have been made.

A high level of academic writing is present. No errors noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity.

A good level of academic writing is present. A few minor errors are noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity.

A basic level of academic writing is present. A few errors noted with referencing, spelling, punctuation and grammar. Academic writing is relatively cohesive and clear.

Poor academic writing, including errors with referencing, spelling, punctuation and grammar. Academic writing lacks cohesion and clarity.

Academic writing is not readable and includes errors with, spelling, punctuation and grammar. No reference list.

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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.

1

TCHR5001 PLAY AND PEDAGOGIES IN EARLY CHILDHOOD EDUCATION Summary

Title Assessment 2: Design Task

Type Design Task

Due Date Monday, 9th October 11:59 pm AEST (start of Week 7)

Length 2000 words

Weighting 50%

Academic Integrity

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.

Submission 1 word document with reference list uploaded to the Assessment Tasks and Submission area of the unit site.

Unit Learning Outcomes This assessment task maps to the following ULOs: ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers and parents/carers ULO3: analyse the relationships between the philosophy, theory and pedagogy to learning environment for all young children (birth – 5 years) ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional

2

Rationale Part of your role as an Early Childhood Teacher is to plan and implement learning environments and experiences that support children’s learning and development through play. These decisions must be underpinned by relevant early childhood research, theory and policy documents.

Task Description This task requires students to reflect upon key issues presented in Modules 1-6 and design a play space and learning experience for children 0-5 years, supported by a written statement.

Task Instructions

1. You are to design an indoor and/or outdoor play space for an age group of your choice. You can choose from birth-2 years, 2-3 years or 3-5 years.

Your design may be created using any computer program you wish, or it can be hand drawn. Consider the layout of and resources in your play

space. Your design must be inserted into the template (word document) provided and it must be clearly labelled. Your play space design will need

to demonstrate the knowledge and understanding you have gained throughout the unit. Your design choices must be supported by the theories,

curriculum and policy documents, and unit content we have explored.

2. Using the learning experience template provided, you are to plan a small group play-based learning experience for your chosen age group that

could take place in your designed play space (approximately. 500 words). Your learning experience will need to demonstrate the knowledge and

understanding you have gained throughout the unit. It must be underpinned by the theories, curriculum and policy documents, and unit content

we have explored.

3. Your play space design and your play-based learning experience must be supported by a written statement (1500 words), justifying your choices for

the design and learning experience. You must make clear links to the Early Years Learning Framework (AGDE, 2022) and relevant early childhood

theories, research and literature, including the unit textbook.

3

Follow the steps to complete the task:

• Open the Design Task Template on the unit site and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment2_designtask

• Edit the cover page with the following details: o Student name and Student ID o Unit code and name o Unit Assessor and Tutor names o Date submitted

• Insert your play space design, learning experience and written statement into the template.

• Complete one reference list on word document

• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.

Referencing APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.

Resources

• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).

• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National

Quality Standards.

• Robinson, C., Treasure, T.,O'Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University Press.

Task Submission Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task's name.

4

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.

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.

Special Consideration 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 MyEnrolment 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.

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.

• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date • a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark

reaches zero.” Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.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 7-10 days for marks to be posted.

5

Assessment Rubric

Marking Criteria and % allocation

High Distinction + 100%

High Distinction (85–99%)

Distinction (75–84%)

Credit (65–74%)

Pass (50–64%)

Marginal Fail

(35-49%) Fail

(1-34%)

Not Addresse

d (0%)

Knowledge and understanding of theoretical perspectives of play-based pedagogy. 20%

Achieves all criteria for High Distinction with no errors.

Shows an outstanding understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a range of theoretical perspectives. Includes an element of critical reflection when discussing theoretical perspectives.

Shows an insightful understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a range of theoretical perspectives.

Shows a competent understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a minimum of two theoretical perspectives.

Shows an adequate understanding of the theoretical underpinnings of play-based pedagogy, drawing at least one theoretical perspective.

Limited understanding of the theoretical underpinnings of play-based pedagogy.

No understanding demonstrated of the theoretical underpinnings of play-based pedagogy.

Knowledge and understanding of the role of play in children’s learning and development. 20%

Achieves all criteria for High Distinction with no errors.

Shows an outstanding knowledge and understanding of the role of play in children’s learning and development in a number of developmental domains. E.g. physical, social and emotional, cognitive etc.

Shows an insightful knowledge and understanding of the role of play in children’s learning and development with reference to number of developmental domains. E.g. physical, social and emotional, cognitive etc.

Shows a competent knowledge and understanding of the role of play in children’s learning and development with reference to developmental domains. E.g physical, social and emotional, cognitive etc.

Shows an adequate knowledge and understanding of the role of play in children’s learning and development with reference to developmental domains.

Little knowledge and understanding of the role of play in children’s learning and development. No developmental domains are discussed.

No knowledge and understanding of the role of play in children’s learning and development. No developmental domains are discussed.

Knowledge and understanding of the link between the EYLF (AGDE, 2022) and play. 20%

Achieves all criteria for High Distinction with no errors.

Outstanding knowledge and understanding of the links between the EYLF and play. Insightful links made throughout pitch.

Very good knowledge and understanding of the links between the EYLF and play. Insightful links made throughout pitch

Competent knowledge and understanding of the links between the EYLF and play.

Links made between the EYLF and play.

Inconsistent links made between the EYLF and play

No links made between the EYLF and play.

Supporting evidence includes a range of relevant early childhood policy, research and literature. 20%

Achieves all criteria for High Distinction with no errors.

Outstanding use of sources as supporting evidence. Includes outstanding use of readings from the unit and academic sources beyond those provided in the unit.

Insightful use of sources as supporting evidence. Includes use of readings from the unit and academic sources beyond those provided in the unit.

A competent use of sources as supporting evidence. Minimum: reference to relevant unit readings and some evidence of wider academic reading.

An adequate use of sources as supporting evidence. Minimum: reference to relevant unit readings. Sources from wider reading are not relevant/ suitable.

Supporting sources are inappropriate/ non-academic.

No academic sources used as supporting evidence.

Design of play space. 10%

Achieves all criteria for High Distinction with no errors.

Design is of a professional standard. It is clear, organized and labelled effectively. Includes title and key.

Design is of a professional standard. It is clear, organized and labelled effectively.

Design is neat, clear to read and labelled.

Design is somewhat neat, clear to read and labelled.

Design is not clear, some labels added.

Design is not clear, no labels added.

Academic writing conventions, including APA 7th referencing. 10%

Achieves all criteria for High Distinction with no errors.

An outstanding level of academic writing is present. No errors noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity. No suggestions to improve academic writing have been made.

A high level of academic writing is present. No errors noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity.

A good level of academic writing is present. A few minor errors are noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity.

A basic level of academic writing is present. A few errors noted with referencing, spelling, punctuation and grammar. Academic writing is relatively cohesive and clear.

Poor academic writing, including errors with referencing, spelling, punctuation and grammar. Academic writing lacks cohesion and clarity.

Academic writing is not readable and includes errors with, spelling, punctuation and grammar. No reference list.

6

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.