TCHR5009: THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS
Assessment 2 Portfolio of Planning Cycle

Rationale

Early childhood teachers must have the ability to engage in the planning cycle that includes observing, documenting, planning, implementing, evaluating and reflecting as part of curriculum decision making in the infant and toddler context. All curriculum decisions early childhood teachers make affect each child in some way (Australian Government Department of Education, Employment and Workplace Relations, 2010). Therefore, your role is to demonstrate your knowledge and understanding of infant and toddler learning and development while implementing the planning cycle. This task is for students who have a deferred placement.

Task Description

This Assessment Task has two parts. Part 1 is where you record an observation of a child on professional placement and analyse their learning and Part 2 is where you develop and implement a learning experience plan and reflection.

Download the Assessment Task 2 Template Deferred Placements found in the Assessment 2 Folder on the Blackboard unit site to complete assessment task.

Part 1: Record of Observation and Analysis of Learning

As your placement has been deferred you will need to watch a video recording of a baby putting a bib on a baby doll and write an anecdotal observation from the video recording. To view video recording follow link. The video can also be viewed in the Assessment 2 Deferred Placements folder.

In the Assessment Task 2 Template Deferred Placements you must include:

• Child’s first name,

• Child’s age (approximately under 2 years),

• An anecdotal observation of the child in the video. This needs to include a written description of the child’s play, what the child did (gesture, expression, non-verbal communication), said (verbally, include direct quote) during their play event and in their surroundings. Also include others (e.g., the educator) involved and what they said and did. Ensure the observation is written objectively.

• An analysis of learning, referencing: The set text [Sims & Hutchins, 2020], Theory, and The Early Years Learning Framework [V2.0], and Other relevant early childhood academic or professional sources to support the analysis.

• Future planning ideas that are based on your observation and analysis of learning

Task 2: Learning Experience Plan and Reflection

Plan a learning experience that extends on the above observation and analysis of learning in Part 1. Your learning experience should show evidence that you have embedded elements of the Caregiving, Responsive Relationships and Play planning framework used by Sims & Hutchins (2020, pp.125-146) in your Considerations section of your learning experience plan. It should clearly show your understanding of infant and toddler learning, development and health and safety.

Reflect and evaluate on the scenario of the educator and Sophie provided in the Assessment Task 2 Template Deferred Placements. You must respond to the three prompts as you reflect and evaluate on the scenario:

1. What did the child learn and develop from the playdough experience?

2. What worked well? Were there any missed learning opportunities and provide examples?

3. Future planning ideas that extend on the implementation of the learning experience in Task Two. Suggest at least two future learning ideas.

Within your reflection, make direct links to:

• The set text, • Theory, • The Early Years Learning Framework [V2.0], and • Other relevant early childhood academic or professional sources.

Referencing

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

Assessment Submission

Follow the steps to submit the assessment:

• Download Assessment 2 Template Deferred Placement and save it with your surname and initials, student number and the assessment task and unit code. For example: LastNameInitial_123456_A2_TCHR5009_finalcopy

• Fill in the cover page and ensure you complete the GenAI acknowledgement.

Resources

• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.

• Australian Children’s Education & Care Quality Authority. (2022). The national quality standard. https://www.acecqa.gov.au/nqf/national-quality-standard

• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).

• Sims, M., & Hutchins, T. (2020). Programme planning for infants and toddlers (3rd ed). Pademelon Press.

Assessment Submission

Follow the steps to submit the assessment:

• Download Assessment 2 Template Deferred Placement and save it with your surname and initials, student number and the assessment task and unit code. For example: LastNameInitial_123456_A2_TCHR5009_finalcopy

• Fill in the cover page and ensure you complete the GenAI acknowledgement.

• Complete Part 1 Record of Observation and Analysis of Learning and Part 2 Learning Experience Plan and Reflection

• Complete one reference list at the end of the Word document. (PDF will not be accepted)

• Check the draft with the draft checker on the unit site. Make any changes as needed.

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

• Download the digital receipt for proof of submission.

If you have any difficulty submitting your assessment, please contact Technology Services and email TCHR5009@scu.edu.au with 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

Adherence to SCU's academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit. Examples of academic misconduct include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCU’s academic integrity policies and guides for detailed information on what constitutes a breach, and the consequences involved.

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

You cannot include content generated by AI in your assessment (even if you have paraphrased, summarised or quoted the output). You are only permitted to use Grammarly Premium to help edit and improve the quality of your written work. If you choose to use this, you must provide a draft of your task before it was entered into Grammarly. Attach your draft as an appendix.

Note:

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.

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.

Proof of Special Consideration Approval letter must be supplied to avoid delay in grades being released. Proof must be provided in Template document.

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions and Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

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. Dates for grades release of on-time assessment submissions for each task are provided within the assessment folders for this unit.

Resubmissions

There are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure - https://policies.scu.edu.au/view.current.php?id=00255

Assessment Rubric

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 5 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.