GDECE105 Becoming an Early Childhood Practitioner Assessment-2 Assignment Help

GDECE105 – Becoming an Early Childhood Practitioner 

Assessment 2: Online eResource Development (1500 words, 30% weight) 

Task description: Develop two sequences of learning experiences appropriate for 0-2 year olds and 3-5 year olds, one focuses on STEM, and  one focuses on literacy. Base each sequence on the practical application of play-based learning with intentionality to support children’s learning  across domains of development. Specific strategies for inclusive practice should be provided, as should additional supports and modifications  for diverse learners, including indigenous learners and learners with disabilities. 

Criteria: 

• Two learning sequences are provided, one for 0-2 year olds and one for 3-5 year olds, one focuses on STEM and one focuses on literacy. • Three learning experiences are contained in each sequence, and are age/developmentally appropriate and clearly work towards the stated  learning objective(s) 

• Rationale of the practical application of play-based learning with intentionality is justified, drawing on relevant academic readings. • Specific strategies for inclusive practice are provided, including additional supports and modifications for diverse learners. • Relevant academic literature is drawn upon to justify learning objectives, learning experiences, learning materials and supports for diverse  learners.  

For each sequence: 

• Learning objectives and targeted aged group of the sequence clearly identified. 

• Three learning experiences are clearly described, and each of experiences contains relevant details of its aim, duration, and materials to be  used  

• Learning experiences are planned with consideration of diverse learners, including indigenous learners and learners with disabilities,  drawing on relevant academic readings.  

Word count: 1500 (excluding references) 

NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively  demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer 

to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support  Coordinator or Librarian. 

Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.  

Referencing: APA7 (please refer to this guide for referencing guidelines) 

Due Date: Wednesday 21th August 2024, 11:59PM 

Grading Scale:  

GDECE105 – Becoming an Early Childhood Practitioner 

Assessment 2: Online eResource Development (1500 words, 30% weight)

Grade 

Criteria

High Distinction 

Distinction 

Credit 

Pass 

Does not meet  

minimum standard

C1. Two learning  

sequences are  

provided, specific and  group and content  

focus are identified 

(2,5 marks/ sequence,  total 5 marks)

Two learning sequences  are provided, specific  and group (0-2 year and  3-5 year) and content  focus (STEM and  

literacy) are clearly  

identified



Two learning sequences  are provided, specific  and group (0-2 year and  3-5 year) and content  focus (STEM and literacy)  are identified 

but key details are  

inaccurate or irrelevant.

Learning sequences are  not clearly identified  and key details are  

missing.

C2. Two learning  

sequences provided,  each contains three  learning experiences  that are  

age/developmentally 

Three learning  

experiences are clearly  described, each  

contains relevant  

details of its aim, 

Three learning  

experiences are  

clearly described,  

each contains relevant  details of its aim, 

Three learning  

experiences are clearly  described, each  

contains details of its  aim, duration, and 

Three learning  

experiences are clearly  described, each contains  details of its aim,  

duration, and materials 

The learning  

experiences are  

provided but  

incomplete or missing  some details.


appropriate and  

clearly work towards  the stated learning  objective(s) 

(5 marks/sequence,  total 10 marks)

duration, and materials to be used.  

Age/developmentally  appropriateness and  relevance to the stated  learning objective(s) are clearly justified.

duration, and  

materials to be used. Age/developmentally  appropriateness and  relevance to the  

stated learning  

objective(s) 

are briefly explained.

materials to be used but not all relevant. Age/developmentally  appropriateness and  relevance to the  

stated learning  

objective(s) 

are outlined.

to be used but not all  relevant. 

Age/developmentally  appropriateness and  relevance to the stated  learning objective(s) 

are stated.

Age/developmentally  appropriateness and  relevance to the stated  learning objective(s) are missing or referred  to but inaccurate.

C3. Rationale of the  practical application of  play-based learning  with intentionality is  justified, drawing on  relevant academic  

readings. 

(5 marks)

Rationale of the  

practical application of  play-based learning  

with intentionality is  clearly justified, with  critical analysis,  

supported by a range of  relevant literature.

Rationale of the  

practical application  of play-based learning  with intentionality is  explained, with  

analysis, supported by  relevant literature.

Rationale of the  

practical application of  play-based learning  with intentionality is  outlined, with  

analysis, supported by  relevant literature.

Rationale of the practical  application of play-based  learning with  

intentionality is  

described, with limited  analysis, supported by  limited literature. 

Rationale of the  

practical application of  play-based learning  with intentionality is  mentioned but are  

irrelevant or contain key misunderstandings  or inaccuracies.

C4. Specific strategies  for inclusive practice  provided, including  additional supports  and modifications for  diverse learners 

(5 marks)

Specific strategies for  inclusive practice and  supports for diverse  learners are explained in detail.

Specific strategies for  inclusive practice and  supports for diverse  learners are  

explained, but lack of  detail

Specific strategies for  inclusive practice and  supports for diverse  learners are outlined

Specific strategies for  inclusive practice and  supports for diverse  

learners are mentioned  but relevance to the  

learning sequences may  be tenuous

Specific strategies for  inclusive practice and  supports for diverse  learners are not drawn  upon.

C5. Assignment is  

formatted according to  requirements and 

C5.1 The assignment is  clear and free of  

typographical and 

C5.2 The assignment  is clear with minor  typographical and 

C5.3 The assignment is  clear with  

typographical and 

C5.4 The assignment has  typographical and  

structural features that 

C5.5 The assignment  has typographical and  structural features that 


written clearly and  

cohesively. APA 7  

referencing is used.  Word limit is adhered  to.  

(5 marks)

structural features that  hinder understanding.  There is no confusion  between author voice  and that of sources.  The assignment is  

formatted according to  stated requirements.  The assignment is  

formatted according to  stated requirements.  Accurate mechanics of in-text and end-of-text  APA (7th Ed.)  

referencing style were  used. 

Word limit met.

structural features  that may hinder  

understanding. There  is minimal confusion  between author voice  and that of sources.  The assignment is  

mostly formatted  

according to stated  requirements.  

Accurate mechanics  of in-text and end-of text APA (7th Ed.)  

referencing style were  used with minor  

inconsistencies (no  more than 2 errors). Word limit met.

structural features  

that may hinder  

understanding. There  is minor confusion  

between author voice  and that of sources.  The assignment is  

partly formatted  

according to stated  requirements.  

Mechanics of in-text  and end-of-text APA  (7th Ed.) referencing  style were used with  inconsistencies (no  

more than 4 errors).  Word limit met.

significantly hinder  

understanding. There is  confusion between  

author voice and that of  sources. 

The assignment is  

minimally formatted  

according to stated  

requirements. Mechanics  of in-text and end-of-text  APA (7th Ed.) referencing  contain several errors. 

Word limit met.

prohibit understanding.  There is confusion  

between author voice  and that of sources, or  author’s voice is  

absent. The  

assignment is not  

formatted according to  stated requirements. Mechanics of in-text  and end-of-text APA  (7th Ed.) referencing  style were not used  appropriately. 

Word limit not met.