Professional Teaching Practice 1: Assessment-2 (GDECE 104) Assignment Help

(Professional ePortfolio – 1500 words, 40% weight)

The intention of the observation report is to identify, analyse and assess the children’s area of interest, and use the analysis as a starting point to  compose learning experiences or lesson plans. This assessment will examine students understanding of evidence-based learning and how to  interpret observations into meaningful and play-based teaching moments to foster children’s learning and development. Therefore, strong  connections between observation analysis and children’s area of interest must be addressed.

In analysing the observations, it is essential and expected that students make frequent reference to the relevant learning frameworks to support  and form the analysis. Students are also expected to use academic literature and relevant theories to support their assessment of the observation.  An effective and accurate use of APA 7th referencing style is also required in this assessment.

Task description:

Following the early years learning framework planning cycle (Australian Government Department of Education [AGDE], 2022), develop 2 lesson  plans or learning experiences for children based on assessment of an observation report. Drawing on principles and practices of early childhood  pedagogy (AGDE, 2022), plan the learning experiences with emphasis on play-based learning with intentionality, adopting holistic approaches of  children’s learning and development.

Task Instruction:

• Write an observation report using a particular method of observation (the report is an appendix, not included in word count). Choose one of  the following methods of observation (Arthur et al., 2020; Irving & Carter, 2018):

− Running records

− Anecdotes (Anecdotal records)

− Checklists

− Learning stories

− Jottings

− Work samples (artefacts)

− Time samples

− Event samples

− Photographs

• Assess the observation report, using references from documents of learning frameworks (EYLF/VEYLDF/NQF/NQS), theories of children’s  learning and development, and a range of relevant research and literature.

• Plan 2 learning experiences (lesson plans) based on assessment and analysis of the observation report.

• Provide rationale that includes critical reflection and justification of the learning experience with focus on play-based learning with  intentionality, and holistic approaches of children’s learning and development.

Criteria:

• write an observation report using a particular method of observation and assess the observation report with in-depth analysis. • Develop 2 lesson plans (student can use provided lesson plan template but welcome to write in paragraphs)  • Each lesson plan should be developed for teaching one topic, for example “colourful shapes”; “colouring monkey”; “vegetable man”; “five  fingers”; “a hungry caterpillar” and so on.

• Each lesson plan should be designed with specific learning objectives that can be linked to EYLF.

• Each lesson plan needs to meet children’s learning and development needs (consider age appropriateness and relevance of the experience). • Each lesson plan should include assessment strategies, learning environment arrangement, safety, and inquiry questions.

Word count: 1500 (excluding references and appendix)

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: Monday 16th September 2024, 11:59 PM

Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar  days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the  date and require documentary evidence, such as medical certificates.

Grading Scale:

GDECE104 Assessment 2: ePortfolio (1500 words)

Grade

Criteria

High Dis/nc/on

Dis/nc/on

Credit

Pass

Does not meet minimum standard

C1. Assess the

observa/on with  in-depth analysis  (10 marks)

Observa/on is clearly

ar/culated and directly

relevant to the learning

context, with in-depth analysis using effec/ve references from  documents of learning

frameworks and a range of  relevant research and literature

Observa/on is

clearly ar/culated  and directly

relevant to the

learning context,  with in-depth

analysis

using effec/ve

references from  documents of

learning

frameworks and  relevant research  and literature

Observa/on is

ar/culated and

relevant to the

learning context,

with analysis

using references

from documents of  learning frameworks  and relevant

research and

literature

Observa/on is

ar/culated but not  all relevant to the  learning context,

with limited analysis using references

from documents of  learning frameworks  and relevant

research and

literature

Observa/on is not ar/culated or  irrelevant to the learning context  The analysis is absent or inadequate No evidence of references from  documents of learning frameworks  and relevant research and literature

C2.

Develop 2 lesson  plans based on  assessment of  observa/on

report

(5 marks)

Two lesson plans are clearly  described, contain relevant  details regarding aims, target  cohort, dura/on, and

materials.

Connec/on to EYLF clearly  explained.

2 lesson plans are  briefly described,  contain relevant  details regarding  aims, target

cohort, dura/on,  and materials.

Connec/on to

EYLF men/oned  or briefly

described.

2 lesson plans are  briefly described,

contain relevant

details regarding

aims, target cohort,  dura/on, and

materials.

Connec/on to EYLF  men/oned.

2 lesson plans are  provided but not

clearly described,  contain relevant

details regarding

aims, target cohort,  dura/on, and

materials.

Connec/on to EYLF  men/oned

Lesson plans are developed with  incomplete or irrelevant details  regarding aims, target cohort,  materials, and connec/on to EYLF  provided.

 

C3.

The lesson plans  clearly reflect

children’s

learning and

development

need

(10 marks)

Relevant

learning

ac/vi/es,

clearly

address

children

learning and  development  needs, and

clearly

explained

with cri/cal

reflec/on.

Relevant

learning

ac/vi/es,

clearly address  children

learning and

development  needs, and

clearly

explained

Relevant learning  ac/vi/es, clearly  address children  learning and

development

needs, and clearly  described.

Relevant learning

ac/vi/es,

superficially address  children learning and  development needs, and briefly

described.

Learning ac/vi/es stated. Connec/on  to children’s

learning and

development needs  many be tenuous.

Learning ac/vi/es provided but are  irrelevant or

contain key

misunderstandings  or inaccuracies.

Examples of

prac/ce not

provided.

C4. The lesson  plans clearly

reflect play

based learning  with

inten/onality,

adop/ng holis/c  approach of

children’s

learning and

development

(10 marks)

Ra/onale of

play-based

learning with inten/onality  are clearly

explained,

with cri/cal

reflec/on,

holis/c

approach is

jus/fied by a  range of

relevant

literature.

Ra/onale of

play-based

learning with  inten/onality  are clearly

explained,

with cri/cal

reflec/on,

holis/c

approach is

supported by  a range of

relevant

literature.

Ra/onale of play based learning

with inten/onality  are clearly

described, with  some evidence of  cri/cal reflec/on,  holis/c approach  is supported by a  range of relevant  literature.

Ra/onale of play

based learning with  inten/onality are

clearly described,  with limited cri/cal  reflec/on, holis/c  approach is

supported by a

relevant literature.

Ra/onale of play

based learning with  inten/onality are  described, with

limited cri/cal

reflec/on, holis/c  approach is

described supported  by limited literature.

Ra/onale of play based learning

with inten/onality  and holis/c

approach are

described but are  irrelevant or

contain key

misunderstandings  or inaccuracies.

Ra/onale of

play-based

learning with

inten/onality

and holis/c

approach not  provided.

C5. Assignment  is formaYed

according to

requirements

and wriYen

C4.1 The assignment is clear  and free of typographical and  structural features that hinder  understanding. There is no  confusion between author

C4.2 The

assignment is

clear with minor  typographical and  structural features

C4.3 The assignment  is clear with

typographical and  structural features  that may hinder

C4.4 The assignment  has typographical  and structural

features that

significantly hinder

C4.5 The assignment has

typographical and structural features  that prohibit understanding. There is  confusion between author voice and  that of sources, or author’s voice is

 

clearly and

cohesively. APA 7  referencing is

used. Word limit  is adhered to.

(5 marks)

voice and that of sources. The  assignment is formaYed

according to stated

requirements. The assignment  is formaYed according to

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

referencing style were used. Word limit met.

that may hinder  understanding.

There is minimal  confusion

between author  voice and that of  sources. The

assignment is

mostly formaYed  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.

understanding. There  is minor confusion  between author

voice and that of

sources. The

assignment is partly  formaYed 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.

understanding.

There is confusion  between author

voice and that of

sources.

The assignment is  minimally formaYed  according to stated  requirements.

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

errors.

Word limit met.

absent. The assignment is not  formaYed 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.