(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: Friday 10th May 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)
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Grade
Criteria
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High Dis/nc/on
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Dis/nc/on
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Credit
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Pass
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Does not meet minimum standard
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C1. Assess the
observa/on with in-depth analysis (10 marks)
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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
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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
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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
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C2.
Develop 2 lesson plans based on assessment of observa/on
report
(5 marks)
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Two lesson plans are clearly described, contain relevant details regarding aims, target cohort, dura/on, and
materials.
Connec/on to EYLF clearly explained.
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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.
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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
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Lesson plans are developed with incomplete or irrelevant details regarding aims, target cohort, materials, and connec/on to EYLF provided.
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C3.
The lesson plans clearly reflect
children’s
learning and
development
need
(10 marks)
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Relevant
learning
ac/vi/es,
clearly
address
children
learning and development needs, and
clearly
explained
with cri/cal
reflec/on.
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Relevant
learning
ac/vi/es,
clearly address children
learning and
development needs, and
clearly
explained
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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.
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Learning ac/vi/es stated. Connec/on to children’s
learning and
development needs many be tenuous.
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Learning ac/vi/es provided but are irrelevant or
contain key
misunderstandings or inaccuracies.
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Examples of
prac/ce not
provided.
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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)
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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.
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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.
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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.
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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.
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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.
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Ra/onale of play based learning
with inten/onality and holis/c
approach are
described but are irrelevant or
contain key
misunderstandings or inaccuracies.
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Ra/onale of
play-based
learning with
inten/onality
and holis/c
approach not provided.
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C5. Assignment is formaYed
according to
requirements
and wriYen
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C4.1 The assignment is clear and free of typographical and structural features that hinder understanding. There is no confusion between author
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C4.2 The
assignment is
clear with minor typographical and structural features
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C4.3 The assignment is clear with
typographical and structural features that may hinder
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C4.4 The assignment has typographical and structural
features that
significantly hinder
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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
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clearly and
cohesively. APA 7 referencing is
used. Word limit is adhered to.
(5 marks)
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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.
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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.
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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.
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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.
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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.
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