Protfolio

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TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS Summary

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Title Assessment Task 2: Portfolio of Planning Cycle

Type Portfolio

Due Date Saturday 9th December 11:59pm AEDT (Week 6)

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 Submission of your assessment is via TURNITIN. The submission link can be found in the

Assessment Tasks and Submission Tab in the 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. If

there are any errors with the submitted document, you may receive a late

penalty.

• After you have followed the TurnItin submission it is essential you 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 11:59pm on the due date.

 

 

Rationale Early childhood teachers must have the ability to engage in the planning cycle that includes observing, documenting, developing, implementing, evaluating and reflecting. Students will demonstrate their knowledge and understanding of infant and toddler learning and development while engaging in the planning cycle for this age group.

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Task Description This assessment is comprised of two tasks. You must submit your assessment as one document using the template provided. Demonstrate how you have engaged in the planning cycle during your professional experience.

Task 1: Record of Observation Submit one recorded observation of a child or children aged birth-2 years old. You can submit any observation method type for example, anecdotal record, running record, learning story, jotting. However, your observation must include the following information: • Child’s first name • Child’s age • Record of your observation of the child’s learning/development/play/routine/behaviour • Analysis/interpretation of the observation (with links to the set text, theory, the NQS and the EYLF to support the analysis) • Ideas for future planning

 

Task 2: Learning Experience Plan

Submit one learning experience that you planned to extend on the observation and analysis you submitted for task one. Use the learning experience template provided in the Assessment 2 Folder on the Blackboard site. Your learning experience should show evidence that you have considered the Caregiving, Responsive Relationships and Play framework used by Sims & Hutchins (2020, pp.125-146). Make direct links to the set text, EYLF, NQS, theory and other relevant early childhood resources in your reflection and evaluation. Follow the steps to complete the task:

• Save the Assessment 2 Template with your surname and initials and the assessment task’s name. E.g: MillsA_assessment2_portfolio

• Fill in the details on 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

• Write your observation, including analysis

• Write your learning experience, including reflection

• Complete one reference list at the end of the word document

• Check draft with draft checker on unit site

• Once complete, submit final 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.

• Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.

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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.

 

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 2: Report MARKING RUBRIC

Criteria High Distinction Distinction Credit Pass Marginal Fail Fail

Task 1: Record of observation Record of observation shows understanding of Infant and toddler learning and development 15%

Outstanding record of

observation that shows

evidence of an excellent

understanding of infant and

toddler and development

Insightful record of observation that shows evidence of a comprehensive understanding of infant and toddler learning and development

Solid record of observation that shows evidence of a good understanding of infant and toddler learning and development

Satisfactory record of observation that shows evidence of a fundamental understanding of infant and toddler learning and development

Poor record of observation that shows evidence of limited understanding of infant and toddler learning and development

Poor record of observation that shows evidence of a no understanding of infant and toddler learning and development

Analysis/interpretation of the observation is supported by set text, theory, the NQS and EYLF 25%

Outstanding analysis/interpretation of the observation that is strongly supported by the set text, theory, the NQS and EYLF

Insightful analysis/interpretation of the observation that is well supported by the set text, theory, the NQS and EYLF

Solid analysis/interpretation of the observation that is supported by the set text, theory, the NQS and EYLF

Satisfactory

analysis/interpretation of the

observation that is

fundamentally supported by the

set text, theory, the NQS and

EYLF

Poor analysis/interpretation of the observation that is poorly supported by the set text, theory, the NQS and EYLF

No analysis/interpretation of the observation.

Task 2: Learning Experience Plan Learning experience extends on observation and demonstrates knowledge of infant and toddler learning, development, health and safety and has a focus on caregiving, responsive relationships and play elements 25%

Learning experience extends on observation and demonstrates outstanding knowledge of infant and toddler learning, development, health and safety and has a strong focus on caregiving, responsive relationships and play elements

Learning experience extends on observation and demonstrates insightful knowledge of infant and toddler learning, development, health and safety and has a clear focus on caregiving, responsive relationships and play elements

Learning experience extends on observation and demonstrates good knowledge of infant and toddler learning, development, health and safety and has a solid focus on caregiving, responsive relationships and play elements

 

Learning experience extends on observation and demonstrates satisfactory knowledge of infant and toddler learning, development, health and safety and has a sound focus on caregiving, responsive relationships and play elements

 

Learning experience does not extend on observation and shows basic knowledge of infant and toddler learning and development. It has limited focus on caregiving, responsive relationships and play elements

Learning experience does not extend on observation and shows limited knowledge of infant and toddler learning and development. It has no focus on caregiving, responsive relationships and play elements

Reflection demonstrates critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources. 25%

Reflection demonstrates outstanding critical insights that inform future learning and development of infants and toddlers using prompts in template and is strongly supported by the set text, EYLF, NQS and other relevant early childhood resources.

Reflection demonstrates insightful critical insights that inform future learning and development of infants and toddlers using prompts in template and is well supported by the set text, EYLF, NQS and other relevant early childhood resources.

Reflection demonstrates good critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources

Reflection demonstrates satisfactory critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources

Reflection demonstrates limited insights that inform future learning and development of infants and toddlers using prompts in template. Reflection is not adequately supported by the set text, EYLF, NQS and other relevant early childhood resources.

Reflection demonstrates no insights that inform future learning and development of infants and toddlers using prompts in template. Reflection is not supported by the set text, EYLF, NQS and other relevant early childhood resources.

 

 

 

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