Report

Assessment name:

Report

Due Date:

Saturday 12th August 2023 @ 11:59pm

Weighting:

50%

Length:

2000 words

Task Description:

This assessment is comprised of two tasks. You must submit your assessment as one document. Demonstrate how you have engaged in the planning cycle during your professional experience.

Task 1: Record of Observation

Submit one recorded observation of a child aged birth-2 years old. You can submit any observation method type for example, anecdotal record, running record, learning story, jotting. However, your observation must include the following information:

• Child’s first name

• Child’s age

• Record of your observation of the child’s learning/development/play/routine/behaviour

• Analysis/interpretation of the observation (with links to theory, the NQS and the EYLF to support the analysis)

• Ideas for future planning

Task 2: Learning Experience Plan

Submit a learning experience that you planned to extend on the observation and analysis you submitted for task one. Use the learning experience template provided in the Assessment 2 Folder on the Blackboard site. Your learning experience should show evidence that you have considered the Caregiving, Responsive Relationships and Play framework used by Sims & Hutchins (2020, pp.125-146)

Make direct links to the set text, EYLF, NQS, theory and other relevant early childhood resources.

Referencing

APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing

Support Resources

Academic Integrity – SCU guidelines

Academic Integrity Module - mandatory module for first year students

Learning Zone – workshops, Quick Guides, student appointments

Submission

The due date for this assessment is Saturday, 12th August 2023 by 11:59pm

Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5009 Blackboard site.

Please note:

· It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.

· After you have followed the TurnItin submission process you must download the digital receipt.

· If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.

Late Submission/Extension

If you need to apply for special consideration you may do so HERE

According to SCU Policy, late penalties apply. More information found HERE

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

GenAI May Not be Used

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, must 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 .

Assessment 2: Report MARKING RUBRIC

Criteria

High Distinction

Distinction

Credit

Pass

Fail

Task 1: Anecdotal Record

Record of observation shows understanding of Infant and toddler learning and development

15%

Outstanding record of observation that shows evidence of an excellent understanding of infant and toddler and development

Insightful record of observation that shows evidence of a comprehensive understanding of infant and toddler learning and development

Solid record of observation that shows evidence of a good understanding of infant and toddler learning and development

Satisfactory record of observation that shows evidence of a fundamental understanding of infant and toddler learning and development

Poor record of observation that shows evidence of a limited understanding of infant and toddler learning and development

Analysis/interpretation of the observation is supported by set text, theory, the NQS and EYLF

25%

Outstanding analysis/interpretation of the observation that is strongly supported by the set text, theory, the NQS and EYLF

Insightful analysis/interpretation of the observation that is well supported by the set text, theory, the NQS and EYLF

Solid analysis/interpretation of the observation that is supported by the set text, theory, the NQS and EYLF

Satisfactory analysis/interpretation of the observation that is fundamentally supported by the set text, theory, the NQS and EYLF

Poor analysis/interpretation of the observation that is poorly supported by the set text, theory, the NQS and EYLF

Task 2: Learning Experience Plan

Learning experience extends on observation and demonstrates knowledge of infant and toddler learning, development, health and safety and has a focus on caregiving, responsive relationships and play elements

25%

Learning experience extends on observation and demonstrates outstanding knowledge of infant and toddler learning, development, health and safety and has a strong focus on caregiving, responsive relationships and play elements

Learning experience extends on observation and demonstrates insightful knowledge of infant and toddler learning, development, health and safety and has a clear focus on caregiving, responsive relationships and play elements

Learning experience extends on observation and demonstrates good knowledge of infant and toddler learning, development, health and safety and has a solid focus on caregiving, responsive relationships and play elements

Learning experience extends on observation and demonstrates satisfactory knowledge of infant and toddler learning, development, health and safety and has a sound focus on caregiving, responsive relationships and play elements

Learning experience does not extend on observation and shows basic knowledge of infant and toddler learning and development. It has limited focus on caregiving, responsive relationships and play elements

Reflection demonstrates critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources.

25%

Reflection demonstrates outstanding critical insights that inform future learning and development of infants and toddlers using prompts in template and is strongly supported by the set text, EYLF, NQS and other relevant early childhood resources.

Reflection demonstrates insightful critical insights that inform future learning and development of infants and toddlers using prompts in template and is well supported by the set text, EYLF, NQS and other relevant early childhood resources.

Reflection demonstrates good critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources

Reflection demonstrates satisfactory critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources

Reflection demonstrates limited insights that inform future learning and development of infants and toddlers using prompts in template. Reflection is not adequately supported by the set text, EYLF, NQS and other relevant early childhood resources.

Academic literacy

10%

Displayed outstanding Academic Literacy, including all of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list

Displayed comprehensive Academic Literacy, including all or most of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list

Displayed solid Academic Literacy, including some or most of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list

Displayed satisfactory Academic Literacy, including some of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list

Failed to display satisfactory Academic Literacy.

Incorrect word count, incorrect writing conventions, incorrectly formatted reference list