Assignment 2
RENDERED/RECORDED work
EDM8020 Arts and Technologies through Play
Name:
Student Number:
Ethical Statement: All efforts have been made within this assignment to protect the identity of children and professionals referred to, by adopting pseudonyms. Images used, and referred to within this document, are correctly acknowledged and, where appropriate, permission sought and granted.
Introduction
Introduce the context, size of the group, age of the children, arts subject/s and briefly describe the learning intentions of the three experiences. Delete the red text before continuing.
Part 1. Sequence of learning experiences in Dance, Drama and/or Music
| Learning experience one of three | |||
| Arts subject area: | |||
| Alignment with EYLF v2.0 Learning Outcomes (AGDE, 2022) | |||
☐Children have a strong sense of identity ☐Children are connected with and contribute to their world ☐ Children have a strong sense of wellbeing ☐ Children are confident and involved learners ☐ Children are effective communicators
| |||
| PLAN / Design | |||
Learning intention Write a learning intentionwhich will be implemented as per the next section. This learning experience is designed to…
| |||
IMPLEMENT / Enact | |||
| Teaching and learning strategies | Duration: | ||
What the teacher will be doing (teaching strategies/provocations to co-construct learning with children) | What the children will be doing | Resources (materials, people and spaces or place) and considerations of differentiation and inclusion | |
| Launch | What is your role as teacher here? How will the experience be introduced? Or how will you transition the children into this experience? What do you plan to occur during the early part of this experience? What will you say, do?
| How might the children be involved in deciding on and having input into the experience (co-constructing)? What questions may encourage a response or input from the children, give examples?
| Identify the materials, people, spaces or place and time required for the experience Identify considerations to ensure differentiation and inclusion
|
| Play and inquiry | What intentional teaching strategies will be adopted to support this learning? What key directions and instructions will be emphasised to support children to remember key steps in learning particular skills (if appropriate)? What strategies will support children’s involvement in learning?
| What do you see the children doing or saying? How are they relating to each other and the learning environment?
| |
| Discuss | How will you wrap up this experience? Or transition to the next session? What cues will you look for in children? What cues will you provide children? What documentation will occur at this time?
| What will the children do or say to share, consolidate or document their learning?
| |
| EVALUATE / Critically reflect | |||
NOTE: Use these questions as a guide if you are able to implement this learning experience with young children. If not, please note what you will be looking for during this learning experience before moving forward to the second learning experience in this sequence.
How meaningful and effective was this experience for children’s learning, development and wellbeing? Did this experience align with my philosophy of learning or ideas currently being explored? What worked well and why? What might I do differently next time? How can we (children, adults, spaces, place) extend this learning? Were any challenges (or opportunities) presented through the materials, use of spaces or place and people involved and the relations between them? Were there any unexpected outcomes?
| |||
| Forward planning and involvement of families/parents and/or other stakeholders | |||
Ideas for what happens next
| |||
| Learning experience two of three | |||
| Arts subject area: | |||
| Alignment with EYLF v2.0 Learning Outcomes (AGDE, 2022) | |||
☐Children have a strong sense of identity ☐Children are connected with and contribute to their world ☐ Children have a strong sense of wellbeing ☐ Children are confident and involved learners ☐ Children are effective communicators
| |||
| PLAN / Design | |||
Learning intention Write a learning intentionwhich will be implemented as per the next section. This learning experience is designed to…
| |||
IMPLEMENT / Enact | |||
| Teaching and learning strategies | Duration: | ||
What the teacher will be doing (teaching strategies/provocations to co-construct learning with children) | What the children will be doing | Resources (materials, people and spaces or place) and considerations of differentiation and inclusion | |
| Launch | What is your role as teacher here? How will the experience be introduced? Or how will you transition the children into this experience? What do you plan to occur during the early part of this experience? What will you say, do?
| How might the children be involved in deciding on and having input into the experience (co-constructing)? What questions may encourage a response or input from the children, give examples?
| Identify the materials, people, spaces or place and time required for the experience Identify considerations to ensure differentiation and inclusion
|
| Play and inquiry | What intentional teaching strategies will be adopted to support this learning? What key directions and instructions will be emphasised to support children to remember key steps in learning particular skills (if appropriate)? What strategies will support children’s involvement in learning?
| What do you see the children doing or saying? How are they relating to each other and the learning environment?
| |
| Discuss | How will you wrap up this experience? Or transition to the next session? What cues will you look for in children? What cues will you provide children? What documentation will occur at this time?
| What will the children do or say to share, consolidate or document their learning?
| |
| EVALUATE / Critically reflect | |||
NOTE: Use these questions as a guide if you are able to implement this learning experience with young children. If not, please note what you will be looking for during this learning experience before moving forward to the second learning experience in this sequence.
How meaningful and effective was this experience for children’s learning, development and wellbeing? Did this experience align with my philosophy of learning or ideas currently being explored? What worked well and why? What might I do differently next time? How can we (children, adults, spaces, place) extend this learning? Were any challenges (or opportunities) presented through the materials, use of spaces or place and people involved and the relations between them? Were there any unexpected outcomes?
| |||
| Forward planning and involvement of families/parents and/or other stakeholders | |||
Ideas for what happens next
| |||
| Learning experience three of three | |||
| Arts subject area: | |||
| Alignment with EYLF v2.0 Learning Outcomes (AGDE, 2022) | |||
☐Children have a strong sense of identity ☐Children are connected with and contribute to their world ☐ Children have a strong sense of wellbeing ☐ Children are confident and involved learners ☐ Children are effective communicators
| |||
| PLAN / Design | |||
Learning intention Write a learning intentionwhich will be implemented as per the next section. This learning experience is designed to…
| |||
IMPLEMENT / Enact | |||
| Teaching and learning strategies | Duration: | ||
What the teacher will be doing (teaching strategies/provocations to co-construct learning with children) | What the children will be doing | Resources (materials, people and spaces or place) and considerations of differentiation and inclusion | |
| Launch | What is your role as teacher here? How will the experience be introduced? Or how will you transition the children into this experience? What do you plan to occur during the early part of this experience? What will you say, do?
| How might the children be involved in deciding on and having input into the experience (co-constructing)? What questions may encourage a response or input from the children, give examples?
| Identify the materials, people, spaces or place and time required for the experience Identify considerations to ensure differentiation and inclusion
|
| Play and inquiry | What intentional teaching strategies will be adopted to support this learning? What key directions and instructions will be emphasised to support children to remember key steps in learning particular skills (if appropriate)? What strategies will support children’s involvement in learning?
| What do you see the children doing or saying? How are they relating to each other and the learning environment?
| |
| Discuss | How will you wrap up this experience? Or transition to the next session? What cues will you look for in children? What cues will you provide children? What documentation will occur at this time?
| What will the children do or say to share, consolidate or document their learning?
| |
| EVALUATE / Critically reflect | |||
NOTE: Use these questions as a guide if you are able to implement this learning experience with young children. If not, please note what you will be looking for during this learning experience before moving forward to the second learning experience in this sequence.
How meaningful and effective was this experience for children’s learning, development and wellbeing? Did this experience align with my philosophy of learning or ideas currently being explored? What worked well and why? What might I do differently next time? How can we (children, adults, spaces, place) extend this learning? Were any challenges (or opportunities) presented through the materials, use of spaces or place and people involved and the relations between them? Were there any unexpected outcomes?
| |||
| Forward planning and involvement of families/parents and/or other stakeholders | |||
Ideas for what happens next
| |||
Part 2. Reflective storytelling of design process
Link to presentation:
The file is stored in my UniSQ u:drive and I have checked that it is available to anyone with the link.
Transcript of the presentation
References
EDM8020 Arts and Technologies through play |Assignment 2 |Rubric
| Criteria | HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F <50% |
Part 1: Design experiences for responsive learning through the arts which afford children the opportunity to develop an understanding of, and respect for, Aboriginal and Torres Strait Islander histories, cultures and languages (CLO1, CLO 2, CLO3) Marks 20 | All learning experiences, comprehensively and insightfully incorporate a highly relevant range of resources, environments, and teaching strategies. All experiences are age and culturally appropriate and effectively foster children’s participation and learning in the Arts and Technologies areas. All experiences authentically and appropriately (respecting Aboriginal protocols) support children to develop knowledge of Australia’s First Nations cultures. | Two or more clearly explained and appropriate learning experiences incorporate a highly relevant range of resources, environments, and teaching strategies. Two or more experiences are age and culturally appropriate and foster children’s participation and learning in the Arts and Technologies areas. Two or more experiences appropriately (respecting Aboriginal protocols) support children to develop knowledge of Australia’s First Nations cultures. | Two or more clearly described and appropriate learning experiences incorporate a range of resources, environments, and teaching strategies. Two or more experiences are mostly age and culturally appropriate and foster children’s participation and learning in the Arts and Technologies areas. Two or more experiences support children to respect Aboriginal protocols and develop knowledge of Australia’s First Nations cultures. | One or more satisfactorily described, appropriate learning experiences incorporating resources, environments, and teaching strategies. Experiences are mostly age and culturally appropriate and foster children’s participation and learning in the Arts and Technologies areas. Experiences broadly support children to respect Aboriginal protocols and develop knowledge of Australia’s First Nations cultures. | No learning experience plans are included or less than three learning experience plans are included or the learning experiences are described in insufficient detail for their intention to be clear or learning experiences are not appropriate for the intended audience or learning experiences would not support children’s learning in the Arts areas. Experiences are limited or insufficient to support children to develop knowledge of Australia’s First Nations cultures or lack attention to Aboriginal protocols. |
Part 2: Digital presentation reflecting on the design of effective and inclusive learning and teaching sequences in the Arts and Technologies that align with legislative requirements to support participation, socially and culturally inclusive and safe learning environments (CLO3, CLO 4)
Marks 20 | The student has provided thorough and clear evidence of critical reflection with the design and planning process and decision making. The response is justified through attention to relevant theory, literature, framework and regulation requirements. A clearly organised, professional presentation demonstrating excellent attention to language, audio and visual elements which creatively illustrate key points and enhance the presentation. | The student has provided clear evidence of critical reflection with the design and planning process and decision making. The response is described and explained through attention to relevant theory, literature, framework and regulation requirements. A clearly organised, professional presentation demonstrating attention to professional language, audio and visual elements which illustrate key points and enhance the presentation. | The student has provided sound evidence of critical reflection of the design and planning process and decision making. The response is soundly described using relevant theory, literature, framework and regulation requirements. A sound presentation demonstrating attention to professional language and includes audio and visual elements to enhance the presentation. | The student has provided satisfactory evidence of critical reflection of the design and planning process and decision making. The response is satisfactorily described using theory, literature, framework and/or regulation requirements. A satisfactory presentation demonstrating attention to professional language and includes audio and visual elements to enhance the presentation. | There is limited evidence of critical reflection of the design process or planning process or decision making. The response is insufficiently described or employs limited or no theory, relevant literature or references to framework and regulation requirements or uses broad language lacking specificity to the task. The digital presentation has not been included or is incomplete.
|
Written conventions
Exhibit academic, professional and digital and cultural literacy (CLO5)
Marks 10 | Exemplary professional writing style, particularly suited to the task and audience, which effectively utilises examples and discipline language, clearly and concisely conveys key points. Minimal errors in grammar, punctuation, word choice, spelling or organisation. Referencing (in text and reference list) used throughout the journal and presentation conforms to APA style, with no errors. Purposeful and effective use of course readings and relevant guiding literature. | Fluent writing style, appropriate for the task and audience, utilising examples, discipline language, clearly conveying key points. Minimal errors in grammar, punctuation, word choice, spelling or organisation. Referencing (in text and reference list) used throughout the journal and presentation conforms to APA style, with minimal errors. Strong use of course readings and relevant guiding literature | Sound writing style that is appropriate for the task. Few errors in the use of grammar, punctuation, word choice, spelling or organisation. Referencing (in text and reference list) used throughout the journal and presentation conforms to APA style, with few errors. Sound use of course readings and relevant guiding literature. | Satisfactory writing style that is appropriate for the task. Some errors in the use of grammar, punctuation, word choice, spelling and/or organisation or some language lacking specificity to the task, but key points are still evident. Referencing (in text and reference list) used and presentation conforms to APA style, with minor errors and/or inconsistencies. Satisfactory use of course readings and relevant guiding literature.
| Written expression is inappropriate for the task. Language is broad, lacking specificity to course content or Many errors in spelling, grammar, punctuation, word choice or organisation throughout the submission, or Many errors in APA 7th formatting, or inaccurate references, or Limited or no use of course readings, recommended course reading or relevant guiding literature. |
| Total marks out of 50: | |||||
Comments:
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