Posted: November 24th, 2023

TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS

TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS
Summary
Title Assessment Task 2: Portfolio of Planning Cycle
Type Portfolio
Due Date Saturday 9
th December 11:59pm AEDT (Week 6)
Length 2000 words
Weighting 50%
Academic
Integrity
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.
Submission Submission of your assessment is via TURNITIN. The submission link can be found in the
Assessment Tasks and Submission Tab in the Blackboard site.
Please note:
• It is YOUR responsibility to ensure that you have submitted the correct file and
the FINAL version of your assessment for marking BEFORE the due date/time. If
there are any errors with the submitted document, you may receive a late
penalty.
• After you have followed the TurnItin submission it is essential you download the
Digital Receipt.
• If you have any difficulty submitting your assignment, please contact Technology
Services and make sure that you log a job with them so you have evidence of your
attempted submission. To avoid any last-minute problems, make sure you submit
well before 11:59pm on the due date.
Rationale
Early childhood teachers must have the ability to engage in the planning cycle that includes observing,
documenting, developing, implementing, evaluating and reflecting. Students will demonstrate their knowledge
and understanding of infant and toddler learning and development while engaging in the planning cycle for
this age group.
2
Task Description
This assessment is comprised of two tasks. You must submit your assessment as one document using the
template provided. Demonstrate how you have engaged in the planning cycle during your professional
experience.
Task 1: Record of Observation
Submit one recorded observation of a child or children aged birth-2 years old. You can submit any observation
method type for example, anecdotal record, running record, learning story, jotting. However, your observation
must include the following information:
• Child’s first name
• Child’s age
• Record of your observation of the child’s learning/development/play/routine/behaviour
• Analysis/interpretation of the observation (with links to the set text, theory, the NQS and the EYLF to support
the analysis)
• Ideas for future planning
Task 2: Learning Experience Plan
Submit one learning experience that you planned to extend on the observation and analysis you submitted for
task one. Use the learning experience template provided in the Assessment 2 Folder on the Blackboard site.
Your learning experience should show evidence that you have considered the Caregiving, Responsive
Relationships and Play framework used by Sims & Hutchins (2020, pp.125-146). Make direct links to the set
text, EYLF, NQS, theory and other relevant early childhood resources in your reflection and evaluation.
Follow the steps to complete the task:
• Save the Assessment 2 Template with your surname and initials and the assessment task’s name. E.g:
MillsA_assessment2_portfolio
• Fill in the details on the cover page with the following details:
o Student name and Student ID
o Unit code and name
o Unit Assessor and Tutor names
o Date submitted
• Write your observation, including analysis
• Write your learning experience, including reflection
• Complete one reference list at the end of the word document
• Check draft with draft checker on unit site
• Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the
unit site.
Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early
childhood policy and peer-reviewed literature. Students must use the unit textbook.
Resources
• Australian Government Department of Education. (2022) Belonging, being and becoming: The early
years learning framework for Australia (V2.0).
• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the
Early Years Learning Framework and the National Quality Standards.
• Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.
3
Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on
the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be
accepted. You must label your submission with your surname and initials and the assessment task’s name.
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.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a
Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the
original due date for that assessment task, along with any accompanying documents, such as medical
certificates.
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/viewcurrent.php?id=140
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to
the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after
the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark achieved on
each subsequent calendar day until the mark reaches zero.”
Please refer to the Late Submission & Penalties section of Policy
https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be
posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7-10 days for marks to
be posted.
4
Assessment 2: Report MARKING RUBRIC
Criteria High Distinction Distinction Credit Pass Marginal Fail Fail
Task 1: Record of observation
Record of observation shows
understanding of Infant and
toddler learning and
development
15%
Outstanding record of
observation that shows
evidence of an excellent
understanding of infant and
toddler and development
Insightful record of observation
that shows evidence of a
comprehensive understanding of
infant and toddler learning and
development
Solid record of observation that
shows evidence of a good
understanding of infant and
toddler learning and
development
Satisfactory record of
observation that shows evidence
of a fundamental understanding
of infant and toddler learning
and development
Poor record of observation
that shows evidence of limited
understanding of infant and
toddler learning and
development
Poor record of observation
that shows evidence of a no
understanding of infant and
toddler learning and
development
Analysis/interpretation of the
observation is supported by set
text, theory, the NQS and EYLF
25%
Outstanding
analysis/interpretation of the
observation that is strongly
supported by the set text, theory,
the NQS and EYLF
Insightful analysis/interpretation
of the observation that is well
supported by the set text, theory,
the NQS and EYLF
Solid analysis/interpretation of
the observation that is
supported by the set text,
theory, the NQS and EYLF
Satisfactory
analysis/interpretation of the
observation that is
fundamentally supported by the
set text, theory, the NQS and
EYLF
Poor analysis/interpretation
of the observation that is
poorly supported by the set
text, theory, the NQS and EYLF
No analysis/interpretation of
the observation.
Task 2: Learning Experience
Plan
Learning experience extends on
observation and demonstrates
knowledge of infant and toddler
learning, development, health
and safety and has a focus on
caregiving, responsive
relationships and play elements
25%
Learning experience extends on
observation and demonstrates
outstanding knowledge of infant
and toddler learning,
development, health and safety
and has a strong focus on
caregiving, responsive
relationships and play elements
Learning experience extends on
observation and demonstrates
insightful knowledge of infant and
toddler learning, development,
health and safety and has a clear
focus on caregiving, responsive
relationships and play elements
Learning experience extends on
observation and demonstrates
good knowledge of infant and
toddler learning, development,
health and safety and has a solid
focus on caregiving, responsive
relationships and play elements
Learning experience extends on
observation and demonstrates
satisfactory knowledge of infant
and toddler learning,
development, health and safety
and has a sound focus on
caregiving, responsive
relationships and play elements
Learning experience does not
extend on observation and
shows basic knowledge of
infant and toddler learning
and development. It has
limited focus on caregiving,
responsive relationships and
play elements
Learning experience does not
extend on observation and
shows limited knowledge of
infant and toddler learning
and development. It has no
focus on caregiving,
responsive relationships and
play elements
Reflection demonstrates critical
insights that inform future
learning and development of
infants and toddlers using
prompts in template and is
supported by the set text, EYLF,
NQS and other relevant early
childhood resources.
25%
Reflection demonstrates
outstanding critical insights that
inform future learning and
development of infants and
toddlers using prompts in
template and is strongly
supported by the set text, EYLF,
NQS and other relevant early
childhood resources.
Reflection demonstrates insightful
critical insights that inform future
learning and development of
infants and toddlers using
prompts in template and is well
supported by the set text, EYLF,
NQS and other relevant early
childhood resources.
Reflection demonstrates good
critical insights that inform future
learning and development of
infants and toddlers using
prompts in template and is
supported by the set text, EYLF,
NQS and other relevant early
childhood resources
Reflection demonstrates
satisfactory critical insights that
inform future learning and
development of infants and
toddlers using prompts in
template and is supported by the
set text, EYLF, NQS and other
relevant early childhood resources
Reflection demonstrates
limited insights that inform
future learning and
development of infants and
toddlers using prompts in
template. Reflection is not
adequately supported by the
set text, EYLF, NQS and other
relevant early childhood
resources.
Reflection demonstrates no
insights that inform future
learning and development of
infants and toddlers using
prompts in template.
Reflection is not supported by
the set text, EYLF, NQS and
other relevant early childhood
resources.
5
Academic literacy
10%
Displayed outstanding Academic
Literacy, including all of the
following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference list
Displayed comprehensive
Academic Literacy, including all or
most of the following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference list
Displayed solid Academic
Literacy, including some or most
of the following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference list
Displayed satisfactory Academic
Literacy, including some of the
following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference
list
Failed to display satisfactory
Academic Literacy.
Incorrect word count, incorrect
writing conventions, incorrectly
formatted reference list
Failed to display satisfactory
Academic Literacy.
Incorrect word count,
incorrect writing conventions,
incorrectly formatted
reference list. Task is not
readable.
6
Description of SCU Grades
High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates
distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows
exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be
described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates
distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a
well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be
described as distinguished in relation to the learning requirements specified.
Credit:
The student’s performance, in addition to satisfying all of the basic learning requirements specified,
demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The
student’s performance could be described as competent in relation to the learning requirements specified.
Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis
for proceeding to higher-level studies in the subject area. The student’s performance could be described as
satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.

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Tags: Assessment Task 2: Portfolio of Planning Cycle, TCHR5009, TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS