TCHR2003: Curriculum Studies in Early Childhood Education Assessment 2 Brief
Education & Teaching
15th Oct 2025
3
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Title: |
Assessment 2 |
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Type |
Portfolio |
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Due Date |
Friday 10 October, 11:59 pm AEST (Week 6) |
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Length |
1500 words |
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Weight |
50% |
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Submissions |
Word document submitted to Turnitin (for written assessments) |
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Unit Learning Outcomes |
This assessment task maps to the following ULOs: ULO1: describe and justify curriculum in early childhood education and care services ULO2: understand and demonstrate conceptual knowledge related to key learning areas for children from birth to five years ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning ULO4: create and analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early childhood educator. |
This unit develops conceptual knowledge of the holistic approach to curriculum in the early childhood setting. There is a focus on an integrated and holistic approach of learning domains for children aged from birth to five years. Students develop children’s conceptual knowledge of these domains, with links made to the Early Years Learning Framework [EYLF] (AGDE, 2022), National Quality Standard [NQS] (ACECQA, 2018) theory and literature.
The purpose of this assignment is to develop deeper knowledge and understanding of how everyday objects, routines, and resources in the early childhood setting can be used to promote children’s learning and development across the learning areas with links to the EYLF v2.0 Principles and Practices and Learning Outcomes and National Quality Standard Quality Areas. It is also important that early childhood educators have a deep understanding of the role of children’s play in these learning environments to best promote children’s conceptual knowledge in learning areas appropriate to birth to five years. Assessment 2 requires you to analyse one short video and explain how the curriculum support children’s learning and development.
As early childhood teachers we observe children’s play and experience and we are intentional in how we extend their learning.
This means we consider how resources, environments, activities and experiences, and also conversations and interactions can help to support children’s learning.
In this task you are required to watch a video of two children engaged in play-based learning. You will identify and describe the scenario in the video in terms of the children’s abilities and skills, and how the environment supports their learning (Part 1 and 2).
You will then draw on your findings from Part 1 to describe a plan that will support children’s ongoing learning and development (Part 3).
Please attach a coversheet to your assignment and use the three headings of Part 1, Part 2 and Part 3 for your assignment.
Video: Mint Tea and a Chat
In this video two children (approximately 3 years of age) are involved in a play-based learning experience which involves pretend play with ‘mint tea’.
https://www.youtube.com/watch?v=_Ba3ybKxz_E&t=10s
Part 1. What did you see? – children’s learning and development (650 words)
Using resources such as the ACECQA developmental milestones or the AERO learning trajectory identify and discuss the learning and development that you saw in the video.
You must specifically discuss this in relation to the following domains of learning/ areas of learning:
• Language and literacy
• Physical development
• Social and emotional development
You must include citations to academic literature and other professional sources in this section.
Part 2. What did you see? – The curriculum (350 words)
You are also required to identify elements of the curriculum that you observed in the videos that supported children’s learning and development – remembering that curriculum includes:
“in the early childhood setting curriculum includes all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning, development and wellbeing (AGDE, 2022)”
You must include citations to academic literature and other professional sources in this section.
Part 3. What next? – Play-based learning and intentionality (500 words)
In this section you are required to think about the skills and abilities that you noted for the children in Part 1 and viewing the video and to think about what comes next.
Provide a definition of the EYLF v2.0 Practice of Play-based learning and intentionality (pp. 21-22) and draw on this definition to clearly explain how you would extend and support children’s learning and development in the 3 developmental areas of:
• Language and literacy
• Physical development
• Social and emotional development
These can be discussed as separate areas of you can discuss them in an integrated way.
In this analysis you must show a clear understanding of how educators can act with intentionality in play-based learning (see page 22 of the EYLF v2.0).
You must also show a clear connection with at least one EYLF v2.0 Practice, one EYLF v2.0 Principle, and EYLF v2.0 Outcome.
You much also include citations to academic literature and other professional sources.
These should be detailed connections that show your understanding of the Principles, Practices and Outcomes. You must also support your discussion by including citation to academic literature or other professional sources.
• APA Referencing style is required to be used for this task
• Include one reference list for all responses on a new page at the end of your assignment
• A minimum of 10 academic sources are to be included in the reference list
• At a minimum, your sources for this task will include the EYLF v2.0 (AGDE, 2022), NQS (ACECQA, 2018), and should include other academic literature and professional sources.
Formatting: Use APA 7 formatting throughout (this includes indented paragraphs, double-lined spacing, Times Roman 12-point font).
Referencing Style Resource: About APA 7th - APA 7th Referencing Guide - Library guides at Southern Cross University (scu.edu.au)
National Quality Standard Quality https://www.acecqa.gov.au/nqf/national-quality-standard Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022- V2.0.pdf
The unit workshops will feature guest speakers and will support you to break down the requirements of the assessment task. Ensure that you either attend these live or watch the recordings as these will set you up for success.
An example of a completed task can be found in the Assessment task folder on the unit Blackboard sire and will be addressed in workshops.
Assessment 2 should be submitted using the Turnitin in the Assessments Tasks & Submission section on the Blackboard TCHR2003 site.
You must label your submission with your surname and initials and the Assessment Task’s name. You must label your submission with your surname and initials and the assessment task's name, e.g.: JSmith student number_TCHR2003 Assessment 2.docx
• 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, 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.
Please note that re-submissions for the assessment tasks for this unit are not permitted as per SCU policy.
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.
Please ensure you write in your own words and provide appropriate references (APA 7). Then, to further refine your assessment you are allowed to use AI tools such as Grammarly and Copilot to check your grammar, spelling and punctuation, however, you must acknowledge that you have used AI for this purpose and provide relevant evidence (e.g., screen shots) in an appendix.
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not 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 me as 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.
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.
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
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 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 Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
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. Please note that re-submissions are not permitted for this unit as per SCU policy.
Please note that re-submissions are not permitted for this unit as per SCU policy.
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