TCHR5003 PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION

ASSESSMENT 2: Portfolio 2025 Term 3

Summary

Title	Assessment 2: Portfolio
Due Date	Saturday 16th August (WEEK 6) at 11:59 pm AEST (Week 6)
Length	1500 words excluding references
Weighting	50%
Academic Integrity and GenAI – see below	Descriptor Level 2 – Students are permitted to use GenAI only for specific assessment tasks or purposes (outlined under Academic Integrity heading).
Submission	Template submitted to Turnitin
Unit Learning Outcomes (ULO)	You will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task: ULO3: Develop the knowledge and skills regarding setting up learning environments for children that are flexible and sustainable both indoors and outdoors. ULO4: Reflect upon and critique the holistic approaches of principles and practices.

Assessment Rationale

Early childhood educators are required to understand the importance of high-quality practice and be able to identify what high-quality practice looks like. In this assessment, you will be asked to identify high-quality practice and determine the principles, theory and research that underpins such practice. This assessment aims to develop your understanding of how to align practice, principles, theory and research.

Assessment Description

This task requires you to reflect upon the Early Years Learning Framework [EYLF] (Australian Government Department of Education [AGDE], 2022) principles and practices and create a portfolio demonstrating your ability to identify and critique high-quality early childhood pedagogy. Engage with Modules 1-6 to support you in developing your assessment.

Task Instructions

Section 1: Introduction (150 words)

Write a short introduction explaining the significance of the Early Years Learning Framework in guiding high-quality early childhood pedagogy.

Section 2: Principles and Practices Creative Tasks

Develop a portfolio showcasing your understanding of three principles and three practices of the Early Years Learning Framework (AGDE, 2022) using your choice of creative tasks.

The three principles and three practices of the EYLF (ADGE, 2022) must include two (2) compulsory principles and one (1) principle of your choice, and 2 compulsory practices and 1 practice of your choice listed below.

EYLF Principles:

• Respect for diversity (compulsory)

• Sustainability (compulsory)

And add another principle of your choice:

• Secure, respectful and reciprocal relationships

• Partnerships

• Aboriginal and Torres Strait Islander perspectives

• Equity, inclusion and high expectations

• Critical reflection and ongoing professional learning

• Collaborative leadership and teamwork

EYLF Practices:

• Responsiveness to children (compulsory)

• Learning environments (compulsory)

Add another practice of your choice:

• Holistic, integrated and interconnected approaches

• Play-based learning and intentionality

• Cultural responsiveness

• Continuity of learning and transitions

• Assessment and evaluation for learning, development and wellbeing

Next, decide how you will present each principle and practice from the creative choice tasks in the table below. Use a range of creative tasks to develop your portfolio. Choose between 2-6 creative tasks to make up your portfolio.

The Creative Task Choices include:

1) Written Statement (250 words) Clearly identify and explain the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Provide examples of how the principle or practice is applied in practice in early childhood education and care settings. Critically analyse how the principle or practice supports high-quality ECEC practice/principle – making links to at least three professional and academic sources to support your analysis.	2) Letter to Future Self (250 words) Write a letter to your future teacher self, identifying and explaining the principle or practice using the using the Early Years Learning Framework V2.0 as your supporting resource. Share examples of how you hope to apply the principle or practice in your future early childhood education and care setting. Critically analyse how the principle or practice supports high-quality ECEC practice/principle – making links to at least three professional and academic sources to support your analysis.	3) Labelled Learning Environment Diagram and Written Statement (250 words) Write a brief written explanation of the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Then, create a diagram of a Preschool (3-5 years) setting that demonstrates how the principle or practice is applied in the preschool setting. Each element on the diagram must include a detailed label to explain how the principle or practice supports high-quality ECEC practice/principle. Your diagram can be hand drawn, or you can create it in Word or PowerPoint. Generative Artificial intelligence is NOT to be used to create the diagram.
4) Visual Journal Entry (250 words) Write a journal entry that clearly identifies and explains the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Then, critically analyse how the principle or practice supports high-quality ECEC practice/principle – making links to at least three professional and academic sources to support your analysis. Finally, add images to show examples of how the principle or practice is applied in practice in early childhood education and care settings. You may use Generative Artificial Intelligence to create the images. Make sure you reference the GenAI tool you use.	5)Short Video (2 minutes) Create a short video where you clearly identify and explain the principle or practice. Provide examples of how the principle or practice is applied in practice in early childhood education and care settings. Critically analyse how the principle or practice supports high-quality ECEC practice/principle – making links to at least three professional and academic sources to support your analysis. Ensure your video can be accessed via link and paste this onto your word document. Videos that cannot be accessed will not be marked and this will affect your assessment grade.	6)Mini Podcast Episode (2 minutes) Record a mini podcast episode discussing a principle or practice. In your discussion, clearly identify and explain the principle or practice. Provide concrete examples of how the principle or practice is applied in practice in early childhood education and care settings. Critically analyse how the principle or practice supports high-quality ECEC practice/principle – making links to at least three professional and academic sources to support your analysis. Ensure your podcast can be accessed via link and paste this onto your word document. Videos that cannot be accessed will not be marked and this will affect your assessment grade.
7)Blog Post (250 words) Write a blog post that clearly explains the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Provide examples of how the principle or practice is applied in practice in early childhood education and care settings. Critically analyse how the principle or practice supports high-quality ECEC practice/principle – making links to at least three professional and academic sources to support your analysis.	8)Teaching Resource and 250 Word Statement Create a teaching resource for Preschool aged children with a play and diversity focus. Take a photo of the teaching resource and write a 250-word supporting statement. In your statement, briefly explain the chosen principle or practice and how the teaching resource you have created supports the principle or practice. Then, critically analyse how the principle or practice supports high-quality ECEC practice/principle – making links to at least three professional and academic sources to support your analysis.	9)Brochure for Families (250 words) Design a brochure for families that clearly explains the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Provide examples of how the principle or practice is applied in practice in early childhood education and care settings and how families could apply it at home. Critically analyse how the principle or practice supports high-quality ECEC practice/principle – making links to at least three professional and academic sources to support your analysis.

For each creative task you must:

1. Clearly identify and explain the principle or practice - using the Early Years Learning Framework V2.0 as your supporting resource;

2. Provide concrete examples of how the principle or practice is applied in practice in early childhood education and care settings; and

3.Critically analyse how the principle or practice and example and explain how it is high quality ECEC practice/principle – make links to professional and academic sources to support your analysis.

Follow the steps below to complete this task:

• Download the TCHR5003 Assessment 2 Template and save it with your surname and initial and the assessment task’s name. E.g: LastnameA_TCHR5003_assessment2_portfolio

• Complete Section 1: Introduction

• Complete Section 2: Principles and Practices Creative Task

• Complete one reference list for the entire assessment task

• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.

• Adhere to APA7 formatting guidelines

Assessment Instructions

Formatting and style

• APA 7 formatting is required for this task.

• Include a cover page that contains:

• The title of the task in bold

• Include the TCHR5003 Assessment 2 cover page that can be found in the Assessment 2 folder

• Acknowledge if and how you have used GenAI in the assessment

• Include clear headings for the topics you are responding to

• Indent the first line of each new paragraph.

• Use 12-point font.

• Use a 1.5 or double-line space for your writing and your reference list as this gives spaces for the markers to write feedback.

Referencing

APA 7 Referencing style is required to be used for this task. Please refer to the APA 7th Referencing Guide for this task - https://libguides.scu.edu.au/apa

Create a reference list on a new page at the end of task with a minimum of ten references, although you may use more

At a minimum, your sources for this task will include the unit required text, unit readings, EYLF (AGDE, 2022) and broader literature.

Broader literature may include textbooks, peer reviewed articles, and other authoritative sources.

Assessment Submission

• Submitted using the submission point in the Turnitin folder in the Assessments Tasks and Submission section on the Blackboard TCHR2002 site.

• Label your final submission with your surname and initials and the assessment task's name, e.g. SmithJ_PortfolioTask1.doc

• You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to the due date, to identify and resolve any academic integrity issues prior to submitting - see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.

• 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.

• Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.

• If you have any difficulty submitting your assignment, log a job with Technology Services by email 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.

Academic Integrity

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 information in Blackboard, the recorded assessment overview and refer to SCU Academic Integrity Framework.

If you use GenAI tools in your assessment task beyond the acceptable limits, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

Under the Rules - Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.

Generative AI

For the assessments in this unit students are permitted to use Generative AI (e.g., ChatGPT) to:

• clarify concepts, theories, ideas, etc., discussed in class

• generate preliminary ideas for writing

• edit a working draft of the assessment

• read and summarise research and supporting evidence for the assessment

Students are not permitted to use Generative AI to:

• generate definitions or writing used in their final submission.

• produce arguments or refine thinking on their final submission

Any of these actions will constitute and be treated as a breach of academic integrity.

Do not post confidential, private, personal, or otherwise sensitive information into these tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication. Your use of AI tools must adhere to the SCU Academic Integrity Framework, including upholding honesty, ethics, professionalism, and academic integrity

Special Consideration

Students wishing to request special consideration to extend the due date of an assessment 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. Please refer to the Special Consideration section of the SCU Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Except when special consideration is awarded, late submission of assessment tasks incurs a late penalty in accordance with the SCU Late Submission & Penalties Policy https://policies.scu.edu.au/view.current.php?id=00255

• Penalties will be incurred after the assessment submission due date/time.

• A penalty of 5% of the available marks will be deducted from the actual mark

A further penalty of 5% of the available mark will be deducted from the actual mark on each subsequent calendar day until the mark reaches zero.

Grades & Feedback

Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site using the following rubric for the marking criteria and grading standards. Please allow 7 -10 days for grades to be posted.

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.