TCHR2003: Curriculum Studies in Early Childhood Education Assignment Help From Gradespire

TCHR2003:  Curriculum Studies in Early Childhood Education (Term 3, 2024)

Summary

Title

Assessment 1

Type

Critical Review

Due Date

Friday, 19 July 11:59 pm AEST/AEDT (Week 3)

Length

1500 words 

Weighting 

50%

Academic Integrity

(See below for limits of use where GenAI is permitted)

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 

Word document submitted to Turnitin (for written assessments).

Unit Learning Outcomes 

This assessment task maps to the following ULOs:

ULO1: describe and justify curriculum in early childhood education and care

services

ULO2: understand and demonstrate conceptual knowledge related to key

learning areas for children from birth to five years

ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning

ULO4: 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 unit develops conceptual knowledge of the holistic and integrated approach to curriculum in the early childhood setting for children aged from birth to five years. Students learn about the importance of play, the Early Years Learning Framework (EYLF) (2022), National Quality Standard (ACECQA, 2020) and use an integrated approach of the learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts).

 

Task Description 

As an early childhood educator, it is important that you have a good understanding of theory, Early Childhood curriculum framework (EYLF), National Quality Standard (NQF), and Australian Curriculum Foundation year) and to be able to justify how early childhood educators use play to plan and implement curriculum for young children in early childhood settings. Assessment 1 requires you define curriculum in early childhood education, discuss how educators use play to implement the curriculum and critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas (QA), and Australian Curriculum Learning Areas (Foundation Year). This assessment task will enable you to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts. Note: For this unit, the terms educator and teacher are interchangeable.

Task Instructions 

Write a critical response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts.

1. Define what curriculum means in early childhood education and provide a rationale for your statement using the unit content and readings to support your discussion (100 words).

2. Discuss how educators use children’s play to plan and implement curriculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, using the unit content and readings to support your discussion (500 words).

3. Observe the teacher and children’s interactions during an early childhood activity in the video provided in the Assessment 1 folder.

a) Identify and discuss relevant EYLF Principles and Practices the educator is using to promote children’s learning and make relevant links to the NQS Quality Areas (300 words).

b) Identify 2 relevant EYLF Learning Outcomes the children are learning during the activity. Describe a relevant example of what you see in the video that demonstrates the EYLF Learning Outcomes (300 words). 

c) Identify 2 relevant Learning Areas (Australian Curriculum, Foundation Year, with relevant content description codes) this activity may be covering and describe an example from the video, for each of your selected Learning Areas (300 words).

  • Use APA 7 referencing throughout and double-lined spacing, Times Roman 12-point Font.

Resources

NQS QA= National Quality Standard Quality Area

EYLF = Early Years Learning Framework

ACARA = Australian Curriculum, Assessment, and reporting Authority

Referencing Style Resource

Online Assignment help

Task Submission

 

Assessment 1 should be submitted using the Turnitin in the Assessments Tasks & Submission section on the Blackboard TCHR2003 site.

You must label your submission with your surname and initials and the Assessment Task’s name. You must label your submission with your surname and initials and the assessment task’s name, e.g: JSmith student number _TCHR2003 Assessment 1.docx

 

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 

NOTEAcademic 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 

Special Consideration

Please refer to the Special Consideration section of Policy

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 My Enrolment 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.

 

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy

 

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 days for marks to be posted.

Please note that re-submissions are not permitted for this unit as per SCU policy.

Assessment Grade Descriptions 

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.