TCHR5010: Theory to Practice: Competency and capability of Preschoolers
Assessment 1 Portfolio

Title:

Portfolio of planning cycle

Due Date

Friday 1st May 11:59pm AEST

Length 

1500 words

Weight

50%

Submissions

Word document (not PDF) submitted to Turnitin

Resubmissions

Assessment resubmissions are not permitted in this unit.

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.

Generative AI (Artificial Intelligence) use Policy

You are permitted to use generative AI (Gen AI) tools responsibly and ethically to complete components of this assignment. Please do not post confidential, private, personal, or otherwise sensitive information into Gen AI tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication. Below are the details of permitted and prohibited uses of Gen AI for this assignment:

Permitted use

Students are permitted to use Generative AI 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

Prohibited use

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.

Gen AI Acknowledgement

Your use of AI tools must adhere to the SCU Academic Integrity Framework, which includes upholding honesty, ethics, professionalism, and academic integrity. All use of Gen AI must be explicitly documented and acknowledged in your submission. If you use generative AI 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. To find out how to reference generative AI in your work, consult the referencing style for your unit via the library referencing guides.

Task Description

This Portfolio is comprised of three tasks of the Planning Cycle. You must submit your assessment as one document using the template provided.

Follow the EYLF v2.0 Planning Cycle: (pg 27 & 28)

• Step 1- Observe/ collection information

• Step 2 - Assess and interpret your findings

• Step 3 - Plan and design a learning experience that extends the learning and development of the child/ren described in the anecdotal record identified in Stage 1 and 2.

Step 1: Observe

Observe the video of pre-schoolers provided under the link "Video for Assessment 1" The link for the video is also here: Car Construction Video Document a detailed anecdotal record of the children’s learning. The assessment template MUST be used which can be found in the Assessment folder.

Step 2: Assess

Use the EYLF v2.0 Planning Cycle as your guide to analyse the observation and consider:

• What the children were showing you about their thinking, capabilities and interests

• How this links to the EYLF v2.0 principles, practices and learning outcomes

• What possibilities for learning this opens up

• How you can intentionally extend this learning in a fresh context

Step 3: Plan

Drawing on the learning you identified above, design a new learning experience that meaningfully extends the children’s emerging interests, skills and understandings. Your task is to plan a new experience that builds on what the children demonstrated and offers opportunities for deeper, richer or more complex learning. Use the template provided. Clearly explain how the new experience responds to the observation, what learning you are aiming to support, and how this links to relevant EYLF v2.0 Learning Outcomes.

Supporting Resources

Academic Integrity – SCU guidelines

Academic Integrity Module - mandatory module for first year students

Learning Zone – workshops, Quick Guides, student appointments

Submision

The due date for this assessment is Friday 1st May 11:59pm AEST

Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5010 Blackboard site.

Please note:

• 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.

• After you have followed the TurnItin submission you must 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 11:00pm on the due date.

Late

Submission/Extension

If you need to apply for special consideration you may do so HERE

According to SCU Policy, late penalties apply. More information found HERE

Marking Criteria and % allocation

High Distinction (85-100%)

Distinction (75-84%)

Credit (65 74%)

Pass (50-64%)

Marginal Fail (35 – 49%)

Fail (1-34%)

Absent Fail 0%

Step 1: Observe (30%)

Anecdotal record shows evidence of understanding the planning cycle and the purpose of observation.

An excellent anecdotal record that uses clear, objective language to demonstrate a strong understanding of preschoolers’ learning and development. The observation provides rich detail about children’s interests, capabilities, perspectives, and educator interactions, and clearly describes how educators acknowledge and document children’s unique ways of belonging, being, and becoming, as well as how the environment supports learning,

A very good anecdotal record that uses mostly objective language and demonstrates a strong understanding of preschoolers’ learning. The observation includes clear detail about children’s interests, abilities, perspectives, educator interactions, and describes how the environment supports learning.

A good anecdotal record that demonstrates sound understanding of preschoolers’ learning using generally objective language. The observation includes clear descriptions of children’s interests and abilities, some evidence of children’s perspectives, educator interactions, and some explanation of how the environment supports learning.

A satisfactory anecdotal record that demonstrates a basic understanding of preschoolers’ learning. The observation includes a description of children’s interests and abilities, educator interactions, and details of the learning environment that reflect a basic understanding how to observe as per the EYLF v2.0 planning cycle

Limited understanding of the planning cycle is demonstrated. The anecdotal record lacks sufficient detail to clearly show children’s learning, interests, or capabilities, with minimal or unclear reference to educator interactions or the learning environment.

The anecdotal record is unsatisfactory and does not demonstrate understanding of the planning cycle or preschoolers’ learning and development.

Not attempted.

Step 2: Assess (30%)

Analysis shows evidence of understanding children’s learning and development with links to theory, the EYLF and NQS.

An excellent analysis that insightfully interprets the observation and demonstrates a deep understanding of preschoolers’ learning and development. Clear and well integrated links are made between the observation, relevant theory, the EYLF, and the NQS, identifying meaningful possibilities for extending learning

A very good analysis that clearly interprets children’s learning and development evident in the observation. Strong links are made to relevant theory, the EYLF, and the NQS, demonstrating a clear understanding of learning and development appropriate to preschool-aged children.

A good analysis that interprets children’s learning and interests shown in the observation. Relevant links are made to theory, the EYLF, and the NQS, demonstrating sound understanding of preschoolers’ learning and development.

A satisfactory analysis that identifies some aspects of children’s learning or interests. Basic or descriptive links to theory, the EYLF, and the NQS are included, demonstrating a general understanding of preschoolers’ learning and development.

Limited understanding of the planning cycle is demonstrated. The analysis is superficial or unclear, with weak or partially developed links to theory, the EYLF, or the NQS.

The analysis is unsatisfactory and does not demonstrate understanding of preschoolers’ learning or development, with absent or incorrect links to theory, the EYLF, or the NQS.

Not attempted.

Step 3: Plan (30%)

Demonstrates planning for Preschoolers’ learning and development, interests and competencies with links to the EYLF, NQS and theory.

An excellent learning experience that clearly and meaningfully extends the learning identified in the observation. All elements of the learning experience plan are completed thoughtfully, with clear consideration of appropriate timing, strong links to EYLF Learning Outcomes, and relevant pedagogical approaches

A very good learning experience that clearly extends learning from the observation. All elements of the learning experience plan are included, with appropriate consideration of timing for the age group and clear links to the EYLF and pedagogical approaches.

A good learning experience that extends learning identified in the observation. The learning experience plan is complete, with some consideration of timing and relevant links to the EYLF and pedagogical approaches

A satisfactory learning experience that demonstrates a basic understanding of the planning cycle. The experience extends the observation, with basic links to the EYLF. Pedagogical approaches and timing may be considered but lack depth or clarity.

A limited learning experience that demonstrates limited understanding of the planning cycle. The experience replicates or does not extend the observation. No links to the EYLF.

Fails to display understanding of the planning stage of the planning cycle. Absent or incorrect links to the EYLF.

Not attempted.

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

Displays limited academic literacy. Word count, writing conventions or reference formatting are attempted but contain frequent errors and do not meet required standards

Failed to display satisfactory Academic Literacy. Incorrect word count, incorrect writing conventions, incorrectly formatted reference list

Not attempted.