TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief 1
TCHR5001 Assessment Brief 1
Assessment Details
Item Assessment 1: Pitch your pedagogy
Type Digital Presentation (Recorded)
Due Monday, 16th September 2024, 11:59 pm AEST (start of Week 4)
Group type Individual
Length 10 minutes (equivalent to 1500 words)
Weight 50%
Gen AI use Permitted, restrictions apply
Aligned ULOS ULO1, ULO2, ULO3, ULO4
Resources • 1x Assessment 1 Pitch Template Deliverables &
Submissions
• 1x Presentation Recording (MP4) submitted to VoiceThread. • 1x Pitch template (Word) submitted to Turnitin. • 1x Slide deck (PPT) submitted to Turnitin. Please note that you are
not required to submit any more slides due to Blackboard's
limited storage capacity. Please submit only your Pich
Template and presentation recording.
Resubmissions Assignment resubmissions are not permitted in this unit.
Marking Instructor Marked
TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief 2
Grades &
Feedback SCU Letter Grade, Assessment Rubric, Written Feedback
TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief
3
Assignment Rationale
Early childhood teachers (ECT) need to have a thorough understanding of diverse theoretical
and philosophical foundations of play-based pedagogies to critically consider the
possibilities and challenges associated with incorporating play into our early childhood
education practices. As an ECT, part of our responsibility is to advocate for the recognition
and significance of play as a fundamental right of every child. Moreover, we must strive to
create inclusive and collaborative learning environments that welcome diverse
perspectives and allow for the development of a shared understanding of what 'play' entails,
as well as the implications of implementing play-based pedagogies in early childhood
policies and practices.
Assessment 1 requires students to critically engage with theoretical perspectives of play
and reflect upon key issues presented in Modules 1-3 and create a digital presentation.
This assignment aligns with the following Unit Learning Outcomes (ULOs)
• ULO1: identify and analyse the role of play in learning and examine the challenges
pertaining to play and pedagogies.
• ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood
education and care, and how they position children, teachers, and parents/carers.
• ULO3: analyse the relationships between philosophy, theory, and pedagogy to the
learning environment for all young children (birth – 5 years).
• ULO4: critically reflect on personal philosophy to play and pedagogies for learning
and teaching as an early childhood professional.
Task Description
Imagine you are working in an early childhood education and care (ECEC) setting and have
been asked to present at the family information night. Some families of children aged 4-5
years voice their concerns about the play-based approaches used in your setting. They
believe their children should be engaged in more formal, academic approaches to prepare
them for school. Other families are interested in the play-based approach but would like to
know more about the potential value and benefits of play.
For assessment 1, your task is to prepare a ‘pitch’ to explain and justify the importance of a
play-based pedagogical approach for children now and in their future.
TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief 4
Instructions
Step 1: Develop your Pitch
To ensure your pitch is well-organised and addresses all necessary elements you have been
provided with a pitch template. You are required to fill in the ‘Assessment 1 Pitch Template’
and submit the completed document for grading.
To access the template:
• Go to the ‘Assessment Tasks and Submissions’ section of the unit learning site (Blackboard). • Open the Assessment 1 folder. • Locate the Word document titled ‘Assessment 1 Pitch Template’. • Download the document and save it to your files. Complete the pitch template with a detailed plan for your presentation. Include a brief
description of each presentation slide (200 words maximum), and a reference list.
Your pitch must identify and justify the following elements:
• Introduction: Introduce yourself to the service and briefly address the concerns raised by families (30 seconds to 1 minute). • Role of play: Explain the role of play in children’s learning, development and wellbeing, including an example of a play-based experience and activity. Remember to address different developmental domains (2 minutes). • Personal philosophy: Share your personal philosophy regarding play and how it influences your approach to teaching and learning (2 minutes). • Successful play-based learning environment: Discuss what contributes to a successful play-based learning environment, including physical, social, and temporal elements (2 minutes). • Challenges and solutions: Identify potential challenges when incorporating play into early childhood teaching and how to overcome them (2 minutes). • Summary and farewell: provide a summary and farewell note (30 seconds to 1 minute). Your pitch must be supported and informed by:
• At least 1 theoretical perspective presented in Module 2. • Academic sources (readings, journal articles, book chapters, etc.) TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief 5
• Professional sources and ECEC policies (Early Years Learning Framework, National Quality Standard, United Nations Convention on the Rights of the Child, Code of Ethics, Developmental Milestones) Step 2: Create your Presentation slides
You are to create (insert max of 15 slides, preferably less) to visually support and enhance
your presentation.
You may use PowerPoint, Prezi, or Canva to create your presentation slides. Resources on
how to prepare the digital presentation are provided in the Assessment 1 Folder on
Blackboard.
Your presentation slides must:
• use an easy-to-read font for the text on the slides (e.g., Arial, Times New Roman) and a 1.5 or double-line space. • include clear headings Step 3: Record your Presentation
Record yourself delivering your 10-minute presentation. You may use Zoom, PowerPoint, or
any other recording software to capture your presentation delivery and slides.
Save your recording as an MP4 file.
Referencing
APA referencing is required for this assignment. Please refer to the APA 7th edition. See the
SCU Library Guides for detailed instructions on APA formatting. References are not counted
in the overall word count.
You must:
• Create a reference list on the last page of the Assessment 1 Pitch Template. You must include a minimum of 8 references (you may use more). • Literature needs to include the unit textbook, accompanied by peer reviewed articles,
book chapters, and other authoritative sources. At a minimum, your sources for this task will include the unit required text, unit readings, EYLF (AGDE, 2022) and broader literature. TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief 6
• If you have used an AI tool or technology in completing your assessment (for example, brainstorming, understanding concepts, generating examples, summarising readings), you must acknowledge how you have used AI tools. You can create this acknowledgement by adding a declaration at the end of your reference list. For example: “I acknowledge the use of ChatGPT to brainstorm concepts ------- for this assessment as a starting point for initial research before writing my assessment.” Submissions
You are required to submit the following items for grading:
1. SCU cover page completed pitch template (Word or PDF) submitted to Turnitin. 2. Presentation slides (PPT) submitted to Turnitin.
It is not required to submit slides anymore, as explained above. 3. Presentation Recording (MP4) submitted to VoiceThread. Submission portals can be accessed from the ‘Assessment Tasks and Submission’ section
of the unit learning site (Blackboard). Please note, there are two submission portals for this
assignment.
1. VoiceThread Submission Portal: For submission of video files. For more information see How to submit a VoiceThread assignment. 2. Turnitin Submission Portal: For submission of Template and presentation slides. It is not requiredto submit slides anymore, as explained above. Please label the Template document clearly. Include the unit code, the assessment item,
your first name and family name. For example: ‘CIVL3009_A1
Presentation_BarakOBAMA_ID123456.pdf’
Referencing
APA 7 referencing is required for this assignment. Please refer to the APA 7th edition. Refer
to the SCU (Southern Cross University) Library Guides for detailed instructions on APA
formatting, and to ensure your referencing is accurate, refer to the SCU Library Guides.
TCHR5001 Play and
pedagogies in early
childhood education
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Academic Integrity
Adherence to SCU's academic integrity policies is mandatory. Breaches may result in severe
penalties, including failing the assessment or the unit. Examples of academic misconduct
include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCU’s
academic integrity policies and guides for detailed information on what constitutes a breach,
and the consequences involved.
Generative AI (Artificial Intelligence) use Policy
You are permitted to use generative AI (Gen AI) tools responsibly and ethically to
complete components of this assignment.
Please do not post confidential, private, personal, or otherwise sensitive information into
Gen AI tools. If you use these tools, you must be aware of their limitations, biases, and
propensity for fabrication.
Below are the details of permitted and prohibited uses of Gen AI for this assignment:
Permitted use
Students are permitted to use Generative AI to:
• clarify concepts, theories, ideas, etc., discussed in class
• generate preliminary ideas for writing
• edit a working draft of the assessment
• read and summarise research and supporting evidence for the assessment
Prohibited use
Students are not permitted to use Generative AI to:
• generate definitions or writing used in their final submission.
• produce arguments or refine thinking on their final submission
Any of these actions will constitute and be treated as a breach of academic integrity.
Gen AI Acknowledgement
Your use of AI tools must adhere to the SCU Academic Integrity Framework, which includes
upholding honesty, ethics, professionalism, and academic integrity. All use of Gen AI must
TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief 8
be explicitly documented and acknowledged in your submission. If you use generative AI
tools without acknowledgment, it may result in an academic integrity breach against you, as
described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
To
find out how to reference generative AI in your work, consult the referencing style for your
unit via the library referencing guides.
Special Considerations
Students wishing to request special consideration 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.
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 on 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.
Grades & Feedback
Assignments submitted by the due date will receive an SCU Letter Grade, a Turnitin
originality report, an assessment rubric evaluating performance against specified criteria
and standards, and written feedback from the assignment marker. Grades and feedback will
be posted to the ‘Grades & Feedback’ section on the learning site. Please allow up to seven
business days for marks to be posted.
Works submitted by the due date will be evaluated against the grading criteria and standards
outlined below and summarised in the ‘Assessment Rubric’. For more information regarding
SCU grades and standards, visit Final Grades.
Continued next page . . .
TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief 9
Assessment Rubric
Grading Criteria
High Distinction
(85-100%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Fail
(1-49%)
Criterion 1. (25%)
ULO1&2&3
Knowledge and
understanding of
contemporary
theoretical perspectives
about the role of play in
children’s learning,
development, and
wellbeing.
Demonstrates
comprehensive
knowledge and deep
understanding of a broad
range of contemporary
theoretical perspectives
of play. Comprehensive
explanation of the role of
play in children’s learning,
development, and
wellbeing, with well- chosen and appropriate
example/s of play-based
experiences. Thoroughly
addresses all
developmental domains.
Provides a thorough
understanding of at least
two contemporary
theoretical perspectives.
Detailed explanation of
the role of play in
children’s learning,
development, and
wellbeing with relevant
example/s of play-based
experiences. Thoroughly
addresses all or most
developmental domains.
Shows a reasonable
understanding of at least
one contemporary
theoretical perspective.
Clear explanation of the
role of play in children’s
learning, development,
and wellbeing with an
example of a play-based
experience. Addresses
some developmental
domains.
Demonstrates a basic
understanding of one
contemporary theoretical
perspective. Basic
explanation of the role of
play in children’s learning,
development, and
wellbeing. Basic examples
of a play-based
experience are provided.
Lacks understanding of
contemporary theoretical
perspectives. Limited
explanation of the role of
play in children’s learning.
Example of play-based
experience is not relevant.
Criterion 2. (25%)
ULO2&4
Personal philosophy of
play and how it
Play philosophy is
insightful and well- articulated. It provides
comprehensive and
reflective explanations of
its influence on teaching
Play philosophy is
detailed and provides
explanations of its
influence on teaching and
learning, including
specific examples of
Play philosophy is clear
and provides explanations
of its influence on
teaching and learning.
States the personal
philosophy of play but
lacks depth and detail.
Includes a basic
explanation of its
Personal philosophy of
play is unclear or poorly
articulated. Little to no
explanation of its
influence on teaching and
learning.
TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief
10
influences teaching and
learning.
and learning, including
detailed examples of
translating philosophy to
practice.
translating philosophy to
practice.
influence on teaching and
learning.
Criterion 3. (20%)
ULO3
Knowledge and
understanding of
environments that
facilitate play-based
learning.
Comprehensive
discussion of what
contributes to a
successful play-based
learning environment
includes thorough
examples of physical,
social, and temporal
elements.
Detailed discussion of
what contributes to a
successful play-based
learning environment
includes detailed
examples of most
physical, social, and
temporal elements.
Clear discussion of what
contributes to a
successful play-based
learning environment,
including at least one of
the following: physical,
social, and temporal
elements.
Basic discussion of what
contributes to a
successful play-based
learning environment
including at least one of
the following: physical,
social, and temporal
elements.
Unclear discussion of
what contributes to a
successful play-based
learning environment.
Criterion 4. (20%)
ULO3
Challenges and
solutions relating to
play-based pedagogy.
Provides a comprehensive
and insightful examination
of potential challenges
relating to play-based
pedagogy with strong
examples and solutions.
Provides detailed
discussions of potential
challenges relating to
play-based pedagogy with
detailed solutions.
Provides a clear
discussion of potential
challenges relating to
play-based pedagogy.
Provides some basic
solutions.
Provides a basic
awareness of potential
challenges related to play- based pedagogy.
Lack of understanding of
potential challenges
related to play-based
pedagogy.
Criterion 5. (5%)
ULO 1-4
Supporting evidence
including academic and
Outstanding use of
academic and
professional sources and
literature throughout
presentation. Outstanding
integration of these
materials with deep and
insightful connections.
Very good use of
academic and
professional sources and
literature throughout
presentation. There is a
strong integration of these
materials with clear and
relevant connections.
Good use academic and
professional sources and
literature. Clear but at
times superficial
connections.
Basic use of academic
and/or professional
sources and literature.
Some connections are
unclear or lack depth.
Limited or incorrect use of
academic and/or
professional sources and
literature.
TCHR5001 Play and
pedagogies in early
childhood education
TCHR5001 A1 Brief
11
professional
resources/literature.
The submission
demonstrates an
advanced understanding
and critical engagement
with the materials.
Criterion 6. (5%)
ULO1-4
Presentation skills
Outstanding presentation
skills are demonstrated,
including appropriate
pace, tone, articulation,
and volume. The student
has included a video of
themselves presenting,
showcasing excellent
physical presentation
skills and body language.
Very good presentation
skills evident including
pace, tone, articulation,
volume. The student may
or may not have included
a video of themselves
presenting, showcasing
very good physical
presentation skills and
body language.
Good presentation skills
evident including pace,
tone, articulation, volume.
Basic presentation skills
evident including pace,
tone, articulation, volume.
Poor presentation skills
evident including pace,
tone, articulation, volume.
TCHR5001 Play and
pedagogies in early
childhood education
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12
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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