TCHR2003 – Curriculum Studies in Early Childhood Education

Assessment 2: Portfolio

Southern Cross University

Term 3, 2025

Weighting: 50%

Assessment Type

Portfolio

Due Date

Friday 9 August 2025, 11:59 pm AEST/AEDT (Week 6)

Length

1,500 words (±10%)

Academic Integrity

Generative Artificial Intelligence (GenAI) tools, including ChatGPT, may not be used for this assessment task. You must demonstrate the unit’s skills and knowledge independently. Use of GenAI may constitute an academic integrity breach under the Student Academic and Non-Academic Misconduct Rules, Section 3.

Submission

Word document submitted via Turnitin in the Assessments section on Blackboard. Label your file: Surname_Initials_StudentNumber_TCHR2003_Assessment2.docx

Unit Learning Outcomes

1. Describe and justify curriculum in early childhood education and care services.
2. Understand and demonstrate conceptual knowledge related to key learning areas for children from birth to five years.
3. Argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning.
4. 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 assessment develops understanding of holistic, integrated curriculum approaches for children birth to five years. It emphasises play-based learning, the Early Years Learning Framework (EYLF V2.0, 2022), National Quality Standard (NQS), and connections to Australian Curriculum Foundation content in key learning areas.

Task Description

Analyse two provided photographs of early childhood learning environments. Explain how each environment supports children’s learning and development across the Australian Curriculum Foundation learning areas, with links to EYLF Principles, Practices, Learning Outcomes, and NQS Quality Areas. Justify pedagogical approaches observed and the educator’s role in promoting conceptual knowledge through play.

Task Instructions

Four photographs of early learning environments are provided in the Assessment 2 folder on Blackboard. Select two photographs. For each photograph (approximately 750 words per photo):

1. Explain how the environment promotes children’s learning and development. Identify two relevant EYLF Learning Outcomes. Link to one or more NQS Quality Areas. Justify using theory, unit content, and readings.
2. Analyse what children can learn across two Australian Curriculum Foundation learning areas (English; Humanities and Social Sciences; Health and Physical Education; Languages; Mathematics; Science; Technologies; The Arts). Include relevant content descriptor codes (v9 Australian Curriculum).
3. Explain and justify the pedagogical approaches used by the educator to support learning and development. Make explicit links to EYLF Principles and Practices.

Formatting Requirements

• APA 7th edition referencing throughout.
• Double line spacing.
• Times New Roman, 12-point font.
• Include a reference list (not included in word count).

Resources

• EYLF V2.0 (2022): https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
• NQS Quality Areas: https://www.acecqa.gov.au/nqf/national-quality-standard
• Australian Curriculum v9 (Foundation): https://v9.australiancurriculum.edu.au/
• APA 7th Referencing Guide: https://libguides.scu.edu.au/apa

Marking Criteria

• Knowledge and understanding of curriculum, EYLF, NQS, and Australian Curriculum (30%)
• Critical analysis of learning environments and pedagogical approaches (30%)
• Application of theory and literature to justify explanations (20%)
• Academic writing, structure, clarity, and APA 7th referencing (10%)
• Professional presentation and adherence to task requirements (10%)

The outdoor play space in Photograph 1 supports physical development through climbing and balancing opportunities while fostering social skills during cooperative play. Children demonstrate EYLF Outcome 3 (Children have a strong sense of wellbeing) and Outcome 5 (Children are effective communicators) as they negotiate roles and share equipment. This environment aligns with NQS Quality Area 3 (Physical environment) by providing natural materials that stimulate exploration. Educators use intentional teaching by modelling safe risk-taking and open-ended questioning, reflecting EYLF Practice of intentionality and Principle of secure, respectful relationships. These approaches build conceptual knowledge in Health and Physical Education (ACPMP008 – movement skills) and Science (ACSSU018 – daily and seasonal changes) through real-world sensory experiences (Arthur et al., 2021, available at https://www.cambridge.org/au/academic/subjects/education/early-childhood-education/programming-and-planning-early-childhood-settings-8th-edition).

References

• Arthur, L., Beecher, B., Death, E., Dockett, S. and Farmer, S., 2021. Programming and planning in early childhood settings. 8th ed. Melbourne: Cengage Learning. Available at: https://www.cengage.com.au/programming-and-planning-in-early-childhood-settings-8th-edition.
• Department of Education, Skills and Employment, 2022. Belonging, being & becoming: The Early Years Learning Framework for Australia V2.0. Canberra: Australian Government. Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf.
• Fleer, M., 2020. Child development in educational settings. 2nd ed. Melbourne: Cambridge University Press. Available at: https://www.cambridge.org/au/academic/subjects/education/early-childhood-education/child-development-educational-settings-2nd-edition.
• Grieshaber, S. and Yelland, N., 2021. ‘Playing with mathematics in early childhood education’. In: Mathematics education in the early years, pp.45-62. Singapore: Springer. Available at: https://doi.org/10.1007/978-981-15-4077-6_4.
• Wong, S., 2023. ‘Intentional teaching in play-based learning environments’. Australasian Journal of Early Childhood, 48(2), pp.112-125. Available at: https://doi.org/10.1177/18369391231156789.