TCHR5010: Competency and capability of Preschoolers
Assessment Two: Portfolio
Information Booklet
Assessment name: Portfolio of planning cycle
Weighting: 60%
Length: 2000 words
Task Description: This Portfolio is comprised of twotasks. You must submit your assessment as one document.
Task 1: Anecdotal record and learning experience
Demonstrate how you have engaged in the planning cycle during your professional experience.
Choose and submit your best detailed anecdotal record of your focus child and a learning experience plan that you implemented to extend on your observation and analysis of the child.
Task 2: Reflective practice (approximately 1000 words)
During your professional experience, you were required to complete daily reflections and highlight any ethical considerations or dilemmas you encountered. Reflect on your daily entries and explain one ethical dilemma that you observed or experienced yourself.
How did you or other educators respond to the issue?
What did you do well?
What could you have done better?
Was consideration given to all stakeholders’ perspectives in the decision-making process for resolving the issue? How?
Make direct links to the unit’s readings, the EYLF and the NQS.
Referencing APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing
Support Resources Academic Integrity – SCU guidelines
Academic Integrity Module – mandatory module for first year students
Learning Zone – workshops, Quick Guides, student appointments
Submission The due date for this assessment is Monday, 12th June 2023 by 11:59pm
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 process 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
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
Assessment 2: Portfolio MARKING RUBRIC
Criteria High Distinction Distinction Credit Pass Fail
Task 1: Anecdotal record and learning experience (30%)
Articulation of the planning cycle during professional experience.
Anecdotal record shows evidence of understanding children’s learning and development with links to theory, the EYLF and NQS.
Demonstrates planning for Preschoolers’ learning and development, interests and competencies with links to the EYLF, NQS and theory. Demonstrated excellent articulation of the planning cycle including:
Excellent anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Excellent learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory
Demonstrated very good articulation of the planning cycle including:
Insightful anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Insightful learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory
Demonstrated good articulation of the planning cycle including:
Good anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Good learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory
Demonstrated satisfactory articulation of the planning cycle including:
Satisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Satisfactory learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory
Does not show evidence of understanding the planning cycle.
Unsatisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Unsatisfactory learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory
Task 2: Reflective practice (20%)
Reflection and response to one ethical dilemma encountered during professional experience with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
-The unit’s readings, the EYLF and the NQS, and scholarly sources. Demonstrated outstanding reflective practice with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
-The unit’s readings, the EYLF and the NQS, and scholarly sources. Demonstrated insightful reflective practice with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
– The unit’s readings, the EYLF and the NQS, and scholarly sources. Demonstrated solid reflective practice with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
– The unit’s readings, the EYLF and the NQS, and scholarly sources. Demonstrated satisfactory reflective practice with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
– The unit’s readings, the EYLF and the NQS, and scholarly sources. Demonstrated poor reflective practice with limited consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
– The unit’s readings, the EYLF and the NQS, and scholarly sources.
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 Failed to display satisfactory Academic Literacy.
Incorrect word count, incorrect writing conventions, incorrectly formatted reference list
Assessment 2 – LEARNING EXPERIENCE PLAN
Child’s name/s
Age/s
Date and Time: Student/observer name
Aim/objective
Give this learning experience a name, what is the overall goal of the experience, what do you want the child/ren to learn and what are the intended EYLF outcomes and indicators that will be achieved?
Rationale
Why have you planned this learning experience for the child/ren? Clearly articulate the planning cycle including the dates of the observation that the plan links to.
Setting and timing
Outline where the plan will be implemented and at what time of day
Timing Procedure- how you will implement this Plan Considerations- space, time, supervision Environment:
Resources/materials required
Pedagogical approaches
Introduction to the learning experience
Body of the learning experience
Conclusion and transition
This section must clearly link to each section of the procedure. Think about your approach to teaching each step of your procedure, what teaching strategies will you use? What principles and practices will be best to Help in delivering the learning experience?
Assessment & Reflection on practice
NB This does not need completion for Assessment task 2. It should only be used on professional experience.
Record what happened:
Evaluate and analyse what the children learnt (link to EYLF Learning Outcomes and indicators):
Suggested future learning ideas:
Reflect on your delivery of the provision, effectiveness of resources, transitions, teaching strategies, questioning. Think about the skills & strategies you need to focus on improving.
Mentor teacher: Date:
Anecdotal observation record and analysis
Date and Time:
Children (ages) in observation
Setting: Describe the setup of resources and context of the environment
People present
Record the observation:
What happened? What did people say and do? Give detail including body language where applicable. What were the responses to the environment?
Educators’ principles and practices evident
Refer to the EYLF principles and practices and explain examples of how they were evident
Analysis of children’s learning:
What does this information tell you about the child’s learning and development? (think about the whole child, their domains of development, type of play, etc)
Theoretical links to learning and development
Children’s Strengths and interests
EYLF Learning outcomes with indicators
Future planning ideas
This is what I could plan for next time to support the child’s interests, strengths, and development. Reflect on EYLF outcomes
Assessment 2 – LEARNING EXPERIENCE PLAN
Child’s name/s
Thomas
Age/s
4 Date and Time:
4/5/23 10am Student/observer name
Kelli
Aim/objective
Give this learning experience a name, what is the overall goal of the experience, what do you want the child/ren to learn and what are the intended EYLF outcomes and indicators that will be achieved?
The Marching Band
The aim of this learning experience is for Thomas to use his senses to explore a variety of musical instruments.
EYLF Outcomes:
4.1 Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
4.2 Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
5.1 Children interact verbally and non-verbally with others for a range of purposes
Rationale
Why have you planned this learning experience for the child/ren? Clearly articulate the planning cycle including the dates of the observation that the plan links to.
Thomas has been observed showing interest in sound and rhythm, using percussion instruments (Anecdotal Record observation – 3/4/23)
Setting and timing
Outline where the plan will be implemented and at what time of day
Setting: Outdoors in an open space so there is enough room for marching and playing instruments.
Time of day: Morning before it is too hot, just after morning tea.
Timing Procedure- how you will implement this Plan Considerations- space, time, supervision Environment:
Resources/materials required
Pedagogical approaches
5 min
5 min
10 min
Introduction to the learning experience
Invite children to join a group/circle time, seated.
Place a large drum covered with a sheet in the centre of the group.
Prompt children to guess what the item could be; consider shape and size.
Ask Thomas and two or three other children to touch the item through the sheet, focussing on sound and texture (e.g. “Does it make any sound when you touch it?”)
Reveal drum before modelling how to play it; include range of volume and tone in demonstration.
Ask open-ended questions – What is this? Where have you seen one? What is it used for? Show children poster of a marching band, highlighting similar drums in the image
Ask what other instruments they recognise.
Body of the learning experience
Educator to share song “I am a Fine Musician” and encourage children to take turns, each choosing an instrument from the marching band image to role play as they sing.
Transition children to line up as a marching band – as each child is chosen to join the line, they may select an object from the table to “play” – either real or pretend.
Ask Thomas if he would like to lead or conduct the band, referring to image of band leader.
Encourage Thomas to lead the group outside through prompts (e.g. “Are you ready Mr Conductor? do you want your band to do? Let’s make music!”)
Allow children to role-play as a marching band, responding to their contributions and following their lead.
Conclusion and transition
Children may not wish to join group – support educator to supervise children not participating in group time.
Offer noise-cancelling headphones to children concerned by noise from drum/instruments/song
Sun safety and footwear – children may need to reapply sunscreen, wear hats or put on shoes before selecting their instrument
Bass drum
Sheet
Poster of marching band
Noise-cancelling headphones
Other types of drums or instruments
Other open-ended materials children could use as instruments – sticks, pots, pans, buckets
Whistle This section must clearly link to each section of the procedure. Think about your approach to teaching each step of your procedure, what teaching strategies will you use? What principles and practices will be best to Help in delivering the learning experience?
Open-ended questions
Intentional teaching
Linking to prior knowledge – children are asked to reflect on previous experiences and make connections to current learning experience
Responsiveness to children
Respect for diversity – considering sensory sensitivities
Play-based learning – children can engage with resources through imaginative play, exploration and hands-on learning
Modelling
Scaffolding
Open-ended questions
Intentional teaching
Holistic approaches
Assessment & Reflection on practice
NB This does not need completion for Assessment task 2. It should only be used on professional experience.
Record what happened:
Evaluate and analyse what the children learnt (link to EYLF Learning Outcomes and indicators):
Suggested future learning ideas:
Reflect on your delivery of the provision, effectiveness of resources, transitions, teaching strategies, questioning. Think about the skills & strategies you need to focus on improving.
