Becoming an Early Childhood Practitioner
Assessment 2: Online eResource Development (1500 words, 30% weight)
Task description: Develop two sequences of learning experiences appropriate for 0-2 year olds and 3-5 year olds, one focuses on STEM, and
one focuses on literacy. Base each sequence on the practical application of play-based learning with intentionality to support children’s learning
across domains of development. Specific strategies for inclusive practice should be provided, as should additional supports and modifications
for diverse learners, including indigenous learners and learners with disabilities.
Criteria:
• Two learning sequences are provided, one for 0-2 year olds and one for 3-5 year olds, one focuses on STEM and one focuses on literacy.
• Three learning experiences are contained in each sequence, and are age/developmentally appropriate and clearly work towards the stated
learning objective(s)
• Rationale of the practical application of play-based learning with intentionality is justified, drawing on relevant academic readings.
• Specific strategies for inclusive practice are provided, including additional supports and modifications for diverse learners.
• Relevant academic literature is drawn upon to justify learning objectives, learning experiences, learning materials and supports for diverse
learners.
For each sequence:
• Learning objectives and targeted aged group of the sequence clearly identified.
• Three learning experiences are clearly described, and each of experiences contains relevant details of its aim, duration, and materials to be
used
• Learning experiences are planned with consideration of diverse learners, including indigenous learners and learners with disabilities,
drawing on relevant academic readings.
Word count: 1500 (excluding references)
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively
demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer
to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support
Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.
Referencing: APA7 (please refer to this guide for referencing guidelines)
Due Date: Wednesday 21th August 2024, 11:59PM
Grading Scale:
GDECE105 – Becoming an Early Childhood Practitioner
Assessment 2: Online eResource Development (1500 words, 30% weight)
Grade Criteria
High Distinction Distinction Credit Pass Does not meet minimum standard
C1. Two learning
sequences are
provided, specific and
group and content
focus are identified
(2,5 marks/ sequence, total 5 marks)
Two learning sequences
are provided, specific
and group (0-2 year and
3-5 year) and content
focus (STEM and
literacy) are clearly
identified
Two learning sequences
are provided, specific
and group (0-2 year and
3-5 year) and content
focus (STEM and literacy)
are identified
but key details are inaccurate or irrelevant.
Learning sequences are not clearly identified and key details are missing.
C2. Two learning
sequences provided,
each contains three
learning experiences
that are
age/developmentally
Three learning
experiences are clearly
described, each
contains relevant
details of its aim,
Three learning
experiences are
clearly described,
each contains relevant
details of its aim,
Three learning
experiences are clearly
described, each
contains details of its
aim, duration, and
Three learning
experiences are clearly
described, each contains
details of its aim,
duration, and materials
The learning
experiences are
provided but
incomplete or missing
some details.
appropriate and
clearly work towards
the stated learning
objective(s)
(5 marks/sequence, total 10 marks)
duration, and materials
to be used.
Age/developmentally
appropriateness and
relevance to the stated
learning objective(s)
are clearly justified.
duration, and
materials to be used.
Age/developmentally
appropriateness and
relevance to the
stated learning
objective(s)
are briefly explained.
materials to be used
but not all relevant.
Age/developmentally
appropriateness and
relevance to the
stated learning
objective(s)
are outlined.
to be used but not all
relevant.
Age/developmentally
appropriateness and
relevance to the stated
learning objective(s)
are stated.
Age/developmentally
appropriateness and
relevance to the stated
learning objective(s)
are missing or referred
to but inaccurate.
C3. Rationale of the
practical application of
play-based learning
with intentionality is
justified, drawing on
relevant academic
readings.
(5 marks)
Rationale of the
practical application of
play-based learning
with intentionality is
clearly justified, with
critical analysis,
supported by a range of
relevant literature.
Rationale of the
practical application
of play-based learning
with intentionality is
explained, with
analysis, supported by
relevant literature.
Rationale of the
practical application of
play-based learning
with intentionality is
outlined, with
analysis, supported by
relevant literature.
Rationale of the practical
application of play-based
learning with
intentionality is
described, with limited
analysis, supported by
limited literature.
Rationale of the
practical application of
play-based learning
with intentionality is
mentioned but are
irrelevant or contain
key misunderstandings
or inaccuracies.
C4. Specific strategies
for inclusive practice
provided, including
additional supports
and modifications for
diverse learners
(5 marks)
Specific strategies for inclusive practice and supports for diverse learners are explained in detail.
Specific strategies for inclusive practice and supports for diverse learners are explained, but lack of detail
Specific strategies for inclusive practice and supports for diverse learners are outlined
Specific strategies for
inclusive practice and
supports for diverse
learners are mentioned
but relevance to the
learning sequences may
be tenuous
Specific strategies for inclusive practice and supports for diverse learners are not drawn upon.
C5. Assignment is
formatted according to
requirements and
C5.1 The assignment is
clear and free of
typographical and
C5.2 The assignment
is clear with minor
typographical and
C5.3 The assignment is
clear with
typographical and
C5.4 The assignment has
typographical and
structural features that
C5.5 The assignment
has typographical and
structural features that
written clearly and
cohesively. APA 7
referencing is used.
Word limit is adhered
to.
(5 marks)
structural features that
hinder understanding.
There is no confusion
between author voice
and that of sources.
The assignment is
formatted according to
stated requirements.
The assignment is
formatted according to
stated requirements.
Accurate mechanics of
in-text and end-of-text
APA (7th Ed.)
referencing style were
used.
Word limit met.
structural features
that may hinder
understanding. There
is minimal confusion
between author voice
and that of sources.
The assignment is
mostly formatted
according to stated
requirements.
Accurate mechanics
of in-text and end-of-
text APA (7th Ed.)
referencing style were
used with minor
inconsistencies (no
more than 2 errors).
Word limit met.
structural features
that may hinder
understanding. There
is minor confusion
between author voice
and that of sources.
The assignment is
partly formatted
according to stated
requirements.
Mechanics of in-text
and end-of-text APA
(7th Ed.) referencing
style were used with
inconsistencies (no
more than 4 errors).
Word limit met.
significantly hinder
understanding. There is
confusion between
author voice and that of
sources.
The assignment is
minimally formatted
according to stated
requirements. Mechanics
of in-text and end-of-text
APA (7th Ed.) referencing
contain several errors.
Word limit met.
prohibit understanding.
There is confusion
between author voice
and that of sources, or
author’s voice is
absent. The
assignment is not
formatted according to
stated requirements.
Mechanics of in-text
and end-of-text APA
(7th Ed.) referencing
style were not used
appropriately.
Word limit not met.
