Task Description:

By the end of Week 3, students will be prepared to undertake their first Assessment Task [AT1]. This individual, formative assessment task involves the completion of a compulsory Online Knowledge Quiz to measure students’ current levels of engagement and understanding related to key unit topics covered in Module 1.

The AT1 Quiz is structured into a series of selected response items, (e.g., ‘True/False’ and ‘Multiple Choice’ questions); and should take approximately 20 minutes to complete. However, there is no set time limit and multiple attempts are permitted. Students must complete this Quiz to progress to the next Modules of the unit.

Information regarding the assessment and grading process for this task is located in the Assignment section in MyLO.

Completion of this Assessment Task relates to the Australian Professional Standards for Teachers (APSTs): 1.1, 1.2, 2.1, 2.5, 4.1, 6.1, 6.2.

Task Length:

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

Task Description:

For the second Assessment Task (AT2), students are required to create a 10-15-minute, recorded Video Presentation that critiques the theory and practice of play and inquiry-based pedagogies in early childhood education.

This individual, summative assessment task should focus on literacy, mathematics and science learning, highlighting perceived benefits and challenges. Students are encouraged to make connections between these pedagogies and their own professional contexts, practice and experiences, demonstrating how these approaches may influence their practice. This critique should be grounded in relevant scholarly literature, offering a balanced perspective that includes theoretical and practical considerations.

Additional Requirements and Information:
When developing and recording the presentation, students are encouraged to:
• Utilise creative presentation formats and performance styles
• Select an intended type of audience for the presentation.

For this Assessment Task, students can select their own presentation format (e.g., PowerPoint, Canva, Prezi, etc.). When developing the presentation, it is important to include a written script (with references included) to submit along with a copy of their recorded presentation.

Students must submit two files for this Assessment Task:
1. An MP4 video recording of the presentation [15-20 minutes]
2. The original presentation file with access to the written script.

It is recommended that these files be Saved in accordance with University file-naming conventions, e.g., Smith_John-EDP707-AT2.

Students should also ensure that their name and student ID are listed clearly within their presentation file.

Standard descriptors for the assignment criteria are included in the AT2 assessment rubric, located in the Assignment section in MyLO.

Completion of this Assessment Task relates to the Australian Professional Standards for Teachers (APSTs): 1.2, 2.1, 3.3, 3.4, 3.5, 5.2, 6.2.

Task Length:

Due Date:

Week 9

Weight:

40 %

CRITERION #

CRITERION

Task Description:

The final Assessment Task [AT3] task enables students to apply and evaluate their knowledge by creating an integrated Curriculum Unit/Learning Sequence that incorporates elements of literacy, mathematics and science. This individual, summative assessment task involves the design of a curriculum plan relevant to their own professional teaching context to support young children (3- 8 years).

Students will demonstrate their ability to design and justify an authentic, inclusive and engaging curriculum plan that incorporates the following components.

1. Professional and Learner Contexts:
Provide a detailed summary of your professional teaching context, including an evaluation of key learner characteristics of the young children with whom you work, with connections to relevant data sources and literature.
2. Learning Objective and Outcomes:
Based on your contextual evaluation, develop one clear learning objective and select appropriate learning outcomes/content descriptors from a relevant curriculum framework that will support your learners in their literacy, mathematics and science development.
3. Curriculum Unit/Learning Sequence:
Design an age-appropriate and engaging curriculum Unit/Learning Sequence (i.e., 3 interrelated learning experiences/lessons) that aligns with your learning objective, outcomes and learner contexts. Remember to provide evidence of your chosen curriculum approaches, pedagogies and assessment strategies throughout the Unit/Sequence.
4. Curriculum content knowledge and skills:
Identify specific concepts and skills embedded in your Unit/Sequence that relate to literacy, mathematics and science; and illustrate how these concepts and skills will be unpacked with your learners during the Unit/Sequence and beyond.
5. Integrated Justification:
Provide a comprehensive justification for your curriculum decisions and design, with reference to key unit concepts and relevant scholarly literature to substantiate your approaches in curriculum design, pedagogy and assessment.

Additional Requirements and Information:
It is recommended that these files be Saved in accordance with University file-naming conventions, e.g., Smith_John-EDP707-AT3.

Students should also ensure that their name and student ID are listed clearly within their presentation file.

Standard descriptors for the assignment criteria are included in the AT3 assessment rubric, located in the Assignment section in MyLO.

Completion of this Assessment Task relates to the Australian Professional Standards for Teachers (APSTs): 1.1, 1.2, 2.1, 3.2, 3.3, 3.4, 5.1, 5.2, 6.4.

Task Length:

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION