TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS

Summary

Title: Assessment Task 2: Portfolio of Planning Cycle

Type: Portfolio

Due Date: Friday 6th December 11:59pm AEDT (Week 6)

Length: 2000 words

Weighting: 50%

Academic Integrity

GenAI May be Used

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may be used for this Assessment Task. If you use GenAI tools, you must use these ethically and acknowledge their use. To find out how to reference GenAI in your work consult the referencing style for your unit via SCU Library referencing guides. If you are not sure how to, or how much you can use GenAI tools in your studies, contact your Unit Assessor. If you use GenAI tools without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

Submission

Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the Blackboard site.

• It 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. If there are any errors with the submitted document, you may receive a late penalty.
• After you have followed the TurnItin submission, it is essential you download the Digital Receipt.
• If 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 11:59pm on the due date.

Rationale

Early childhood teachers must have the ability to engage in the planning cycle that includes observing, documenting, developing, implementing, evaluating, and reflecting. Students will demonstrate their knowledge and understanding of infant and toddler learning and development while engaging in the planning cycle for this age group.

Task Description

This assessment consists of two tasks. You must submit your assessment as one document using the template provided. Demonstrate how you have engaged in the planning cycle during your professional experience.

Task 1: Record of Observation

Submit one recorded observation of a child or children aged birth-2 years old. You can submit any observation method type for example, anecdotal record, running record, learning story, jotting. However, your observation must include the following information:

• Child’s first name
• Child’s age
• Record of your observation of the child’s learning/development/play/routine/behaviour
• Analysis/interpretation of the observation (with links to the set text, theory, the NQS and the EYLF to support the analysis)
• Ideas for future planning

Task 2: Learning Experience

Submit one learning experience that you planned to extend on the observation and analysis you submitted for task one. Use the learning experience template provided in the Assessment 2 Folder on the Blackboard site. Your learning experience should show evidence that you have considered the Caregiving, Responsive Relationships and Play framework used by Sims & Hutchins (2020, pp.125-146). Make direct links to the set text, EYLF, NQS, theory and other relevant early childhood resources in your reflection and evaluation.

Task Instructions

• This portfolio consists of two tasks and should be presented in ONE Word document.
• Cover page:
  • Include an APA formatted cover page.
  • If you have used Grammarly Premium include the following Acknowledgement Statement on your cover page:
  • I acknowledge the use of Grammarly Premium to provide feedback and suggestions on my writing for academic tone, written expression, grammar, Australian English spelling, and punctuation on INSERT DATE.
  • I have uploaded My draft essay prior to ANY editing with Grammarly Premium to the ‘Pre-editing draft’ portal in Turnitin.
• Complete one APA formatted reference list.
• If you have used Grammarly Premium uploaded My draft essay prior to ANY editing with Grammarly Premium to the ‘Pre-editing draft’ portal in Turnitin.
• Check draft with draft checker on unit site.
• Save the Assessment 2 Template with your surname and initials and the assessment task’s name. E.g: MillsA_assessment2_portfolio Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the unit site.

Referencing

APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.

Resources

• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).
• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
• Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.

Task Submission

Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname, initials, and the assessment task's name.

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 SCU Academic Integrity Framework.

Note:

Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, and fabricating information.

Special Consideration

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 MyEnrolment 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.

Please refer to theSpecial Considerationsection of Policy.

Late Submissions & Penalties

Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.

• A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date.
• A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.

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 7-10 days for marks to be posted.

Assessment 2: Report MARKING RUBRIC

Criteria

High Distinction	Distinction	Credit	Pass	Marginal Fail	Fail
Task 1: Record of Observation Record of observation shows understanding of Infant and toddler learning and development 15%	Outstanding record of observation that shows evidence of an excellent understanding of infant and toddler and development	Insightful record of observation that shows evidence of a comprehensive understanding of infant and toddler learning and development	Solid record of observation that shows evidence of a good understanding of infant and toddler learning and development	Satisfactory record of observation that shows evidence of a fundamental understanding of infant and toddler learning and development	Poor record of observation that shows evidence of limited understanding of infant and toddler learning and development
Analysis/interpretation of the observation is supported by set text, theory, the NQS and EYLF 25%	Outstanding analysis/interpretation of the observation that is strongly supported by the set text, theory, the NQS and EYLF	Insightful analysis/interpretation of the observation that is well supported by the set text, theory, the NQS and EYLF	Solid analysis/interpretation of the observation that is supported by the set text, theory, the NQS and EYLF	Satisfactory analysis/interpretation of the observation that is fundamentally supported by the set text, theory, the NQS and EYLF	Poor analysis/interpretation of the observation that is poorly supported by the set text, theory, the NQS and EYLF
Task 2: Learning Experience Plan Learning experience extends on observation and demonstrates knowledge of infant and toddler learning, development, health and safety and has a focus on caregiving, responsive relationships and play elements 25%	Learning experience extends on observation and demonstrates outstanding knowledge of infant and toddler learning, development, health and safety and has a strong focus on caregiving, responsive relationships and play elements	Learning experience extends on observation and demonstrates insightful knowledge of infant and toddler learning, development, health and safety and has a clear focus on caregiving, responsive relationships and play elements	Learning experience extends on observation and demonstrates good knowledge of infant and toddler learning, development, health and safety and has a solid focus on caregiving, responsive relationships and play elements	Learning experience extends on observation and demonstrates satisfactory knowledge of infant and toddler learning, development, health and safety and has a sound focus on caregiving, responsive relationships and play elements	Learning experience does not extend on observation and shows basic knowledge of infant and toddler learning and development. It has limited focus on caregiving, responsive relationships and play elements
Reflection demonstrates critical insights that inform future learning and development of infants and toddlers using prompts in templates and is supported by the set text, EYLF, NQS and other relevant early childhood resources. 25%	Reflection demonstrates outstanding critical insights that inform future learning and development of infants and toddlers using prompts in template and is strongly supported by the set text, EYLF, NQS and other relevant early childhood resources.	Reflection demonstrates insightful critical insights that inform future learning and development of infants and toddlers using prompts in templates and is well supported by the set text, EYLF, NQS and other relevant early childhood resources.	Reflection demonstrates good critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources	Reflection demonstrates satisfactory critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources	Reflection demonstrates limited insights that inform future learning and development of infants and toddlers using prompts in template. Reflection is not adequately supported by the set text, EYLF, NQS and other relevant early childhood resources.
Academic Literacy 10%	Displayed outstanding Academic Literacy, including all of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list	Displayed comprehensive Academic Literacy, including all or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list	Displayed solid Academic Literacy, including some or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list	Displayed satisfactory Academic Literacy, including some of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list	Failed to display satisfactory Academic Literacy. Incorrect word count, incorrect writing conventions, incorrectly formatted reference list
	Failed to display satisfactory Academic Literacy. Incorrect word count, incorrect writing conventions, incorrectly formatted reference list. Task is not readable.

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.