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TCHR5001 PLAY AND PEDAGOGIES IN EARLY CHILDHOOD EDUCATION
Summary
Title Assessment 2: Design Task
Type Design Task
Due Date Monday, 9th October 11:59 pm AEST (start of Week 7)
Length 2000 words
Weighting 50%
Academic Integrity GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to
demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your
assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic
Misconduct Rules, Section 3.
Submission 1 word document with reference list uploaded to the Assessment Tasks and Submission area of the unit site.
Unit Learning Outcomes This assessment task maps to the following ULOs:
ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies
ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children,
teachers and parents/carers
ULO3: analyse the relationships between the philosophy, theory and pedagogy to learning environment for all young children (birth – 5
years)
ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional
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Rationale
Part of your role as an Early Childhood Teacher is to plan and implement learning environments and experiences that support children’s learning and
development through play. These decisions must be underpinned by relevant early childhood research, theory and policy documents.
Task Description
This task requires students to reflect upon key issues presented in Modules 1-6 and design a play space and learning experience for children 0-5 years,
supported by a written statement.
Task Instructions
1. You are to design an indoor and/or outdoor play space for an age group of your choice. You can choose from birth-2 years, 2-3 years or 3-5 years.
Your design may be created using any computer program you wish, or it can be hand drawn. Consider the layout of and resources in your play
space. Your design must be inserted into the template (word document) provided and it must be clearly labelled. Your play space design will need
to demonstrate the knowledge and understanding you have gained throughout the unit. Your design choices must be supported by the theories,
curriculum and policy documents, and unit content we have explored.
2. Using the learning experience template provided, you are to plan a small group play-based learning experience for your chosen age group that
could take place in your designed play space (approximately. 500 words). Your learning experience will need to demonstrate the knowledge and
understanding you have gained throughout the unit. It must be underpinned by the theories, curriculum and policy documents, and unit content
we have explored.
3. Your play space design and your play-based learning experience must be supported by a written statement (1500 words), justifying your choices for
the design and learning experience. You must make clear links to the Early Years Learning Framework (AGDE, 2022) and relevant early childhood
theories, research and literature, including the unit textbook.
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Follow the steps to complete the task:
• Open the Design Task Template on the unit site and save it with your surname and initials and the assessment task’s name. E.g:
MillsA_assessment2_designtask
• Edit the cover page with the following details:
o Student name and Student ID
o Unit code and name
o Unit Assessor and Tutor names
o Date submitted
• Insert your play space design, learning experience and written statement into the template.
• Complete one reference list on word document
• Once complete, submit 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.
• Robinson, C., Treasure, T.,O'Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University 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 and initials and the
assessment task's name.
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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, fabricating information.
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have
developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic
integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
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 the Special Consideration section of 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 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 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. Please allow 7-10 days for marks to be posted.
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Assessment Rubric
Marking Criteria and %
allocation
High Distinction +
100%
High Distinction
(85–99%)
Distinction
(75–84%)
Credit
(65–74%)
Pass
(50–64%)
Marginal Fail
(35-49%)
Fail
(1-34%)
Not
Addresse
d
(0%)
Knowledge and
understanding of
theoretical perspectives
of play-based pedagogy.
20%
Achieves all
criteria for High
Distinction with
no errors.
Shows an outstanding
understanding of the theoretical
underpinnings of a play-based
pedagogy, drawing on a range of
theoretical perspectives. Includes
an element of critical reflection
when discussing theoretical
perspectives.
Shows an insightful understanding
of the theoretical underpinnings of
a play-based pedagogy, drawing on
a range of theoretical perspectives.
Shows a competent understanding
of the theoretical underpinnings of
a play-based pedagogy, drawing on
a minimum of two theoretical
perspectives.
Shows an adequate
understanding of the theoretical
underpinnings of play-based
pedagogy, drawing at least one
theoretical perspective.
Limited understanding of the
theoretical underpinnings of
play-based pedagogy.
No understanding
demonstrated of the
theoretical underpinnings
of play-based pedagogy.
Knowledge and
understanding of the
role of play in children’s
learning and
development.
20%
Achieves all
criteria for High
Distinction with
no errors.
Shows an outstanding knowledge
and understanding of the role of
play in children’s learning and
development in a number of
developmental domains. E.g.
physical, social and emotional,
cognitive etc.
Shows an insightful knowledge and
understanding of the role of play in
children’s learning and
development with reference to
number of developmental domains.
E.g. physical, social and emotional,
cognitive etc.
Shows a competent knowledge and
understanding of the role of play in
children’s learning and
development with reference to
developmental domains. E.g
physical, social and emotional,
cognitive etc.
Shows an adequate knowledge
and understanding of the role of
play in children’s learning and
development with reference to
developmental domains.
Little knowledge and
understanding of the role of
play in children’s learning and
development. No
developmental domains are
discussed.
No knowledge and
understanding of the role
of play in children’s
learning and
development. No
developmental domains
are discussed.
Knowledge and
understanding of the
link between the EYLF
(AGDE, 2022) and play.
20%
Achieves all
criteria for High
Distinction with
no errors.
Outstanding knowledge and
understanding of the links
between the EYLF and play.
Insightful links made throughout
pitch.
Very good knowledge and
understanding of the links between
the EYLF and play. Insightful links
made throughout pitch
Competent knowledge and
understanding of the links between
the EYLF and play.
Links made between the EYLF
and play.
Inconsistent links made
between the EYLF and play
No links made between
the EYLF and play.
Supporting evidence
includes a range of
relevant early childhood
policy, research and
literature.
20%
Achieves all
criteria for High
Distinction with
no errors.
Outstanding use of sources as
supporting evidence. Includes
outstanding use of readings from
the unit and academic sources
beyond those provided in the
unit.
Insightful use of sources as
supporting evidence. Includes use
of readings from the unit and
academic sources beyond those
provided in the unit.
A competent use of sources as
supporting evidence. Minimum:
reference to relevant unit readings
and some evidence of wider
academic reading.
An adequate use of sources as
supporting evidence. Minimum:
reference to relevant unit
readings. Sources from wider
reading are not relevant/
suitable.
Supporting sources are
inappropriate/ non-academic.
No academic sources
used as supporting
evidence.
Design of play space.
10%
Achieves all
criteria for High
Distinction with
no errors.
Design is of a professional
standard. It is clear, organized
and labelled effectively. Includes
title and key.
Design is of a professional standard.
It is clear, organized and labelled
effectively.
Design is neat, clear to read and
labelled.
Design is somewhat neat, clear
to read and labelled.
Design is not clear, some
labels added.
Design is not clear, no
labels added.
Academic writing
conventions, including
APA 7th referencing.
10%
Achieves all
criteria for High
Distinction with
no errors.
An outstanding level of academic
writing is present. No errors
noted with referencing, spelling,
punctuation or grammar.
Academic writing is cohesive and
shows clarity. No suggestions to
improve academic writing have
been made.
A high level of academic writing is
present. No errors noted with
referencing, spelling, punctuation
or grammar. Academic writing is
cohesive and shows clarity.
A good level of academic writing is
present. A few minor errors are
noted with referencing, spelling,
punctuation or grammar. Academic
writing is cohesive and shows
clarity.
A basic level of academic writing
is present. A few errors noted
with referencing, spelling,
punctuation and grammar.
Academic writing is relatively
cohesive and clear.
Poor academic writing,
including errors with
referencing, spelling,
punctuation and grammar.
Academic writing lacks
cohesion and clarity.
Academic writing is not
readable and includes
errors with, spelling,
punctuation and
grammar. No reference
list.
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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.