Task Description:

By the end of Week 3, students will be prepared to undertake their first Assessment Task [AT] to measure their current levels of engagement and understanding. individual, formative assessment task involves the completion of a compulsory online quiz related to the unit topics and materials covered across the first three weeks (Module 1).

The AT1 Quiz should take approximately 15-20 minutes to complete; however, there is no set time limit and multiple attempts are permitted.

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, 2.2,2.5, 6.1, 6.2, 6.4.

Task Length:

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

Task Description:

The aim of this second Assessment Task (AT2) is for students to demonstrate their understanding of diverse learner contexts; and to design suitable and engaging experiences/lessons that utilise specific artefacts to best support early literacy and numeracy development.

This individual, summative assessment task involves developing a presentation suitable for an audience of peers enrolled in this unit and/or colleagues from an Early Years educational setting which integrates the following components.

1. Case study analysis:
Students will be provided with three case studies that depict diverse learner contexts of children aged 5 – 8 years. Using a professional lens, students are required to conduct an analysis of these cases to identify, summarise and describe key contextual factors visible among these children (400-word equivalence).

2. Artefact selection and analysis:
Based on the case study analysis, students will select, describe and analyse the suitability of one Literacy artefact and one Numeracy artefact (two in total) for the purpose of supporting early literacy and numeracy learning for all three cases (400-word equivalence).

3. Learning experience/lesson design:
Using the case study and artefact analyses, students will design and present one Literacy experience/lesson and one Numeracy experience/lesson (two in total) which cater to all three cases. Each experience/lesson should include components related to curriculum, pedagogy, artefact use and assessment (600-word equivalence).

4. Justification:
Students will justify and articulate their professional decisions by making clear and relevant connections to key unit concepts, learning theories, developmental indicators, pedagogical approaches, assessment strategies and academic literature, with appropriate use of APA (7th Edition) referencing conventions. This can be embedded throughout the presentation and/or as a separate section (800-word equivalence).

5. Additional Requirements and Information:
For this Assessment Task, students are required to select a presentation format such as PowerPoint or Canva to exhibit their analyses, planning and justification. A written script must be included (e.g., by utilising the Notes Section for each Slide within the presentation file).

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-EPR301-AT2. Students should also ensure that their name and student ID are listed clearly within the 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, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 5.1, 5.2, 5.4.

Task Length:

Due Date:

Week 9

Weight:

45 %

CRITERION #

CRITERION

Task Description:

This final individual, summative Assessment Task (AT3) requires students to use evidence from the unit to write a reflective essay that responds to the following areas:

1. Significance of Professional Context:
Consider and summarise key factors regarding your own professional context and previous experiences that may have shaped your perceptions of early Literacy and Numeracy learning prior to undertaking this unit.

2. Reflecting on Professional Learning:
Critically reflect on what you 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). Justify how specific unit concepts, learning theories and pedagogies associated with Literacy and Numeracy have enhanced your perception and comprehension of effective pedagogical practice for Early Years learning contexts. Consider and convey which resonate most with you; and describe why and how your perceptions may have shifted.

3. Implications for Professional Practice:
Consider and convey how your newly evolved understanding of previous, existing and prospective approaches to Literacy and Numeracy development may influence your own current and future professional practice with diverse young learners (aged 5 to 8 years).

4. Additional Requirements and Information:
Utilise support from relevant unit materials, academic research and literature throughout the discussion, with appropriate use of APA (7th Edition) referencing conventions.

This assignment should be saved as a Word/PDF file in accordance with University file-naming conventions, e.g., Smith_John-EPR301-AT3. Students should also ensure that their name, student ID, word count and page numbers are included within the assignment 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, 1.5, 2.5, 3.6, 4.1, 6.1, 6.2, 6.4, 7.4.

Task Length:

Due Date:

Week 13

Weight:

35 %

CRITERION #

CRITERION