The Early Years Learning Framework is Australia’s national framework guiding early childhood providers, teachers and educators to extend and enrich children’s learning from birth to five years and through the transition to school (AGDE, 2022). Fundamental to the framework is the vision that “All children engage in learning that promotes confident and creative individuals and successful lifelong learners. All children are active and informed members of their communities with knowledge of Aboriginal and Torres Strait Islander perspectives (AGDE, 2022, p.6)

This task introduces you to the shared responsibility to ensure all children learn about the diversity of Aboriginal and Torres Strait Islander cultures (AGDE, 2022) through planning for learning and teaching through the arts in an early years setting.

This assessment is in two parts. The first task is to design three learning experiences in the arts. The second task is to create a digital presentation which tells your story of developing the learning experiences. We invite you to critically reflect on your knowledge and understanding of learning and teaching the arts in an early years context and create the presentation through reflective storytelling. Further details are provided in the Task Instructions below.

Part 1. Design three learning experiences in the arts, focusing on Dance, Drama or Music (choose one) which aim to engage young children in learning about Aboriginal and Torres Strait Islander cultures  through the arts.

Part2.Critically reflect on your own engagement with this task. Creatively tell the story in a digital presentation.

Write a brief introduction to the three learning experiences which outlines the context and intentions for learning.(100-200words)

Part 1 Design learning experiences in Dance/Drama/Music

Design three learning experiences for a nominated group of children aged between birth and five years focusing on the arts forms of Dance, Drama or Music (choose one Arts form as the focus for a learning sequence).

In an introductory paragraph note:

• Selected age and/or anticipated prior understandings of the children
• the Arts and/or Technologies skills and understandings embedded in the experience, for example, the elements of dance, movement and storytelling in drama or listening and responding in music
• relevant contextual details
• the overall intention of the sequence of learning.

Using the Assignment 2 Submission template, provide an overview of each experience including how you would create an environment, implement teaching strategies and provide materials for children to learn about Aboriginal and Torres Strait Islander culture(s) through the arts of Dance, Drama or Music.

It will be important for you to understand Indigenous Cultural Protocols to ensure that you do not engage in cultural appropriation in this task. There is no specified word limit within the planning templates.

Part 2. Digital presentation

Reflective story telling of design process(upto10minutes)

In a multi-media digital presentation, tell the story of your own engagement in developing learning experiences in dance/drama/music for young children for the purpose of teaching through the arts. Your creativity is invited, and you are encouraged to approach this as a storytelling act.

Critically reflect on your influences and explain how your learning journey or arts pedagogies were inspired by the course or your own experiences and wider awareness of Aboriginal and Torres Strait Islander culture and protocols for artworks, and how you would invite children to engage in learning about Aboriginal and Torres Strait Islander cultures through the Arts.

Explain your purpose and intentions in the learning experiences and how the design of learning environments, materials (resources) and teaching strategies will provide opportunities for children to participate in Arts experiences.

Consider how the planned learning experiences are:

• Appropriate for young children
• Supporting learning in the chosen Arts subject(s)
• Inclusive of children’s abilities
• Aligned with legislative requirements to support participation and learning for students with disability
• Reflective of socially inclusive and safe learning environments
• Culturally responsive for students from Aboriginal and Torres Strait Islander backgrounds
• Engaging Arts experiences in dance, drama or music.

Sketches or visual elements which show planning details may be included in the presentation for example, a sketched layout of the space for drama. Images, video or links which enhance the presentation are also encouraged. Include the presentation script in the Assignment2 Submission template.

Support your argument with course readings, relevant literature and framework documents. A minimum of eight sources should be cited in the list of references.

For this Assessment Item, acceptable AI use is set at:

Level 0: No AI to be Used

Description: Artificial intelligence (AI) is not to be used in this Assessment Item beyond basic editing features (spelling, grammar and text prediction) in Microsoft Word, Apple Pages, Grammarly and similar tools. There are many websites and apps that use AI text generation. Some websites will make small changes to ensure your grammar is correct; however, use of any websites or applications to re-write or paraphrase your work for you is poor academic practice and is an inappropriate and unauthorised use of AI.

Additional Information Required: It is good practice to regularly save drafts of your Assessment Items as you work on them, as these can be used by you to support any claims that you have not used AI beyond what is permitted for this level.

Students should be familiar with, and abide by, UniSQ’s policy on Academic Integrity and the definition of Academic Misconduct. Penalties apply to students found to have breached these policies and procedures. Please ensure you have completed the mandatory Academic Integrity training and have familiarised yourself with Academic Integrity at UniSQ.

Checking Originality

Turnitin is enabled for this course. When you upload your assignment, you will notice a Turnitin score, or originality percentage and AI percentage match. You can use this information as feedback on the originality of your work.

Create the presentation using a format that is accessible from a link, paste the link into the submission template. A Power point presentation is one option. Check with the Course Coordinator if you would like to use other software.

Complete all sections of the Assignment 2 Submission template. Name the file as your course code, final name, assignment number-

e.g. EDM8020_Ditty_A2. Submit as a word document. This document will be returned to you with feedback when results are released. Submit your assignment through Study Desk. Keep in mind that there are two steps to submitting. Check the status is 'Submitted' and not 'Draft'.

Marking will be finalised within three weeks of the due date or with an extension, the date of submission of your assignment. All University staff who are assessing your work meet to discuss and compare their judgements of assignments based on the given rubric. Marks are moderated prior to grades being finalised.

At times, receiving feedback can bring up strong emotions, from joy, relief and satisfaction to disappointment, frustration or anger. Please keep in mind that the markers do not know how much effort has gone into an assessment. Their task is to judge how well the assignment has met the marking criteria and make suggestions that can help with your future assessments. Please take some time to sit with the comments and consider how feedback can be taken into the next assignments and your future study. Further questions are welcome, please contact the Course Coordinator.

Have some fun with this assignment.