The purpose of this assignment is for you to plan, implement and evaluate health-related experiences for under-5s and to plan PDHPE experiences that are suitable for children in primary school. It develops your capacity to in work in partnerships and in accordance with the legislative requirements and recommended guidelines for healthy environments for children birth to 12 years and the NSW Board of Studies PhysicalDevelopment Health and Physical Education (PDHPE) syllabus to plan, implement and evaluate teaching and learning in the areas of health, safety, nutrition, interpersonal relationships, personal development and physical education for children birth to 12 years and assess children’s learning in these areas.
DETAILS OF REQUIREMENTS
When doing visits to the setting allocated for Healthy Identities, you need to plan, implement and evaluate 3 experiences that promote health and wellbeing with children aged birth to five years (writer make this up please). These must be linked to a specific aspect of Learning Outcome 1 or 3 from the TheEarly Years Learning Framework (DEEWR, 2009). Experiences need to demonstrate inclusiveness and be developmentally appropriate. You also need to consider children’s safety in your planning and your own work health and safety. The planning format, called prior to school setting template should be used to plan and evaluate each of your experiences. Each experience should include one page of planning and one page of evaluation.
For part a for under 5s i have 3 focus children you can include all three children in all three experiences or do an experience per child – so 3 different experiences for each child
• For the purpose of this assignment the three children i have chosen include:
• Matari who is 2 and a half year old female.
• Ahmed is a two year old child.
• Brayden is a three year old male.
• The childcare i am placed at is called clovel childcare and learning centre merrylands
• Each experience should be filled out in a separate template
• The experiences need to be interesting, different, engaging and age appropriate It cant be basic small things like dancing you need to add dancing , cultural music etc.
You also need to plan 3 experiences for children in primary school, using the NSW Board of Studies Physical Development, Health and Physical Education K-6 syllabus document. Experiences should be either for Early Stage 1 or Stage 1. You should use the planning format on the vUWS site to plan the PDHPE experiences. (Lesson Plan Template to be used for assignment 2 school template i have uploaded) You must make sure that you include explicit links to the PDHPE K-6 syllabus outcomes and indicators in your planning.
• Each experience should be filled out in a separate template
o What to submit:
? 3 health-related experiences planned, implemented and evaluated with under 5s
? 3 PDHPE experiences planned for a primary school setting
? Field visit time sheet (Students must submit the field visit time sheet with all visits completed to pass this unit)
? Your assignment cover sheet
? The Assignment 3 assessment standards and feedback sheet – both Parts A and B
o Where to submit: Submit in RuniaBejjani’sassignment box by10th June at 10am. It’s important you place your assignment in the correct box. You must attach your field visit attendance sheet to your assignment.
• 3 developmentally appropriate, inclusive, child-centred health promoting experiences planned, implemented and evaluated with consideration of workhealth and safety with under 5s and presented clearly in a planning format (10 marks)
• Plans for under fives reflect sound understandings of The Early Years Learning Framework Pedagogiesand Principles and specific relevance to Learning Outcomes 1 and/or 3 (10 marks)
• 3 inclusive, developmentally appropriate, child-focused PDHPE experiences planned with consideration of work health and safety for students in the primary school years (10 marks)
• Plans for the school setting reflect sound understandings of the PDHPE syllabus outcomes and indicators in relation to values and attitudes, skills, knowledge and understanding (10 marks)
EXAMPLES OF WHAT IS EXPECTED
Planning proformas are available on vUWS and planning will be workshopped in tutorials.
Assessment Standards for 101629Assignment3
Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
Planned health experiences Fewer than 3 health promoting experiences planned.
Plans poorly presentedwith no or unclearplanning format.
Experiences are not all health promoting.
Plans are not inclusive; they do not demonstrate developmentally appropriate practice and are teacher directed.
Planning and implementation reflect poor understandings of work health and safety.Plans not implemented and evaluated. 3 health promoting experiences planned, implemented and evaluated with under 5s and presented clearly in a planning format.
All plans are inclusive, demonstrate developmentally appropriate practice and are child –focused.
Planning and implementation reflect sound understandings of work health and safety.
Plans evaluated although tend to describe what happened rather than evaluate.
Clear, well organised, professional documentation of 3 highly appropriate experiences.
Plans are clearly inclusive focusing on skill development rather competition, they demonstrate developmentally appropriate practice and are child -focused.
Provisions documented when planning to ensure occupational health and safety compliance.
Evaluationsincludeconsideration of occupational health and safety as well as children’s learning and the role of the educator.
Clear reflections on own learning in relation to implementing health related experiences. All of C + use of a variety of resources and effective teaching strategies to support learning.
Analytical evaluations drawing on a range of relevant readings.
All of D + strong understanding of processes of planning, implementing, evaluating and documenting experiences that are health promoting, that reflect evidence of wide reading and strong understanding of the role of interactions in learning.
Part A: ELYF Plans reflect no understanding of Early Years Learning Framework.
All plans reflect understandings of Early Years Learning Framework, including pedagogies, principles and relevant learning outcomes. Clear, specific links to Early Years Learning Framework. Sound understanding of effective pedagogies to support children in relation to learning outcomes.
All of C + strong evidence of children’s deep, meaningful learning and skill development.
Strong understanding of pedagogies. All of D + strong analysis of own role in relation to supporting children’s learning.
Part B: PDHPE syllabus.
Plans reflect no or poor understanding of the PDHPE syllabus document.
Plans include specific reference to relevant outcomes and indicators and reflect sound understanding of the PDHPE syllabus.
Plans focus on a range of strands in the PDHPE syllabus,with specific links to appropriate outcomes and indicators.
Thorough understanding of the PDHPE syllabus and relevant support resources evident.
Evidence of integrated learning. All of D + evidence of wide reading.
Part B: PDHPE learning experiences 3 PDHPE experiences not included or have a limited range of activities, and are not clearly presented and not in planning format.
Plans are not inclusive, are not developmentally appropriate practice, are teacher directed and include no considerations of occupational health and safety.
A range of activities included in the 3 experiences planned for students in the primary school years.
Clearly presented in planning format with some consideration of grouping, strategies and resources.
Some identification of appropriate outcomes and indicators.
Plans are inclusive, demonstrate developmentally appropriate practice, are child-focused and include considerations of occupational health and safety. 3 clear PDHPE experiences planned for students in the primary school years that include a range of activities, across different areas of the PDHPE curriculum.
Clearly presented in planning format with clear and appropriate grouping, strategies and resources.
Clear articulation of appropriate learning outcomes and indicators.
Plans are inclusive, demonstrate developmentally appropriate practice, are child –focused and include considerations of occupational health and safety. All of C +
Strong evidence of children’s deep, meaningful learning and skill development.
Strong understanding of the role of the educator.
Evidence of relevant reading beyond syllabus documents. All of D + evidence of wide reading.
Presents work professionally, with clear academic writing and APA referencing style within the word limit.
Presentation lacks structure; poor paraphrasing; over reliance on quotes; little evidence paper has been edited; terminology inappropriate; frequent spelling/ typographic errors; over reliance on quotes; no or inaccurate reference list; not submitted to Tutnitinor significant matches. Generally clear presentation; developed with student’s voice; sentences coherent and grammatically correct; within word length; some typographic and /or spelling errors; generally accurate APA referencing;submitted to Turnitin; originality report detects some insignificant matches. Well structured with coherent presentation; effective grammatical expression;; adheres to word length; uses appropriate terminology; minor typographic and /or spelling errors; mostly accurate APA referencing; submitted to Turnitin; low percentage for originality report. Clear presentationclear and concise structure; grammar and syntax mostly correct; plans are cohesive and easy to read within word length; discriminating use appropriate vocabulary; few typographic or spelling errors; consistently accurate APA referencing; low percentage for Turnitin. Well structured; cohesive, grammatically correct structure; flexible and sustained use of a wide range of structures and extensive vocabulary; very few typographic or spelling errors; consistently accurate APA referencing; submitted to Turnitin; original work with insignificant matches.