Task Description:

Students will be required to write an individual, summative essay that discusses learning theories that support and contribute to Literacy and Numeracy development from birth to age 8.
When developing this essay, students must:
1. Identify specific learning theories explored throughout your studies, and how these are visible within the processes of Literacy and Numeracy knowledge and skills for children aged between birth and age 8.
2. Summarise the key developmental phases for Literacy and Numeracy learning that occur during the Early Years (birth to age 8).
3. Describe how your understandings of Early Years theory and development can inform your professional practice in an Early Years (Early Childhood//Kindergarten/Prep-Year 2) classroom.
4. Identify and convey connections to relevant academic literature to support the discussion.
The assignment document should include word count and page numbers, and be saved and submitted as a Word/PDF file and named in the following format: Smith_John-EPR301-AT1.
Standard descriptors for the assignment criteria are included in the assessment rubric, located in the Assignment section in MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 2.5, 6.4

Task Length:

Due Date:

Week 5 (25/Mar/2024)

Weight:

35 %

CRITERION #

CRITERION

Task Description:

Students will be provided with three case studies that depict diverse learner contexts. This individual, summative task will require students to consider these cases carefully with a professional lens, and undertake the following:
1. Artefact selection and analysis:
Select, describe and analyse the suitability of one Literacy artefact and one Numeracy artefact (two in total) for each case. Remember to specify the case study which relates to each chosen artefact (350 words).
2. Designing learning experiences/lessons:
Use the artefact analysis to design one Literacy experience/lesson and one Numeracy experience/lesson (two in total) which cater to all three cases (350-word equivalence).
3. Justification:
Justify your professional decisions by making clear and relevant connections to key learning theories, developmental indicators, pedagogical approaches and academic literature (700 words).
Standard descriptors for the assignment criteria are included in the assessment rubric, located in the Assignment section in MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.2, 5.4

Task Length:

Due Date:

Week 9 (29/Apr/2024)

Weight:

35 %

CRITERION #

CRITERION

Task Description:

This individual, summative task will require students to use evidence from the unit to write a reflective essay that responds to the following question:
In this unit, what key point have you learnt about Literacy and Numeracy
relative to diverse learners aged 5 – 8?
For this assignment, students will:
1. Critically reflect on what they have learnt from this unit to best support the development of Literacy and Numeracy knowledge and skills among diverse young learners (aged 5 to 8 years).
2. Consider and convey previous, existing and future approaches to Literacy and Numeracy learning and practice for diverse young learners (aged 5 to 8 years).
3. Justify how the learning theories associated with Literacy and Numeracy have enhanced your comprehension of effective pedagogical practice for the Early Years classroom.
4. Utilise support from relevant academic research and literature to support the discussion.

Standard descriptors for the assignment criteria are included in the assessment rubric, located in the Assignment section in MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.5, 2.5, 3.6,4.1, 6.1, 6.2, 6.4, 7.4

Task Length:

Due Date:

Week 13 (27/May/2024)

Weight:

30 %

CRITERION #

CRITERION