GDECE 108 Professional Teaching Practice 2: Assessment 2 (Professional ePortfolio – 1500 words, 30% weight)
Task description:
Following the early years learning framework planning cycle (Australian Government Department of Education [AGDE], 2022), develop 2 lesson
plans or learning experiences for children based on assessment of two observation reports from your placement. Drawing on principles and
practices of early childhood pedagogy (AGDE, 2022), plan the learning experiences with emphasis on dance, music, drama, visual arts, and media
arts.
Task Instruction:
• Assess the two observation reports from your placement, using references from documents of learning frameworks
(EYLF/VEYLDF/NQF/NQS), theories of children’s learning and development, and a range of relevant research and literature.
• Plan 2 learning experiences (lesson plans) based on assessment and analysis of the observation report for children from 3-5.
• Implement the two lesson plans and evaluate your learning experiences with critical reflection on in-depth analysis of children’s learning,
new areas of interests as well as future improvements. Your analysis needs to be based on sophisticated understandings of the learning
frameworks, children’s developmental milestones, theories of children’s learning and development and a range of relevant research and
literature.
Criteria:
• Develop 2 lesson plans (student can use provided lesson plan template but welcome to write in paragraphs)
• Each lesson plan should be developed for teaching one topic, for example “colourful shapes”; “colouring monkey”; “vegetable man”; “five
fingers”; “a hungry caterpillar” and so on.
• Each lesson plan should be designed with specific learning objectives that can be linked to EYLF.
• Each lesson plan needs to meet children’s learning and development needs (consider age appropriateness and relevance of the experience).
• Each lesson plan should include assessment strategies, learning environment arrangement, safety, and inquiry questions.
• Each lesson plan should include in-depth assessment and evaluation to reflect children’s learning, new areas of interests as well as future
improvement.
Word count: 1500 (excluding references and appendix)
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates
its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s
HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.
Referencing: APA7 (please refer to this guide for referencing guidelines)
Due Date: Thursday 12th September 2024, 11:59 PM
Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar
days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the
date and require documentary evidence, such as medical certificates.
Grading Scale:
GDECE108 Assessment 2: ePortfolio (1500 words)
Grade
Criteria
High Distinction Distinction Credit Pass Does not meet minimum
standard
C1. Assess the
observation with
in-depth
analysis.
(5 marks)
C1.1 Observation is clearly
articulated and directly
relevant to the learning
context, with in-depth analysis
using effective references from
documents of learning
frameworks and a range of
relevant research and
literature.
(4 – 5)
C1.2 Observation is
clearly articulated and
directly relevant to the
learning context, with
in-depth analysis using
effective references
from documents of
learning frameworks
and relevant research
and literature.
(3.5)
C1.3 Observation is
articulated and
relevant to the
learning context,
with analysis using
references from
documents of
learning frameworks
and relevant
research and
literature.
(3)
C1.4 Observation is
articulated but not all
relevant to the
learning context, with
limited analysis using
references from
documents of
learning frameworks
and relevant research
and literature.
(2.5)
C1.5 Observation is not
articulated or irrelevant to the
learning context.
The analysis is absent or
inadequate.
No evidence of references
from documents of learning
frameworks and relevant
research and literature
(0 -2)
C2.
Develop 2 lesson
plans based on
assessment of
observation
reports.
(2.5 marks)
C2.1 Two lesson plans are
clearly described, contain
relevant details regarding aims,
target cohort, duration, and
materials.
Connection to EYLF clearly
explained.
(2.5)
C2.2 Two lesson plans
are briefly described,
contain relevant details
regarding aims, target
cohort, duration, and
materials. Connection to
EYLF mentioned or
briefly described.
(2)
C2.3 Two lesson
plans are briefly
described, contain
relevant details
regarding aims,
target cohort,
duration, and
materials.
Connection to EYLF
mentioned.
(1.5)
C2.4 Two lesson
plans are provided
but not clearly
described, contain
relevant details
regarding aims,
target cohort,
duration, and
materials.
Connection to EYLF
mentioned.
(1.25)
C2.5 Lesson plans are
developed with incomplete or
irrelevant details regarding
aims, target cohort, materials,
and connection to EYLF
provided.
(0 – 1)
C3. The lesson
plans clearly
reflect play-
based learning
with
intentionality,
adopting holistic
approach of
children’s
learning and
development
(10 marks)
C3.1.1
Rationale of
play-based
learning with
intentionality
are clearly
explained,
with critical
reflection,
holistic
approach is
justified by a
range of
relevant
literature.
(9 – 10)
C3.1.2
Rationale of
play-based
learning with
intentionality
are clearly
explained,
with critical
reflection,
holistic
approach is
supported by
a range of
relevant
literature.
(8 – 9)
C3.2 Rationale
of play-based learning
with intentionality are
clearly described, with
some evidence of critical
reflection, holistic
approach is supported
by a range of relevant
literature.
(7 – 7.5)
C3.3
Rationale of play-
based learning with
intentionality are
clearly described,
with limited critical
reflection, holistic
approach is
supported by a
relevant literature.
(6 – 6.5)
C3.4 Rationale
of play-based
learning with
intentionality are
described, with
limited critical
reflection, holistic
approach is described
supported by limited
literature.
(5 – 5.5)
C3.5.1
Rationale of
play-based
learning with
intentionality
and holistic
approach are
described but
are irrelevant
or contain key
misunderstan
dings or
inaccuracies.
(2- 4)
C3.5.2
Rationale of
play-based
learning with
intentionality
and holistic
approach not
provided.
(0 – 2)
C4.
The lesson plans
are evaluated
with in-depth
analysis of
children’s
learning, new
areas of
interests as
well as future
improvements. (10 marks)
C4.1 Evaluation of the
learning experiences
involves in-depth analysis of
children’s learning, new
areas of interests as well as
future improvements using
effective references from
documents of learning
frameworks, theories of
children’s learning and
development, and a range of
relevant research and
literature.
(8 – 10)
C4.2 Evaluation of
the learning
experiences involves
general analysis of
children’s learning,
new areas of interests
as well as future
improvements. The
evaluation is drawn on
relevant documents of
learning frameworks,
theories of children’s
learning and
development, and a
range of relevant
research and literature.
(7- 7.5)
C4.3 Evaluation of
the learning
experiences
provided but
general in nature
with limited analysis
of children’s
learning, new areas
of interests as well
as future
improvements. The
evaluation is drawn
on relevant
documents of
learning
frameworks,
theories of
children’s learning
C4.4 Evaluation of
the learning
experiences provided
but some or all
require clarification.
Evaluation is
provided but contains
superficial and
generic analysis of
children’s learning,
new areas of
interests as well as
future
improvements.
(5 -5.5)
C4.5 Evaluation of the
learning experiences is not
provided or irrelevant.
Evaluation does not include
any analysis of children’s
learning, new areas of
interests as well as future
improvement.
Evaluation is provided but
contains superficial and
generic analysis of children’s
learning, new areas of
interests as well as future
improvements.
and development,
and a range of
relevant research
and literature.
(6- 6.5)
(0 – 5)
C5. Assignment
is formatted
according to
requirements
and written
clearly and
cohesively. APA 7
referencing is
used. Word limit
is adhered to.
(2.5 marks)
C5.1 The assignment is clear
and free of typographical and
structural features that hinder
understanding. There is no
confusion between author
voice and that of sources. The
assignment is formatted
according to stated
requirements. The assignment
is formatted according to
stated requirements. Accurate
mechanics of in-text and end-
of-text APA (7th Ed.)
referencing style were used.
Word limit met.
(2.5)
C5.2 The assignment is
clear with minor
typographical and
structural features that
may hinder
understanding. There is
minimal confusion
between author voice
and that of sources. The
assignment is mostly
formatted according to
stated requirements.
Accurate mechanics of
in-text and end-of-text
APA (7th Ed.)
referencing style were
used with minor
inconsistencies (no
more than 2 errors).
Word limit met.
(2)
C5.3 The assignment
is clear with
typographical and
structural features
that may hinder
understanding.
There is minor
confusion between
author voice and
that of sources. The
assignment is partly
formatted according
to stated
requirements.
Mechanics of in-text
and end-of-text APA
(7th Ed.) referencing
style were used with
inconsistencies (no
more than 4 errors).
Word limit met.
(1.5)
C5.4 The assignment
has typographical
and structural
features that
significantly hinder
understanding. There
is confusion between
author voice and that
of sources.
The assignment is
minimally formatted
according to stated
requirements.
Mechanics of in-text
and end-of-text APA
(7th Ed.) referencing
contain several
errors.
Word limit met.
(1.25)
C5.5 The assignment has
typographical and structural
features that prohibit
understanding. There is
confusion between author
voice and that of sources, or
author’s voice is absent. The
assignment is not formatted
according to stated
requirements.
Mechanics of in-text and end-
of-text APA (7th Ed.)
referencing style were not
used appropriately.
Word limit not met.
(0 -1)
References:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia.
Australian Government Department of Education [AGDE]. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
Irving, E., & Carter, C. (2018). The child in focus: learning and teaching in early childhood education. Oxford University Press.
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