PLanning cycle

Assessment 2

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Assessment Overview

Overview	Length or Duration	Worth	Due
Plan learning experiences that are informed by learning in the unit, work experience in the EC field and previous placements.	1500 words equivalent	40%	Monday beginning of week 3 - 11:59pm

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Purpose

The purpose of this assessment task is to:

• Demonstrate your understanding of how to effectively and knowledgably support children's learning and development through creating language and multiliteracy-rich learning environments.
• Plan play-based and age-appropriate experiences which reflect how children make meaning through communication practices and how they engage inmultiliteracies, including children with English as an additional language.

The learning outcomes assessed are:

LO 1: Analyse language and literacy from a social perspective

LO 2: Critically reflect on the many ways in which multi-literacies are generated by capable young children and contribute to how young children construct their literacy language.

LO 3: Compose a range of play-based curriculum that supports complex meaning making in language and literacy in diverse early childhood contexts.

LO 4: Exemplify an understanding of expressive and receptive language for capable young children, including children with English as an additional language. .

Assessment Structure

Imagine that you are working at an Early Childhood Service as an early childhood teacher. You have been asked to design and prepare learning experiences that support children's language AND communication learning. You will need to demonstrate your understanding of language and literacies in early childhood and the importance of the role of the teacher in constructing communication-rich environments.

A learning experience is a collection of materials/tools/resources that have been set up as a curated experience that invites children to learn and express themselves through creative exploration and experimentation. It presents a space that is an opportunity for children's free expression and is not directed or instructed by an adult.

You are planning for independent play (ie without/limited adult involvement) and will prepare immersive experiences suitable for young children, using your understanding of the content you have explored throughout this unit.

Plan 1 learning experience for each age group (Babies, Toddler, Pre-schoolers) based on your learning from the unit, experience and observations taken during previous placement. Inclusion and thought to go into each learning experience for children with English as a second language.

• This template can be used to assist you with writing your learning experiences: Assessment 2 Template

Instructions

To get started on your assessment task, please follow the below instructions.

1. 1. Plan 3 learning experience to develop children's language and literacy skills in a multiliteracy play based environment using the template provided.
   2. 1 learning experience for each of these three age groups (3 learning experiences in total)
      1. Babies (0-18mth)
      2. Toddlers (18mth-3yrs)
      3. Pre-schoolers (3-5yrs)
   3. Use the Assessment Task 2 Template as requested.
   4. Rationale: Start with a brief (250-350 words) rationale, in your own words, of your understanding of language, literacy, emergent literacy and multiliteracy learning in Early Childhood.
   5. Learning experiences: (One learning experience for each specified age group) Think about the learning experience you would plan for the children in these 3 different age groups. Important things to include for EACH learning experience:
      1. Title of the learning experience
      2. Learning Intentions - what are the teaching intentions? What would the children learn from this experience? (remember this is related to language and multiliteracy learning)
      3. Strategies/Session Notes - detailed description of how you will carry out this experience. What teaching strategies would you use? How would you achieve the Key Objectives? What resources will you use? How would the environment be set up? What is the teacher's role in this before/during/after the experiences (eg: what intentional teaching is happening? What interaction is happening?)
      4. Justifications - this section is on the right-hand column of your template. This is where you include particular references, links to theory and VEYLDF Outcome 5. You will need to explain and justify the connections of each learning experience to your chosen references and VEYLDF Outcome 5 (eg: how does this experience link to a particular descriptor in Outcome 5?) One (1) reference and Outcome 5 connection for each experience.
   6. When planning these experiences keep in mind your learning from the unit, your work in the EC field and previous placements.
   7. Keep in mind:
      1. Play-based approach
      2. Child directed, independent play
      3. Materials and resources that will be offered
      4. Expressive and receptive language development
      5. EAL children
      6. Language and Literacy is a social act
      7. The environment of where the experience will be set up and why
   8. Submit your plans as one (1) word document, including your reference list. There is a section at the bottom of the template that you add your references to.

Assessment Criteria

The following levels of criteria will be used to grade this assessment task:

• Criterion 1: Rationale
• Criterion 2: Learning Experience 1
• Criterion 3: Learning Experience 2
• Criterion 4: Learning Experience 3
• Criterion 5: Writing and Referencing

Access for the full marking criteria. Rubric for assessment 2

Assessment 2 - Learning Experiences

Planning Template

Rationale
Play-Based Learning Experiences	Plan For EACH learning experience, include this information: Title - of the learning experience. Learning Intentions - what are your teaching intentions? What are the learning possibilities the children learn from this experience? (remember this is related to language and multiliteracy learning) Resources and set-up - Preparation: context and materials to be available for the children. Where - which space in the room/outdoors, which context (be objective). How are you setting up the space/environment - describe in detail your set-up. Ensuring the set-up is for small groups of children. Strategies/Session Notes - detailed description of how you will carry out this experience. What teaching strategies would you use to achieve the learning intentions? What is the teacher's role in this before/during/after the experiences?	Justifications (Explain and justify connections of your learning experience to literature and VEYLDF Outcome 5descriptors)
Experience 1	Title: Learning Intentions: Resources & Set-up: Strategies/Session Notes:
Experience 2	Title: Learning Intentions: Resources & Set-up: Strategies/Session Notes:
Experience 3	Title: Learning Intentions: Resources & Set-up: Strategies/Session Notes:
Reference List