TCHR2003: Curriculum Studies in Early Childhood Education
Summary
Title Assessment 1
Type Critical Review
Due Date Monday, 25 March 2024, 11:59 pm AEST/AEDT (start of Week 4)
Length 1500 words
Weighting 50%
Academic Integrity (See below for limits of use where GenAI is permitted) 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 NonAcademic 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.
Submission Word document submitted to Turnitin
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
Rationale
This unit develops conceptual knowledge of the holistic approach to curriculum in the early childhood setting. There is a focus on an integrated approach of the Australian Curriculum (ACARA, 2022) key learning areas of English, Humanities and Social Sciences, Health and Physical Education, Mathematics, Science, Technologies, and The Arts for children aged from birth to five years. Students develop children’s conceptual knowledge of these areas, with links made to the Early Years Learning Framework (EYLF) (2022) and the National Quality Standard (ACECQA, 2020).
Task Description
Assessment 1 requires you to demonstrate your understanding of the use of play when
implementing the Early Years Learning Framework (EYLF) (2022) and the National Quality Standard (ACECQA, 2020) and to critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas and Australian Curriculum key learning areas.
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Task Instructions
Write a response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, and concepts.
1. Scenario: You are an Early Childhood Teacher in an Early Childhood Education setting. The Director of the setting has asked you to contribute to the service’s newsletter by writing a statement. The statement should address the concept of curriculum within early childhood education. The Director has asked you to justify the statement by incorporating supporting information from the EYLF, AC, and the unit readings. The newsletter will be distributed to families (100 words)
2. Scenario: You are an Early Childhood Teacher in an Early Childhood Education setting. A parent has emailed you to ask why educators use children’s play to implement curriculum in early childhood education settings. Write a response that explains why and how you do this. Justify your response by using theory, NQS, EYLF, and scholarly references. (500 words).
3. Watch the video provided in the Assessment 1 folder on the unit Blackboard Site. Observe the teacher and children’s interactions during the activity then:
• Analyse one (1) EYLF Principle and one (1) Practice the educator is embedding in their interactions with the children and outline how they are doing this (150 words)
• Examine one NQS Quality Area that the educator is implementing in their interaction with the children and outline how they are doing this (150 words)
• Analyse which EYLF Learning Outcomes can be linked to the children’s learning and support with examples from the video (300 words)
• Propose which three (3) Learning Areas from the Australian Curriculum could be linked to the video and support with one (1) example for each Learning Area (300 words)
Resources
NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/national-qualitystandard
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/202301/EYLF-2022-V2.0.pdf
ACARA = Australian Curriculum, Assessment, and reporting Authority https://v9.australiancurriculum.edu.au/
Referencing Style Resource
About APA 7th – APA 7th Referencing Guide – Library guides at Southern Cross University (scu.edu.au)
Task Submission
Assessment 1 should be submitted using Turnitin in the Assessments Tasks & Submission section of the Blackboard TCHR2003 site.
You must label your submission with your surname and initials and the Assessment Task’s name. You
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must label your submission with your surname and initials and the assessment task’s name, e.g.: JSmith_TCHR2003 Assessment 1.docx
Please note that re-submissions for the assessment tasks for this unit are not permitted as per SCU policy.
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.
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.
Special Consideration
