TCHR5010: Competency and capability of Preschoolers
\nAssessment Two: Portfolio
\nInformation Booklet
\nAssessment name:\tPortfolio of planning cycle<\/p>\n
Weighting:\t60%
\nLength:\t2000 words
\nTask Description:\tThis Portfolio is comprised of twotasks. You must submit your assessment as one document.
\nTask 1: Anecdotal record and learning experience
\nDemonstrate how you have engaged in the planning cycle during your professional experience.
\nChoose and submit your best detailed anecdotal record of your focus child and a learning experience plan that you implemented to extend on your observation and analysis of the child.
\nTask 2: Reflective practice (approximately 1000 words)
\nDuring your professional experience, you were required to complete daily reflections and highlight any ethical considerations or dilemmas you encountered. Reflect on your daily entries and explain one ethical dilemma that you observed or experienced yourself.
\nHow did you or other educators respond to the issue?
\nWhat did you do well?
\nWhat could you have done better?
\nWas consideration given to all stakeholders\u2019 perspectives in the decision-making process for resolving the issue? How?
\nMake direct links to the unit\u2019s readings, the EYLF and the NQS.
\nReferencing\tAPA 7th referencing format is required in Faculty of Education assessment tasks \u2013 link to SCU Libguide here: APA 7 Referencing
\nSupport Resources\tAcademic Integrity \u2013 SCU guidelines
\nAcademic Integrity Module – mandatory module for first year students
\nLearning Zone \u2013 workshops, Quick Human Written Academic Papers – Guides, student appointments
\nSubmission\tThe due date for this assessment is Monday, 12th June 2023 by 11:59pm
\nSubmission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5010 Blackboard Assessment Brief site.
\nPlease note:
\nIt 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.
\nAfter you have followed the TurnItin submission process you must download the digital receipt.
\nIf 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 11:00pm on the due date.
\nLate Submission\/Extension\tIf you need to apply for special consideration you may do so HERE
\nAccording to SCU Policy, late penalties apply. More information found HERE
\nAcademic Integrity
\nAt Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility and respect in relation to academic work.
\nThe Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic and consistent approach to addressing academic integrity across the entire University.
\nFor more information see the SCU Academic Integrity Framework
\nAssessment 2: Portfolio MARKING RUBRIC
\nPaper Writing\tHigh Distinction\tDistinction\tCredit\tPass\tFail
\nTask 1: Anecdotal record and learning experience (30%)
\nArticulation of the planning cycle during professional experience.
\nAnecdotal record shows evidence of understanding children\u2019s learning and development with links to theory, the EYLF and NQS.
\nDemonstrates planning for Preschoolers\u2019 learning and development, interests and competencies with links to the EYLF, NQS and theory.\tDemonstrated excellent articulation of the planning cycle including:
\nExcellent anecdotal record of Preschool child that shows evidence of understanding Preschoolers\u2019 learning and development with links to theory, the EYLF and NQS.
\nExcellent learning experience plan that extends on the Preschool child\u2019s interests and competencies with links to the EYLF, NQS and theory
\nDemonstrated very good articulation of the planning cycle including:
\nInsightful anecdotal record of Preschool child that shows evidence of understanding Preschoolers\u2019 learning and development with links to theory, the EYLF and NQS.
\nInsightful learning experience plan that extends on the Preschool child\u2019s interests and competencies with links to the EYLF, NQS and theory
\nDemonstrated good articulation of the planning cycle including:
\nGood anecdotal record of Preschool child that shows evidence of understanding Preschoolers\u2019 learning and development with links to theory, the EYLF and NQS.
\nGood learning experience plan that extends on the Preschool child\u2019s interests and competencies with links to the EYLF, NQS and theory
\nDemonstrated satisfactory articulation of the planning cycle including:
\nSatisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers\u2019 learning and development with links to theory, the EYLF and NQS.
\nSatisfactory learning experience plan that extends on the Preschool child\u2019s interests and competencies with links to the EYLF, NQS and theory
\nDoes not show evidence of understanding the planning cycle.
\nUnsatisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers\u2019 learning and development with links to theory, the EYLF and NQS.
\nUnsatisfactory learning experience plan that extends on the Preschool child\u2019s interests and competencies with links to the EYLF, NQS and theory
\nTask 2: Reflective practice (20%)
\nReflection and response to one ethical dilemma encountered during professional experience with consideration to:
\n-What went well
\n-What could have been done better
\n-All involved stakeholders\u2019 perspectives
\n-The unit\u2019s readings, the EYLF and the NQS, and scholarly sources.\tDemonstrated outstanding reflective practice with consideration to:
\n-What went well
\n-What could have been done better
\n-All involved stakeholders\u2019 perspectives
\n-The unit\u2019s readings, the EYLF and the NQS, and scholarly sources.\tDemonstrated insightful reflective practice with consideration to:
\n-What went well
\n-What could have been done better
\n-All involved stakeholders\u2019 perspectives
\n– The unit\u2019s readings, the EYLF and the NQS, and scholarly sources.\tDemonstrated solid reflective practice with consideration to:
\n-What went well
\n-What could have been done better
\n-All involved stakeholders\u2019 perspectives
\n– The unit\u2019s readings, the EYLF and the NQS, and scholarly sources.\tDemonstrated satisfactory reflective practice with consideration to:
\n-What went well
\n-What could have been done better
\n-All involved stakeholders\u2019 perspectives
\n– The unit\u2019s readings, the EYLF and the NQS, and scholarly sources.\tDemonstrated poor reflective practice with limited consideration to:
\n-What went well
\n-What could have been done better
\n-All involved stakeholders\u2019 perspectives
\n– The unit\u2019s readings, the EYLF and the NQS, and scholarly sources.
\nAcademic literacy (10%)
\nDisplayed outstanding Academic Literacy, including all of the following:
\nCorrect word count (+\/- 10%), correct writing conventions, correctly formatted reference list\tDisplayed comprehensive Academic Literacy, including all or most of the following:
\nCorrect word count (+\/- 10%), correct writing conventions, correctly formatted reference list\tDisplayed solid Academic Literacy, including some or most of the following:
\nCorrect word count (+\/- 10%), correct writing conventions, correctly formatted reference list\tDisplayed satisfactory Academic Literacy, including some of the following:
\nCorrect word count (+\/- 10%), correct writing conventions, correctly formatted reference list\tFailed to display satisfactory Academic Literacy.
\nIncorrect word count, incorrect writing conventions, incorrectly formatted reference list
\nAssessment 2 \u2013 LEARNING EXPERIENCE PLAN
\nChild\u2019s name\/s
\nAge\/s
\nDate and Time:\tStudent\/observer name
\nAim\/objective
\nGive this learning experience a name, what is the overall goal of the experience, what do you want the child\/ren to learn and what are the intended EYLF outcomes and indicators that will be achieved?
\nRationale
\nWhy have you planned this learning experience for the child\/ren? Clearly articulate the planning cycle including the dates of the observation that the plan links to.
\nSetting and timing
\nSuperior Paper Help – Outline where the plan will be implemented and at what time of day
\nTiming\tProcedure- how you will implement this Plan\tConsiderations- space, time, supervision\tEnvironment:
\nResources\/materials required
\nPedagogical approaches<\/p>\n
Introduction to the learning experience
\nBody of the learning experience
\nConclusion and transition
\nThis section must clearly link to each section of the procedure. Think about your approach to teaching each step of your procedure, what teaching strategies will you use? What principles and practices will be best to assist in delivering the learning experience?<\/p>\n
Assessment & Reflection on practice
\nNB This does not need completion for Assessment Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service. It should only be used on professional experience.
\nRecord what happened:
\nEvaluate and analyse what the children learnt (link to EYLF Learning Outcomes and indicators):
\nSuggested future learning ideas:
\nReflect on your delivery of the provision, effectiveness of resources, transitions, teaching strategies, questioning. Think about the skills & strategies you need to focus on improving.
\nMentor teacher: Date:<\/p>\n
Anecdotal observation record and analysis<\/p>\n
Date and Time:
\nChildren (ages) in observation
\nSetting:Page Paper Describe the setup of resources and context of the environment
\nPeople present
\nRecord the observation:
\nWhat happened? What did people say and do? Give detail including body language where applicable. What were the responses to the environment?
\nEducators\u2019 principles and practices evident
\nRefer to the EYLF principles and practices and explain examples of how they were evident
\nAnalysis of children\u2019s learning:
\nWhat does this information tell you about the child\u2019s learning and development? (think about the whole child, their domains of development, type of play, etc)
\nTheoretical links to learning and development
\nChildren\u2019s Strengths and interests
\nEYLF Learning outcomes with indicators
\nFuture planning ideas
\nThis is what I could plan for next time to support the child\u2019s interests, strengths, and development. Reflect on EYLF outcomes<\/p>\n
Assessment 2 \u2013 LEARNING EXPERIENCE PLAN
\nChild\u2019s name\/s
\nThomas
\nAge\/s
\n4\tDate and Time:
\n4\/5\/23 10am\tStudent\/observer name
\nKelli
\nAim\/objective
\nGive this learning experience a name, what is the overall goal of the experience, what do you want the child\/ren to learn and what are the intended EYLF outcomes and indicators that will be achieved?
\nThe Marching Band
\nThe aim of this learning experience is for Thomas to use his senses to explore a variety of musical instruments.
\nEYLF Outcomes:
\n4.1 Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
\n4.2 Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
\n5.1 Children interact verbally and non-verbally with others for a range of purposes
\nRationale
\nWhy have you planned this learning experience for the child\/ren? Clearly articulate the planning cycle including the dates of the observation that the plan links to.
\nThomas has been observed showing interest in sound and rhythm, using percussion instruments (Anecdotal Record observation \u2013 3\/4\/23)
\nSetting and timing
\nSuperior Paper Help – Outline where the plan will be implemented and at what time of day
\nSetting: Outdoors in an open space so there is enough room for marching and playing instruments.
\nTime of day: Morning before it is too hot, just after morning tea.
\nTiming\tProcedure- how you will implement this Plan\tConsiderations- space, time, supervision\tEnvironment:
\nResources\/materials required
\nPedagogical approaches
\n5 min
\n5 min
\n10 min<\/p>\n
Introduction to the learning experience
\nInvite children to join a group\/circle time, seated.
\nPlace a large drum covered with a sheet in the centre of the group.
\nPrompt children to guess what the item could be; consider shape and size.
\nAsk Thomas and two or three other children to touch the item through the sheet, focussing on sound and texture (e.g. \u201cDoes it make any sound when you touch it?\u201d)
\nReveal drum before modelling how to play it; include range of volume and tone in demonstration.
\nAsk open-ended questions \u2013 What is this? Where have you seen one? What is it used for? Show children poster of a marching band, highlighting similar drums in the image
\nAsk what other instruments they recognise.<\/p>\n
Body of the learning experience
\nEducator to share song \u201cI am a Fine Musician\u201d and encourage children to take turns, each choosing an instrument from the marching band image to role play as they sing.
\nTransition children to line up as a marching band \u2013 as each child is chosen to join the line, they may select an object from the table to \u201cplay\u201d \u2013 either real or pretend.
\nAsk Thomas if he would like to lead or conduct the band, referring to image of band leader.
\nEncourage Thomas to lead the group outside through prompts (e.g. \u201cAre you ready Mr Conductor? do you want your band to do? Let\u2019s make music!\u201d)
\nAllow children to role-play as a marching band, responding to their contributions and following their lead.<\/p>\n
Conclusion and transition<\/p>\n
Children may not wish to join group \u2013 support educator to supervise children not participating in group time.
\nOffer noise-cancelling headphones to children concerned by noise from drum\/instruments\/song
\nSun safety and footwear \u2013 children may need to reapply sunscreen, wear hats or put on shoes before selecting their instrument<\/p>\n
Bass drum
\nSheet
\nPoster of marching band
\nNoise-cancelling headphones
\nOther types of drums or instruments
\nOther open-ended materials children could use as instruments \u2013 sticks, pots, pans, buckets
\nWhistle\tThis section must clearly link to each section of the procedure. Think about your approach to teaching each step of your procedure, what teaching strategies will you use? What principles and practices will be best to assist in delivering the learning experience?
\nOpen-ended questions
\nIntentional teaching
\nLinking to prior knowledge \u2013 children are asked to reflect on previous experiences and make connections to current learning experience
\nResponsiveness to children
\nRespect for diversity \u2013 considering sensory sensitivities
\nPlay-based learning \u2013 children can engage with resources through imaginative play, exploration and hands-on learning
\nModelling
\nScaffolding
\nOpen-ended questions
\nIntentional teaching
\nHolistic approaches<\/p>\n
Assessment & Reflection on practice
\nNB This does not need completion for Assessment Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service. It should only be used on professional experience.
\nRecord what happened:
\nEvaluate and analyse what the children learnt (link to EYLF Learning Outcomes and indicators):
\nSuggested future learning ideas:
\nReflect on your delivery of the provision, effectiveness of resources, transitions, teaching strategies, questioning. Think about the skills & strategies you need to focus on improving.<\/p>\n","protected":false},"excerpt":{"rendered":"
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